Give her a chance. Let her achieve.

Give her a chance. Let her achieve.

www.joulefoundation.org

The Joule Foundation Business Plan 2017 1

Abbreviations

CFC - Combined Federal Campaign

EPICS - Education Programs in Community Service

IGED - Introduce a Girl to Engineering Day

IRB - Institutional Review Board

IRS - Internal Revenue Service

NASA - National Aeronautics Space Agency

NGO - Non-Governmental Organizations

NPO - Non-profit organization

NSBE - National Society of Black Engineers

OFAC - Office of Foreign Assets Control

OSU - The Ohio State University

PESTLE - Political, Economic, Social, Technology, Legal & Environmental

SI - International Standard

STEM - Science Technology Engineering Mathematics

SWE - Society of Women Engineers

SWOT - Strengths, Weaknesses, Opportunities & Threats

TJF - The Joule Foundation

UNESCO - United Nations Education Social Cultural Organization

WIEP - Women in Engineering Program


Table of Contents

Abbreviations

Table of Contents

1. Executive Summary

2. Overview

A. Vision statement

B. Mission statement

C. Statement of need

D. Objectives

E. Core Values

3. Organizational Profile and History

A. Organization Profile

B. Legal Entity

C. Strategic Alliances/ Partnerships

D. Management Summary.

4. Foundation Program Initiatives

A. Phase projects

B. Proof of concept/early successes

C. Managing Quality

5. Risk Analysis

6. Market analysis/ Competitive Landscape

A. Industry Analysis

B. Market Analysis

C. Competitive Analysis

7. Strategy and Implementation Plan

A. Fundraising strategy

B. Monitoring and Evaluation Plan

8. Appendices

I. Need Analysis Graphs/Charts

II. Boards of Directors

III. Strategic Organization Chart

IV. NGO Industry Analysis Charts


V. PESTLE Analysis

VI. SWOT Analysis

VII. Financial Statements

VIII. Works Cited

IX. Acknowledgements


1. Executive Summary

The Joule Foundation was formed with a purpose of giving back and encouraging young women

in the African continent to pursue an education in the field of Science Technology Engineering and

Mathematics (STEM). Our goal is to sponsor young women with high academic aptitude but who

lack the financial means to attend Secondary School (the equivalent of High School in the United

States of America).

Why call it the Joule Foundation? The “Joule” is defined as the SI unit of energy. Energy can neither

be created nor destroyed but it can be transformed from one form to another. The Joule’s SI base

units can be represented by kgm2/s2 and therefore if we give a person (kg) a platform (m2) over

time (s2) that energy can be used to transform and change our world for the better.

There are numerous factors that affect the secondary school retention rates of the African girl

such as economic, social and cultural factors. It is our goal that a student with academic aptitude

and a career aspiration in the STEM focus, should not be held back in attaining an education and

an eventual career due to financial limitations. In some families in Africa, it has not been a priority

to educate a girl beyond the primary school level of education. However, numerous articles and

literature, such as the book “What works in Girls’ Education” by Gene B. Sperling, have found that

in educating a girl, once she has a career and a family of her own, she is more likely to encourage

higher education for all her children. Education is also likely to increase her awareness of the

preventative measures for diseases such as Malaria that kills one child every 30 seconds to

HIV/AIDS - the largest cause of orphaned children in Africa.

Our initial plan is to implement various academic programs and workshops that will complement

the education curriculum in the secondary schools that we will be working with, to improve and

diversify the STEM education curriculum. In order to achieve that effectively, we need to

understand the current academic perspectives and needs, as well as other socio-economic

constraints and/or challenges.

Why STEM? As technology has literally turned our world upside down by bringing it closer through

the internet, social media and web applications, it is crucial that Africa is well prepared and well

positioned to meet the demands of the ever-increasing technological advances in the world.

Essential skills are needed to keep up in a fast-paced technologically advanced world. Therefore,

a STEM education focused on solving relevant real-life problems is crucial. For example,

“UNESCO stated in 2014 that 2.5 million new engineers and technicians are required in

sub-Saharan Africa to provide the clean water and sanitation the continent desperately

needs"

To make this a reality, promotion of STEM education is needed. While we tackle this problem,

why not address the gender parity issue and advocate for more women in STEM education.

Women are underrepresented in this technical field as it already is. It is important that future

breakthroughs are also shaped by the perspective of about half the population. Sub-Saharan


Africa needs more resources and pathways dedicated to developing STEM education in the

continent.

The Joule Foundation co-founders and board of directors is composed of young women and men

with with a passion and a heart for the people of Africa. Some of the members have a cultural and

educational background from Africa.

The co-founders are PhD graduates from Purdue University’s College of Engineering and are

currently practicing engineers within their fields. They have had experience in various leadership

roles during their time at Purdue. Examples include the Women in Engineering Program, College

of Engineering recruiters, Global design team for the Purdue Global Engineering Program,

Introduce a Girl to Engineering Day (IGED) and Engineering Programs in Community Service

(EPICS), a unique program in which teams of undergraduates are designing, building, and

deploying real systems to solve engineering-based problems for local community service and

education organizations. Currently, the co-founders are actively involved with various outreach

and mentoring activities at their local places of work. Their personal stories are a testament of

how an education is a very valuable asset in the life of a young woman in Africa.

The board of directors is comprised of PhD and MBA graduates also from Purdue University with

strong leadership experience, a passion for service and a desire to see the world become a better

place, by changing one life at a time.

