"Think globally, act locally."
Act in our own community is the best way we could start toguarantee a better world. Education-Gap is helping vulnerable young students around the world to access higher education and be the leaders who will improve and developed their own communities.
With a remarkable work in Anthropology Field, they hope to understand what is really important to each community they work with, and transform this knowledge in education method that can actually improve their lives.
Act in our own community is the best way we could start toguarantee a better world. Education-Gap is helping vulnerable young students around the world to access higher education and be the leaders who will improve and developed their own communities.
With a remarkable work in Anthropology Field, they hope to understand what is really important to each community they work with, and transform this knowledge in education method that can actually improve their lives.
Their focus right now it is in Latin America where recently a group of students and professors in anthropology has been leading aresearch of more than 2,000 hours in 7 different communities.
"We did interviews, focus groups, and just watched people in their daily lives, trying to understand what was really important to them in their own words." - Shanyn Ronis, Executive Director
They developed projects such as Advocacy Workshops and Leandership Programs. The most recently education method is Blended Education 2.0, Where the objective is to reinforce basic education skills, while students work together on projects who allows them to be more integrated in their communities and develop their abilities. .
To help and participate you can join as a volunteer and get in touch here. You can also help participating in the Indiegogo campaign, that is raising funds for teachers' salaries. And for those who live in the U.S., DC and New York, it will be happening in 2015 a series of Advocacy Workshops and trainings. "These are designed to help people who have an idea for a project or a cause really create that project in a way that will truly benefit the community, while also teaching them how to create partnerships, raise funds, conduct outreach, create a budget – in short, all of the nitty gritty that goes in to creating a successful program." - Shanyn Ronis
"We did interviews, focus groups, and just watched people in their daily lives, trying to understand what was really important to them in their own words." - Shanyn Ronis, Executive Director
They developed projects such as Advocacy Workshops and Leandership Programs. The most recently education method is Blended Education 2.0, Where the objective is to reinforce basic education skills, while students work together on projects who allows them to be more integrated in their communities and develop their abilities. .
To help and participate you can join as a volunteer and get in touch here. You can also help participating in the Indiegogo campaign, that is raising funds for teachers' salaries. And for those who live in the U.S., DC and New York, it will be happening in 2015 a series of Advocacy Workshops and trainings. "These are designed to help people who have an idea for a project or a cause really create that project in a way that will truly benefit the community, while also teaching them how to create partnerships, raise funds, conduct outreach, create a budget – in short, all of the nitty gritty that goes in to creating a successful program." - Shanyn Ronis
Shanya Ronis and Sylvia Rusin, a volunteer who worked in the Anthropology Field in Latin America shared with Inspire a few words, inspiring ones:
Could you tell us how everything started? When Education-Gap became a reality?
Shanyn Ronis: I, Shanyn Ronis, founded E-Gap in 2013. I’m an anthropologist and have lived in and traveled extensively throughout Latin America, spending most of my time in impoverished communities where people live in small houses with tin roofs and dirt floors. I believe in the promise of education to combat poverty, but the problem is most education in Latin America is of a very poor quality. Teachers don’t get enough training. Students drop out. And because there are so few jobs and extremely high discrimination against people from poorer communities, getting an education doesn’t necessarily mean getting a job, anyway.
I started E-Gap because I think education alone is not enough to create strong socioeconomic change in peoples’ lives. Education has to be one component of a holistic program that focuses on building communities and connecting students with the outside resources they need to succeed.
E-Gap has developed the Blended Education 2.0. Could you explain us more about it? For which students this system is intended for?
Shanyn Ronis: Blended Education 2.0 takes subjects like math, science, and reading, and blends them into a 4 month long project of starting a small business. Essentially, this approach goes beyond traditional teaching methods to include role-playing, technology, guest speakers, and internships to create a holistic learning experience. This way, students can apply their critical skills to real-life as they create a small business. Once students graduate from the program, they are better prepared to enter directly into the workforce. They have a greater chance of getting hired because of the skills they gained during the program, and they also have more connections they have developed during the program through internships and guest speakers.