We plan to launch in the fall of 2017, we are beginning to look into ways to implement our

academic programs that will mostly be done via Skype or other online communication tools as

well as soliciting assistance from school teachers and local industry professionals. We intend to

begin piloting our program by strategizing our initial program implementation in Zimbabwe as

well as other cultural centers here in the US. We will focus on implementing the academic

programs as we continue to understand the academic-based financial needs of the students in

the school during the first year. We plan to increase the number of countries to 3 the following

years to include Nigeria and Tanzania. As founding members, we have a vested interest in these

nations as we attended secondary schools there. We will combine our passion for STEM education

to give back to the secondary school education that has contributed to our success in our STEM

careers.

We are looking forward to potentially partnering with various companies and academic

institutions with similar or complementary goals that will enhance our cause with positive

ramifications. This is a cause that is near and dear to our hearts. It is a cause in which we believe

that we are the living proof, of what a difference an education can make in the life of a young

woman, a family, a community, a nation and the world. This is the Joule Foundation. Please join

us in our motto, “Give her a chance. Let her achieve”.


2. Overview

The Joule Foundation is committed to improving the quality and reach of STEM education

throughout the African Continent.

A. Vision statement

“Bridging the gender gap in STEM education for Africa”

B. Mission statement

“To promote STEM education among young African women through scholarship programs in

Africa”

Our mission will focus on achieving the following milestones:

● To increase the number of young women pursuing STEM Education and Careers

● To increase awareness and pique interests in STEM as a potential career choice

● To increase retention rates among female high school students

● To provide mentoring and networking relationships to and among students and

program alumni

● To provide a platform of networking with other companies worldwide

● To partner with professional STEM societies internationally

C. Statement of need

According to research by the World Bank, Sub-Saharan Africa lags behind when it comes to

addressing education gender parity [1]. The world is rapidly changing and in order to compete

in the 21st century global marketplace, there is a need for a highly skilled, educated workforce

that has the ability to work independently and creatively. STEM education presents an

excellent platform for teaching these important skills to the next generation in order to

address real-world problems

The PESTLE analyses presented in the Appendix section expands on factors influencing STEM

education in 3 African countries of interest. Some highlights are:

● Young women represent 7 to 12 % of engineering students in Africa [2] ● Patriarchal system that discourages education of women [3] ● Girls account for a greater percentage of school drop outs [3] and compared to the

rest of the world, Sub- Saharan Africa accounts for 50% of the world’s out of school children that are likely never to enter school


Source: UNESCO Institute for Statistics [Percentage of countries according to dropout rates in primary education for sub-Saharan Africa and the remaining regions of the world, 2009

Source: EFA Global Monitoring Report team analysis based on OECD Creditor Reporting System (2015) and UNESCO Institute for Statistics database. [Share of out of school populations and aid, by region, 2013]

● High poverty levels among major size of population [4] ● Low retention rates among women (social and cultural factors) [5] ● Lack of female role models in STEM fields [6] ● African countries are lagging behind the rest of the world in the STEM front (careers

in STEM and more STEM opportunities) [2] ● STEM fields are still largely male-dominated; moreover, workers in STEM are still

scarce [5] ● Low literacy rates for persons over 15 years [7] ● African continent accounts for less than 10% of the world’s internet users [8] with

nearly 45% fewer women than men having access the Internet in Sub-Saharan Africa [9]


Source: Women in Professional, scientific and technical sector in 2014. [Global Contact analysis based on female share employment by economic activity, International Labor Statistics, extraction: August 2015]

The problems in the African continent vary by country. Financial aid pumped in from foreign

governments have not significantly helped to reduce poverty and solve these problems. Essential

skills are needed to keep up in a fast-paced technologically advanced world. Therefore, a STEM

education focused on solving relevant real-life problems is crucial. For example,

“UNESCO stated in 2014 that 2.5 million new engineers and technicians are required in

sub-Saharan Africa to provide the clean water and sanitation that the continent

desperately needs".

To make this a reality, promotion of STEM education is needed. While we tackle this problem,

why not address the gender parity issue and advocate for more women in STEM education.

Women are underrepresented in an already unpopular field. It is important that future

breakthroughs are also shaped by the perspective of half the population. Africa needs more

resources dedicated to developing STEM in the continent.


D. Objectives

I. Academic programs: Workshops and Seminars

Goal: To increase awareness and interest in STEM careers

Activities:

i) Seminars

This will include talks on building self-confidence, courage, self-esteem and other

important personal developmental issues. Skype and other media forms can be used to

present this information.

ii) Programming and other technical workshops.

Computer programming is a “must-have” skill in the 21st century. We will hold

programming workshops at the sponsored schools. We will have scholarship recipients at

these schools, who will be automatically enlisted in the workshop. Other criteria will be

set to accommodate more students.

iii) Community Projects

Having students involved in a community project will help put classroom learning into

practice. Ideas include assisting with building a well, programming for local community

service providers entities, writing computer programs for local community based entities

evaluating water quality, etc.

iv) Summer camps

This could be a week-long technical development workshop focused on exposing mentees

to STEM. Partnership with various companies will be sought out to provide resources and

other contributions in kind.

II. Awarding financial scholarships to high school students with a focus in STEM.

In most African countries, secondary school education is not free. During our days as

secondary school students, it was not uncommon for a brilliant young girl to suddenly drop

out of school due to lack of school fees. Unfortunately, when money is a family issue, the first

thing sacrificed is still the children’s education.

Goals:

i. To provide financial assistantship to secondary school girls with academic

aptitudes in need.

ii. To help increase secondary school retention rates by removing the financial

factor influencing dropout rates.