During Blended Education 2.0, students work on Web-Quests, navigating the internet and building skills they learn in class such as writing and critical thinking. These Web-Quests are conducted independently by each student, but students are also encouraged to work together and problem solve in groups. During each class, students come together for 30 minutes and share information, ask questions, and exchange ideas about their assignments.
The teacher's role is to guide discussions, grade assignments, and assure that each student is completing their assignments. Blended Education 2.0 lasts 4 months. In addition to classes, students also travel on field trips to local businesses, participate in a 4 month long internship at the end of the course, and hear from guest speakers.
Blended Education 2.0 is designed particularly for students age 16-25 who have, for whatever reason, not achieved more than the equivalent of a Middle School level of education. They come from poor communities, and we give priority registration to girls and members of protected classes.
Could you tell us how everything started? When Education-Gap became a reality?
Shanyn Ronis: I, Shanyn Ronis, founded E-Gap in 2013. I’m an anthropologist and have lived in and traveled extensively throughout Latin America, spending most of my time in impoverished communities where people live in small houses with tin roofs and dirt floors. I believe in the promise of education to combat poverty, but the problem is most education in Latin America is of a very poor quality. Teachers don’t get enough training. Students drop out. And because there are so few jobs and extremely high discrimination against people from poorer communities, getting an education doesn’t necessarily mean getting a job, anyway.
I started E-Gap because I think education alone is not enough to create strong socioeconomic change in peoples’ lives. Education has to be one component of a holistic program that focuses on building communities and connecting students with the outside resources they need to succeed.
E-Gap has developed the Blended Education 2.0. Could you explain us more about it? For which students this system is intended for?
Shanyn Ronis: Blended Education 2.0 takes subjects like math, science, and reading, and blends them into a 4 month long project of starting a small business. Essentially, this approach goes beyond traditional teaching methods to include role-playing, technology, guest speakers, and internships to create a holistic learning experience. This way, students can apply their critical skills to real-life as they create a small business. Once students graduate from the program, they are better prepared to enter directly into the workforce. They have a greater chance of getting hired because of the skills they gained during the program, and they also have more connections they have developed during the program through internships and guest speakers.
During Blended Education 2.0, students work on Web-Quests, navigating the internet and building skills they learn in class such as writing and critical thinking. These Web-Quests are conducted independently by each student, but students are also encouraged to work together and problem solve in groups. During each class, students come together for 30 minutes and share information, ask questions, and exchange ideas about their assignments.
The teacher's role is to guide discussions, grade assignments, and assure that each student is completing their assignments. Blended Education 2.0 lasts 4 months. In addition to classes, students also travel on field trips to local businesses, participate in a 4 month long internship at the end of the course, and hear from guest speakers.
Blended Education 2.0 is designed particularly for students age 16-25 who have, for whatever reason, not achieved more than the equivalent of a Middle School level of education. They come from poor communities, and we give priority registration to girls and members of protected classes.
How was the experience in participating in the Anthropolgy Field School?
Sylvia Rusin: During an eight day stay near the beautiful coasts of the Dominican Republic, a team of three researchers evaluated best practices through the POETA program. This evaluation took place at the Favidrio-San Cristobal CTC site. As one of the researchers and students of the E-Gap Field School, my responsibilities ranged from interviewing, participant observation, note-taking, photography, leading focus groups, and analyzing data.
The team stayed in San Cristobal's neighboring town, Santo Domingo. There, we explored the antique streets and ruins on days off and laughed and danced after a hard day's work to the live salsa on the streets at night. The air was hot but sweet, you could almost taste the salt from the ocean only a few blocks away.
Work days were filled with key constituents-- government and business leaders, as well as site administrators and students who had the most contact with the POETA program. Interviews with these individuals were emotional and powerful, exposing the multi-faceted roles and dynamics of POETA and the great need for a better education system in the country. Understanding all of this proved to be the main ingredient in defining the best practices of the program. These practices will be highlighted in a report we will be writing this summer.