Activities:

i) Scholarship applications

We will hold a scholarship application annually where the top students will be selected

based on the number of sponsorships available. Applicants will be required to


demonstrate their need for financial aid and to show academic records that reflect

excellent academic aptitudes.

ii) Academic excellence monitoring

The financial aid is renewable yearly and will carry the students throughout secondary

school. The condition for renewal is academic excellence – the student must continue to

perform well and/or show academic improvement.

iii) Mentoring

To promote accountability and mentorship, the recipients will be paired up with mentees

and their progress tracked each school term.

E. Core Values

These are the seven core values that The Joule Foundation embodies:

● Integrity

● Transparency

● Fairness

● Giving back

● Excellence

● Innovation

● Empowerment


3. Organizational Profile and History

A. Organization Profile

The Joule Foundation was founded on May 3rd 2015 by Dr. Alinda Mashiku, an Aerospace

engineer, Dr. Mopelola Sofolahan, an Electrical engineer and Dr. Oluwaseyi (Shay) Ogebule, a

Chemical engineer. The idea of starting The Joule Foundation was founded on determining ways

to give back and encourage young women in the African continent to pursue an education in the

field of STEM. Our goal is to sponsor young women with high academic aptitude but who lack the

financial means to attend Secondary School (the equivalent of High School in the US). Additionally,

we intend to implement various academic programs and workshops that will complement the

education curriculum in the schools that we will be working with, to improve and diversify the

STEM education curriculum.

For the complete biographies of the co-founders and board of directors, please see Section II in the

Appendices.

B. Legal Entity

The business is legally registered as “The Joule Foundation Inc” as a 501(c)(3) Non-profit organization, EIN

number 81-4177005. Registration and non-exempt procedures have been performed online through the

services of LegalZoom. The organization is registered in the state of Massachusetts (Registration and place

of operation).

C. Strategic Alliances/ Partnerships

We intend to solicit potential key partners as itemized in the table below.

Potential Partners Examples

Academic institutions in the US Purdue, Ohio State University

Private Companies Intel, Google, Facebook (internet.org)

Sponsoring Companies Echoing Greens, Startups, also private companies

World Organizations UNICEF, UNESCO

Non-profits World Vision, Camfed

Government Department of Education various countries


Professional societies NSBE, SWE

Embassy Libraries United States and United Kingdom

● Academic Institutions:

Our partnership will focus on both financial and collaborative ventures. The financial

benefits will be used to provide scholarships for the students, implement the academic

programs and to run the organization. Non-financial sponsorship such as STEM program

curriculum, engineering activities, workshops and academic collaborations (both in the

US and in Africa) will provide a mutual benefit for the universities and the students in and

from Africa. This would also provide opportunities for Universities to tailor their STEM

outreach programs to the communities of the Joule Foundation and promote diversity in

their service learning projects.

● Private Companies:

The initial focus will be on financial sponsorship for the planned academic workshops,

specifically, materials and operational costs of implementing the workshops. Additionally,

in the near future we will have opportunities for private companies to financially sponsor

a number of girls per year based on agreed upon progress assessment criteria.

Additionally, a mutual benefit for these companies would be to provide an avenue to

explore international collaborations with international schools and universities.

Companies could also choose to sponsor a school and/or provide textbooks, computers

and workshop sponsoring.

● Sponsoring Companies:

The sponsoring companies’ partnership will focus solely on financial sponsorship for a

number of girls per year based upon a predetermined agreement and the students’

progress.

● World Organizations:

We anticipate working with different world organizations especially (UNICEF and

UNESCO) to partner and share statistical data and projections for education, literacy and

economical information for the countries that we plan on working with initially as well as

those for future expansion.

● Non-profits:

Our partnership with other non-profit organizations that are meeting other social needs

within the African societies can provide a forum for us to share information that will help

bridge the gap based on the correlations of the lack of literacy and education with other

social needs.


● Governments:

Our partnership with the African Governments is mainly with the Departments/Ministries

of Education to inform them of our plans and purposes and our request for their

collaboration. It will be beneficial for us to know what their short term and long term

goals are for the people and see how we can best meet their immediate and future needs

with respect to STEM education. We commit to strictly follow the OFAC (Office of Foreign

Assets Control) regulations when it comes to foreign partnerships.

● Professional Societies:

Our partnership with professional societies will provide a mutual benefit in the area of

educational and professional outreach activities.

● Embassies/ Libraries:

Some of the African countries have US and/or British Embassies that provide computer

access to the general public. This may serve us as an opportunity for the potential

scholarship applicants to submit their applications for financial scholarships.

D. Management Summary

The Joule Foundation will be made up of the Executive Team, Board Members and the Friends of

the Joule Foundation. At the beginning of implementing the foundation’s vision, the executive

team will be playing multiple roles since we are still a small organization.

i) Management Team

Currently, the management team is made up of the following members:

President and CEO: Dr. Alinda Mashiku

Duties:

1) Definition and implementation of the mission, the vision and the strategy of The Joule

Foundation

2) Recruit new board members whose vision aligns with the Foundation

3) Provide leadership in strategic planning, decision making and fundraising. The president

and CEO is also expected to take the lead in raising funds by making personal

contributions and asking board members to do the same

4) Provide inspirational leadership and direction to all executives, and ensure the continued

development and management of a professional and efficient organization

5) Work with executive team to formulate and execute comprehensive marketing, branding

and development strategies that will ensure consistency throughout the organization and

enhance revenue from major donors, foundations, government agencies, and

corporations


6) Work with the executive team to enhance and/or develop, implement and enforce

policies and procedures of the organization by way of systems that will improve the

overall operation and effectiveness of the corporation

Vice President of Development and treasurer: Dr. Mopelola Akande

VP of Development Duties:

1) Design and implement a comprehensive plan for developing key external alliances by

cultivating individual and philanthropic support.

2) Establishing and implementing the infrastructure needed to grow the annual budgets

through the solicitation of major gifts, federal and state grants, special events, and

corporate and foundation support.

3) Work with the executive team and senior staff to develop and implement a

comprehensive development strategy to include corporate, foundation and government

grants

4) Diversify The Joule Foundation’s donor base/pipeline and work closely with other team

members to secure funding for new initiatives.

5) In addition, the VP will work closely with the board of directors and support board

members as they take on a more active fundraising role.

6) Primarily responsible for development and execution of all proposals; write and archive

all proposals with a long-term relationship-management approach.

Treasurer Duties:

A Treasurer is typically the officer assigned the primary responsibility of overseeing the management and reporting of an organization’s finances.

1) Bank account maintenance – Selecting a bank, signing checks, and investing excess funds

wisely.

2) Financial transaction oversight – Being knowledgeable about who has access to the

organization’s funds, and any outstanding bills or debts owed, as well as developing

systems for keeping cash flow manageable

3) Budgets – Developing the annual budget as well as comparing the actual revenues and

expenses incurred against the budget

4) Financial Policies – Overseeing the development and observation of the organization's

financial policies

5) Reports – Keeping the board regularly informed of key financial events, trends, concerns,

and assessment of fiscal health in addition to completing required financial reporting

forms in a timely fashion and making these forms available to the board

6) Finance Committee (if applicable) – Serving as Chair of the Finance

Vice President of Operations and Secretary: Dr. Oluwaseyi Ogebule

VP of Operations Duties:


1) Plan, direct and coordinate operations in support of the foundation’s growth.

2) Formulate policies and strategic plans for future growth, and managing daily operations

of personnel, purchasing, administration and other departments.

3) Responsible for improving operational efficiency in a targeted area, such as customer

engagement or online marketing.

4) Leadership of regional coordinators and expansion strategies domestically and

internationally.

5) Develop strong relationships with outside partners, such as school liaisons and vendors,

and work with the leadership team to develop plans to meet future needs.

6) Strengthen internal operations and infrastructure as well as maximize new client

engagement.

Secretary Duties:

1) Fostering communication and diligence through proper management and utilization of

important records such as meeting minutes and the organization’s bylaws.

2) Responsible for maintaining accurate documentation and meeting any legal requirements

such as annual filing deadlines.

3) Responsible for reviewing and updating documents as necessary and ensuring all

documents are safely stored and readily accessible.

4) Knowledgeable of the foundation's records and related materials, providing advice and

resources to the board on topics such as governance issues, amendments to the state

laws, and the like, that will assist them in fulfilling their fiduciary duties.

A detailed list of roles and responsibilities will be iterated in The Joule Foundation Bylaws.

ii) Organization Structure

● Executive Team: The Executive Team is made up of the founders of the organization and

are the ones who carry the vision of the organization.

● Board of Directors: The Board of Directors are granted a 2 year term of service and may

be renewable based on established criteria detailed in our Bylaws. Their major task will

be to assist the Joule Foundation in generating awareness and fundraising. Additionally,

the board directors may chair various committees for the foundation such as: Marketing,

Strategic Partnership and Fundraising and Curriculum development.

● Friends of the Joule Foundation: The Friends of the Joule Foundation will be made up of

family and friends who are not eligible to be board directors based on their relationship

with the board. This group will also include people/businesses who volunteer their

time/services to support our cause.


● Partners and Sponsors: The Partners and Sponsors of the Joule Foundation will be a part

of the organizations sponsors but will not have any direct responsibilities. Our duty would

be to provide updates and sufficient receipts and documentation for legal and tax

purposes.

● Liaisons: The Liaisons will consist both the friends of the Joule foundation and some of

our partners (mostly based in Africa). These individuals will provide assistance in

conveying information and fostering awareness of the Joule Foundation in the schools

and countries that we will be working with. Qualified candidates will be interviewed and

approved by the executive team before assigned to their tasks.

● Staffing Plan

We plan to recruit volunteers to assist us with the following services:

i) Non-Profit Accounting Consultant

ii) Legal Consultant

iii) Social Media Consultant (FB, Twitter, Blogs, Website)

iv) Web Developer

As our foundation grows, full-time, paid employees may be required for these roles. The potential

organization structure is available in the Appendix.


4. Foundation Program Initiatives

A. Phase projects

The following program initiatives for The Joule Foundation are:

Phase 1 projects (Year 1):

● Academic Workshop/Programs

i) With the use of Skype or recorded videos, we anticipate that these Workshops will

inspire and expose the students to real-world applications of STEM via simple hands-

on experiments and demonstrations.

ii) Demonstrate computer-programming sessions with immediate practical applications

using widely available open source tools like Scratch MIT and Intel Galileo maker faire.

iii) These workshops will be open to other students that don’t necessarily need financial

aid provided by our organization but value the information we have to share

iv) Teachers would select the top 10 students in the class to participate in the computer

programming sessions, and we would have more students participate in the other

workshops based on student’s interests in the STEM field.