I left the Dominican Republic with a smile on my face and a hunger to learn more about access to education, disabled individuals, and applied learning around the world. Most of all, I left motivated to do more. To give more and to believe in the possibility of a solid, global education for all. I left ready to get my hands messy in achieving this.
(This answer was provided by E-Gap Volunteer Sylvia Rusin, from an excerpt of her blog posting)
What aspect of your visit to Latin America called more your attention? What more urgent needs to be done in relation to education in these countries?
Sylvia Rusin: The aspect that called most attention was the poverty the people experience because of their lack of work opportunities. It all comes down to education-- with more education, people are equipped with more marketable skills to enter the workforce and find a job. Or, if jobs simply don't exist in their countries, education equips people with the skills they need to create jobs and inspire others to work as well.
In relation to education in Latin American countries, these people need more opportunities to equip themselves with basic skills including computer use and proficiency, as well as literacy, including basic reading and math skills. I think that with these wonderful skills, they can enter the workforce, find jobs, get hired, or create their own jobs and hire others. I think that education has the power to end poverty in Latin America.
The other aspect that called a lot of attention-- specifically in the Dominican Republic-- was the lack of health education. We met many young girls, some 13-16 years old, who were pregnant. With the extreme level of poverty that these girls experience in their country, it is just hard to take care of themselves and their babies. Again, if these girls equip themselves with more education and basic skills, they can have a greater chance at entering the workforce and getting a good job to support themselves and their babies.
You can donate here.
Sylvia Rusin: During an eight day stay near the beautiful coasts of the Dominican Republic, a team of three researchers evaluated best practices through the POETA program. This evaluation took place at the Favidrio-San Cristobal CTC site. As one of the researchers and students of the E-Gap Field School, my responsibilities ranged from interviewing, participant observation, note-taking, photography, leading focus groups, and analyzing data.
The team stayed in San Cristobal's neighboring town, Santo Domingo. There, we explored the antique streets and ruins on days off and laughed and danced after a hard day's work to the live salsa on the streets at night. The air was hot but sweet, you could almost taste the salt from the ocean only a few blocks away.
Work days were filled with key constituents-- government and business leaders, as well as site administrators and students who had the most contact with the POETA program. Interviews with these individuals were emotional and powerful, exposing the multi-faceted roles and dynamics of POETA and the great need for a better education system in the country. Understanding all of this proved to be the main ingredient in defining the best practices of the program. These practices will be highlighted in a report we will be writing this summer.
I left the Dominican Republic with a smile on my face and a hunger to learn more about access to education, disabled individuals, and applied learning around the world. Most of all, I left motivated to do more. To give more and to believe in the possibility of a solid, global education for all. I left ready to get my hands messy in achieving this.
(This answer was provided by E-Gap Volunteer Sylvia Rusin, from an excerpt of her blog posting)
What aspect of your visit to Latin America called more your attention? What more urgent needs to be done in relation to education in these countries?
Sylvia Rusin: The aspect that called most attention was the poverty the people experience because of their lack of work opportunities. It all comes down to education-- with more education, people are equipped with more marketable skills to enter the workforce and find a job. Or, if jobs simply don't exist in their countries, education equips people with the skills they need to create jobs and inspire others to work as well.
In relation to education in Latin American countries, these people need more opportunities to equip themselves with basic skills including computer use and proficiency, as well as literacy, including basic reading and math skills. I think that with these wonderful skills, they can enter the workforce, find jobs, get hired, or create their own jobs and hire others. I think that education has the power to end poverty in Latin America.
The other aspect that called a lot of attention-- specifically in the Dominican Republic-- was the lack of health education. We met many young girls, some 13-16 years old, who were pregnant. With the extreme level of poverty that these girls experience in their country, it is just hard to take care of themselves and their babies. Again, if these girls equip themselves with more education and basic skills, they can have a greater chance at entering the workforce and getting a good job to support themselves and their babies.
You can donate here.