● Career development:

Awareness of the different types of careers in STEM in Africa

i) Work with liaisons to recruit local professionals to speak with students

ii) Expose the students to various entrepreneurship opportunities e.g blogs, local

student online ventures etc.

iii) Internal Internships/ research programs – partner with local companies and local

universities for STEM research programs

iv) External Internships/ research programs – partner with US companies and US

universities for collaborative research programs with benefits to both the local

society and the companies and universities.

● Mentoring

i) We will implement a mentoring relationship with the scholarship recipients in order

to provide encouragement and foster academic excellence in the pursuit of a STEM

based education and eventual career.

ii) Self-empowerment/Self-help seminars for the young women will focus on learning

about confidence, leadership, self-esteem, discipline and hard work

● Textbooks

i) Reach out to US based sponsoring companies and individuals to purchase/sponsor

textbooks for the students and/or school.

ii) The textbooks will be the property of the school (To be confirmed by the board)


Phase 2 projects (Year 2 and beyond):

● Financial Scholarships Year 2

iii) For the second year, we are planning on sponsoring 3-9 girls from a local high school

in Zimbabwe. Zimbabwe was selected based on research data of illiteracy compared

to other Sub-Saharan countries and significant need of the school.

iv) The scholarship is aimed to fund the tuition or fees for the entire academic year and

will be renewed annually based on academic performance.

v) We will disseminate the call for applications at least 3 to 5 months before the

scholarship deadline.

vi) The applicants will each submit a written/typed essay in English to the liaison that

summarizes their personal statement

vii) An online quiz will also be administered to the students. The liaisons will help to

organize and proctor the online quizzes. (May use Skype for online monitoring as

well).

viii) Upon review of the essays and quiz results, we may choose to perform a phone or

Skype interview with our potential recipients.

ix) The financial disbursements will be sent directly to the school’s bank account to

ensure the monies are used accordingly.

● Financial Scholarships beyond

i) We plan on sending 6-9 girls for the third Academic Year with an equal number of

girls for the second-phase pilot countries (Nigeria and Tanzania).

● All the short-term projects will continue here as well

B. Proof of concept/early successes

Similar environments of implementation:

i) Camfed.org - similar mission with the exception of the focus of STEM

ii) Let Girls Learn - working together to open the doors of education for girls around the

world (2016 White House initiative: https://www.whitehouse.gov/letgirlslearn)

● Financial Scholarships

i) Many NPOs have been sending young men and women to school by

providing financial support for their education. A good example is

Camfed.org which partners with communities to send girls in rural Sub-

Saharan Africa to school. CAMFEDs influence and impact has enabled

many girls to complete their education.

● Mentoring


i) We have had mentors and have been mentees before and we understand

the value of having a mentor in one's academic and professional career.

ii) The means of communication could be as simple as an email to a phone

call and/or text.

iii) We would also recruit others to mentor a large number of students [This

will need to be vouched and tested first before implementation. We will

look for methods to train mentors to tailor to the students academic

needs and endeavors]

● Academic Workshops/Programs

i) We have had a 1st or 2nd hand experience in a lot of the various proposed

workshops that we believe will be simple, relatively easy and cost-

effective to implement (NASA Boys and Girls Program, Introduce A-Girl-

to Engineering Day, Scratch MIT).

● Career development.

i) We are optimistic in encouraging and developing an awareness and

interest in STEM in Africa with a plan that is realistic (Please see Career

development in Overview and Curriculum above)

ii) Other proof of concepts are NSBE (National Society of Black Engineers

at http://www.nsbe.org/Programs/NSBE-Programs.aspx) and SWE

(Society of Women Engineers at

http://societyofwomenengineers.swe.org/)

C. Managing Quality

The Quality of our program will be achieved by making sure that the recipients of the

financial scholarships are indeed qualified as stated within the application requirements.

▪ We will be requesting each academic terms’ reports and grades

▪ We will use survey data from our first year of implementing the academic

programs to make sure that the financial implementation of scholarships is

targeted appropriately to the area of need.

▪ We will be performing Skype or phone interviews twice within the academic term

and/or follow-up via mentoring to track the student’s progress.

▪ We will also rely on the teachers and Liaison’s inputs on the student’s progress

▪ On a case by case basis, we will determine student's continued eligibility based

on various social issues (e.g. pregnancy).

▪ We will ask for the students’ feedback and experience to determine the

effectiveness of the program as well as keep track of the students’ future, career

choices and placements.

▪ We plan on making impromptu visits to the schools to have a hands-on approach

of program implementation. As well as assess student progress, well being and

the outlook progression of STEM in the society as well.


5. Risk Analysis

The risks are defined using the PESTLE analysis for each of the pilot countries and are summarized here:

Political:

1. Ethnic and religious unrest in some African countries regarding education.

2. Uncertain tax policies for external grants or funds

Resolution Plan:

● We will begin with safer regions within a country and focus on specific schools with known

background information to establish the program. Experience and information gathered

would allow us to strategize on how to reach other areas at a later time.

● We will work with one school at a time and contact each country’s Ministry/Department

of Education with our proposed effort for policy clarity and implementation.

Economic:

1. A very large number of unemployed university graduate students.

2. Lack of investors (domestic and international)

3. Constant fluctuation of currency may affect our budget projections.

Resolution Plan:

● We plan encourage and motivate the students in various fields such as entrepreneurships

and self-employment opportunities that will in turn benefit their immediate societies.

● Work with the companies that already exist in the African countries to better leverage with

what they already have and what they can improve in the STEM field such as (Agricultural

engineering, Telecommunications, Construction engineering, Mining Engineering, Medicine

etc)

● We will work with incorporating projected annual inflation rates that will keep our budget

afloat. Any excess funds will be kept for the future year’s budget.

Social/ Cultural/ Demographic:

1. Most African families believe that education is the only way out of poverty, however there still

exists a bias/preferential treatment for males in the pursuit of an education.

2. High dropout rates of students due to financial, family and social factors, especially females.

3. Very high mortality rates at younger ages due to preventable diseases

Resolution Plan:

● Plan on educating the public via our website, TV programs, interviews with working

female engineers and students. Additionally, by providing financial scholarships to female

students, families will hopefully not object to send their daughters to school.

● Work with schools and in turn the schools will work with the families to encourage the

students to complete their education. Additionally, we will be providing a mentoring

program throughout their education.

● Encourage student to study the health sciences as well as a way to help their community.

This is usually received very favorably.


Technology

1. Limited access to the internet and power supplies may hinder some of our remotely conducted

programs and the potential student’s application process.

2. Lack of a fully functional international payment system for transferring funds securely.

Resolution Plan:

● We plan on partnering with secondary schools, companies and foreign libraries based

domestically with access to the internet and power to assist with the application process

and the programs. Additionally, we would also accept mailed applications

● We plan on working with banks that also partner with US banks to ensure that the funds

are sent to the school’s bank account.

Legal

1. Limited intellectual property rights protection.

2. Cases of sexual harassment of minors threatened of losing their scholarships or receiving a failing

grade.

3. At times, corruption may be a roadblock to progress.

Resolution Plan:

● We will plan to work with information and resources that are open source to the public.

● Plan to work with our Liaisons (grades verification when needed).

● We need to start off with a clear explanation of the extent of our program operation and

what will be taking place early on.

Environmental

1. Limited access to food and water.

2. Limited access to power supply.

3. Drought climate in certain years may affect the cost of many things.

Resolution Plan:

● May be able to install a borehole water system for the schools.

● May be able to purchase power generators for the schools for studying and various

program activity implementations.

● May need to come up with a strategic budget prediction process to cover the cost of any

items in the future that may need to be purchased for the program activities.

Other internal risk factors:

1. Funding not obtained on schedule or inadequate amount needed

o If funding not obtained on time, we would focus the moneys on the current funded

students and we would not pick up new students

2. Inadequate contact/liaison to complete student sponsorship process

o The Liaisons roles would be clear with specific timelines and tasks without a single point

of failure. The students should not have to rely on a single person. The use of social media

such as Whatsapp, facebook, emails etc. could be used to update progress.

3. Loss of major strategic partner


ii. We would be diligent in the strategic agreement to request adequate timing in the

notification of a termination of partnership. This would allow us to regroup and re-

strategize effectively so we can continue with our mission.

4. Exit of TJF key management staff

iii. Need to be able to function or proceed with the exit of a key management staff. The

executive team will ensure that we understand key roles for key management staff as

well as set redundancy in personnel for various committees.


6. Market analysis/ Competitive Landscape

A. Industry Analysis

The demand for nonprofits is driven by the need to represent special interests or provide

social services that cannot be met by the market or the government. Organizations receive

nonprofit status because their primary purpose is religious, charitable, scientific, literary, or

educational in nature. Their purpose must be to serve the public good versus a private interest

[10].

Approximately 1.44 million nonprofits were registered with the Internal Revenue Service

(IRS) in 2012[1], and contributed an estimated $887.3 billion to the US economy (about 5.4% of

the country’s gross domestic product (GDP) [11]. Because of the near-universal concern about the

state of the nation’s public schools and the increasing demand for STEM careers, education and

reform is growing faster than any other non-profit sector in the United States.

As the nonprofit sector grows, the challenges it faces are also growing. For example, in

times of economic crisis, funding may be cut back, forcing many nonprofits to reduce services.

Also, government initiatives to increase accountability, may result in funds being limited to

nonprofits that meet certain performance targets set by the government or other sources of

funding [12]. Other challenges that nonprofits face include their inability to keep up with

increasing demands for their services, lack of information technology to meet their needs,

difficulty of attracting talent – which could lead to a leadership deficit, and maintaining or growing

revenue [13].

B. Market Analysis

a) Market Research

The statement of need in section 2c provides details and statistics necessitating a need for growth

in African STEM education for women in Sub Saharan Africa. We will personally conduct our own

research in other to better understand the needs and the best methods of implementing our

programs. Listed below are types of surveys we will be conducting:

i) Surveys for students

Target Audience:

○ Current students in High School (Form I - VI)

○ Focus on both Coed and male/female only schools (3 survey results)

The survey questions will be created based on responses that we obtain from open-ended discussion

questions conducted at the schools. Moreover, we may want to perform audio and/or video recordings

of the discussions and review the recordings in order to better assess the responses provided by the

participants. This will enable us to capture the essence of the participants on the diverse discussion topics,

because we will be able to assess other important factors such as body language, perceived interests, and

so forth.


ii) Surveys for teachers

The goal of surveying the teachers is to identify factors that may prevent students from being successful

or that may enhance students’ success. Similar to the point mentioned above with respect to the student

surveys, the survey questions for teachers may be created based open-ended discussion topics such as

the following:

● What are some factors limiting students in your schools from pursuing STEM careers?

● What resources would you need to better prepare students for STEM careers?

● Do you see any advantage to education being more practical than theoretical?

● Do you believe that having students apply their knowledge, such as through hands-on projects,

may help reinforce STEM education?

● What extracurricular activities would help promote STEM thinking/education in your schools?

b) Strategy for conducting surveys

To disseminate the surveys, we would first have to do the following:

1. Partner with contacts within the schools in which we are interested; these partners will be the

people to help facilitate the discussion questions and survey completion.

2. Get details about IRB (institutional review board) and legalities of conducting surveys on

protected groups outside the U.S.

○ May have to anonymize responses especially for survey results from children (under 18)

○ May need translators to conduct surveys in the local language (assuming it is something

other than English) if there is the need to survey other people that do not speak English

in the countries

3. Facilitate open ended group discussions based on discussion topics we present, the goal of which

would be to gain an understanding of the mindset of our partners (this group includes teachers,

students, administrative staff, etc.,)

c) Market Segmentation and Strategy

Our target market includes young Africans that fall into one or more of the categories listed below:

● female students

● talented and underprivileged students, i.e., students that excel academically but cannot

afford to pay tuition and fees

● students with interests in STEM fields

● students that have just graduated from primary schools and are about to begin secondary

education

● students currently in forms 1 through 6

Our marketing goals that will enable us achieve our overall objectives include:

● Providing awareness of STEM and STEM careers through workshops

● Providing financial aid to students who are on STEM career paths

● Facilitating networking opportunities among students and STEM-oriented companies,

e.g., through internships and career fairs


● Conducting competitions based on applying STEM knowledge, so that students can

integrate knowledge learned from different STEM-areas and better understand how

these areas are related

● Informing our students of the many ways STEM careers can help propel their countries

forward and enhance development in their countries

● Publicizing our foundation through channels such as primary schools, secondary schools,

organizations that conduct entrance exams in the different countries, educational blogs

(in African countries and the U.S.), companies (worldwide) that partner with STEM

education initiatives in African countries, brochures, TJF website, social network, and so

forth

● Having our partners in African countries publicize the foundation in ways that are to be

determined

d) Publicity and Media Relations

A. Social Media Strategy

We plan to publicize our foundation through:

● Facebook – by creating a Facebook page for TJF and constantly updating the page

with news and activities about the foundation and things that impact the foundation

● Twitter – by having a twitter account that informs followers about important things

going on within the foundation and things going on around the world that impact the

foundation

● Instagram – by having an Instagram account that shows followers things that are

happening within the foundation via video clips and pictures

B. Other Avenues

We plan to publicize the foundation by utilizing other avenues such as websites of other

educational/international organizations, such as educational clubs, ministries of education in

the respective countries, partner schools, and so forth. We also plan to feature the foundation

on local TV programs in the respective African countries, and utilize word of mouth

advertisement by our partners and participants.

C. Website Strategy

i) Website Development Requirements

● Website build

➢ Front End Requirements – Graphical look of the website

➢ Back End Requirements – The code involved in website creation

➢ Future Development

- Maintenance

- Newsletters capabilities

- The Joule Foundation Blog

ii) Website Marketing Strategy


● SEO (Search Engine Optimization) – implement an easy way for search

engines to find TJF website

● Link Building – partner with other websites and/or educational outlets to

have links that direct people to TJF website.

C. Competitive Analysis

Some other nonprofits that have similar goals as ours are: Working to Advance STEM Education

for African Women (WAAW), Campaign for Female Education (CAMFED), The Women’s Initiative in

Education (NEWI), and so forth. These organizations work with African women, and independently or

jointly, they focus on general education, STEM education, working with talented African women or

under-privileged African women, working within specific African countries or working across all of

sub-Saharan Africa.

TJF will stand out from organizations such as those mentioned above because we aim to have a

presence in all sub-saharan African countries in the future, with our focus being on STEM education

and providing aid to underprivileged young African women. Other points of differentiation between

TJF and these similar nonprofits are listed below.

● Points of differentiation - How we intend to stand out from others

● Our focus will be on promoting STEM education and careers among African students,

especially (but not limited to) female students

● We plan to work with students from forms 1 - 6

● We plan to mentor students individually throughout their time as TJF scholars

● We will encourage giving back to the community by having alumni of our foundation serve

as mentors for younger students

● TJF will operate internationally, and we aim to eventually spread to all African countries.

● We will invest in fundraising to be able to provide financial aid to students.

● Conduct competitions based on application of STEM knowledge.

● Our programs that include workshops, potential internships, encouraging

entrepreneurship, and so forth will also differentiate us from other foundations.

Also please refer to SWOT Analysis in the Appendix


7. Strategy and Implementation Plan

A. Fundraising strategy

Funding targets for strategic initiatives can be summarized as follows:

● Cash Donations ● Corporate Giving and Sponsorships ● Partnership Programs

I. Fundraising Sources and campaigns

● Cultural expo

● Runs/walks

● Combined Federal Campaign (CFC - Federal government related)

● Apply for grants

● Partner with Universities and Engineering companies

● Crowdfunding

● Revenue-generating sources

B. Monitoring and Evaluation Plan

In line with our core value of Integrity our monitoring and evaluation strategy we will establish relevant monitoring and performance indicators for every project carried out. Our output indicators will evaluate the work that we do against our overall objectives and values. For outcome indicators, we will focus on the impact achieved towards reaching specific objectives.

The following measures will be adopted to monitor and evaluate the effectiveness of the fundraising strategy.

1. Receipts will be requested from all entities that utilize funds from our organization. For

school fees paid to schools, a receipt will be needed to prove that the girls are enrolled.

2. Regular conversations with the scholarship recipients via our mentoring program to

ascertain that they are indeed receiving benefits from our organization.

3. Annual and impromptu visits by founding or board members will take place to ensure

communication proper use of funds. This can be surprise or short notice visits to the

schools to meet conditions in their natural state.

4. Tuition costs will be verified by contacting the Department of Education in these countries

and also via liaisons on the ground.

5. Annual reports will be published made available to key stakeholders.

6. Bookkeeping/accounting experts will be involved in our reviews and also at board

meetings.

7. Proof of paid tuition (receipts) and verification of tuition accounts and cost from Dept. of

Education will be requested.


8. Sponsored girls will be interviewed periodically to assess progress.

9. We will be diligent in record keeping in order to be able to provide annual/quarterly

reports that can be made available to our board and stakeholders.


8. Appendices


II. Boards of Directors Bio



V. SWOT Analysis

VI. Works Cited

VII. Acknowledgements



Source: UNESCO Institute for Statistics [Distribution of out of school children, 2009 - UNESCO World atlas gender education-2012]

[Internet Users by region. As of July 1, 2013]


Source: UNESCO Institute for Statistics [Youth literacy rate (15-24 years), 2008-2012]

STEM specialization 2003 2013

All STEM (health included) 21% 34%

All STEM (health excluded) 16% 28%

Engineering, Manufacturing, Construction

11% 21%

Engineering, engineering trade 8% 13%

Manufacturing and processing 30% 26%

Architecture and building 12% 18%

Science 24% 35%

Life Science 23% 33%

Physical Science 23% 21%

Mathematics and Statistics 15% 16%

Computing 29% 28%

Agriculture 17% 26%

Forestry and fishery 17% 21%

Veterinary 13% 17%

Health and welfare 34% 57%

Health 33% 43%

Social Services 85% 63% Table 1 - Feminization of STEM by specialization from 2003 to 2013. Source: Global Contract analysis of Tertiary graduated women in STEM in sub-Saharan Africa 2003, 2013 (nearest year available, extraction from UNESCO Institute for Statistics, 2015)


II. Board of Directors’ Biographies

President and Co-Founder – Dr. Alinda Mashiku

Dr. Alinda Mashiku (nee Aligawesa) is an Aerospace engineer who is passionate about empowering young

women in education. She attended primary school in Tanzania at Olympio Primary School and went to

High School at Zanaki Secondary School for O-level education and Kilakala Secondary School for A-level.

She is very thankful of her family especially her father who championed her and believed in her to excel

in her academic pursuit. Her father died when Alinda was at the age of 16 and was about to go to A-level

at Kilakala Secondary School. It was a very difficult emotional and financial time and she was aware of

other students in her similar situations and perhaps even tougher situations that had to work hard and

endure and still maintain a focus of achieving an education. It was the toughest way out. It was the only

way out. She was born in New York, USA and growing up, she always wanted to be an astronaut. When

she went to college back in the US, she decided to study Aerospace Engineering at Ohio State University,

where she earned her bachelor's degree. She went on to pursue her master's’ and doctorate degrees in

Aeronautical and Astronautical Engineering at Purdue University. She is now working as an Aerospace

engineer at NASA. Looking back many years ago, she never thought that this would have been possible.

Alinda is very grateful to God and so thankful of the opportunities that she had. The world is changing at

a very rapid pace and almost everything is computerized today. Technology connects us all at a global

scale now and it is the desire for the Joule foundation that our sisters and brothers in Africa to rise and

continue rising to be partakers and contributors in the STEM field for a better world.

Co-Founder, Vice President of Development and Treasurer: Dr. Mopelola Akande

Dr. Mopelola Akande (nee Sofolahan) grew up in Lagos, Nigeria where she attended primary school at St.

Saviour’s and secondary school at Queen’s College. During her secondary education, Mope showed strong

interests in mathematics and physics courses. Seeing how well she excelled in these courses, her parents

and teachers advised her to consider a career in engineering. This advice ultimately led to her decision to

pursue a degree in Electrical engineering.

Growing up in Lagos, Mope was aware of other children that did not have the means to attend good

schools and attain a great education. On a couple of occasions, Mope had visited some of the public

schools in Lagos and witnessed the harsh conditions under which students had to learn. Despite the

hardship these students experienced, some of them still worked very hard to achieve academic

excellence, because they realized that having a good education was a way out of poverty for themselves

and their families.

When Mope moved to the U.S. to pursue her university education, she was exposed to the American

ideology of “giving back” to one’s community. At every point from earning her bachelor’s degree to

earning her PhD in Electrical engineering, Mope had mentors that guided her to make positive career

decisions. Also, she experienced first-hand, through her time as a teaching assistant in the Engineering

Projects in Community Service (EPICS) program at Purdue University, how young minds could be taught

to use science and technology to make the lives of people a little easier while working on projects that

provided opportunities to practice what had been learned in the classroom. These experiences birthed

her desire to give back by promoting STEM education in Nigeria, and especially to less-privileged students.


There are a lot of talented young men and women in Africa, and given the proper mentoring and the right

opportunities, Mope believes that these individuals can achieve great feats in STEM fields and make

amazing impact in Africa and the global community.

Co-Founder, Vice President of Operations and Secretary: Dr. Oluwaseyi Ogebule

Dr. Oluwaseyi (Shay) Ogebule completed her secondary education in Harare, Zimbabwe at the Girls’ High

School (GHSH). She had several aspirations growing up from wanting to become a doctor, a lawyer,

accountant and finally deciding on Chemical engineering. She had no exposure to engineering and had

never met a female engineer. Shay credits her parents for this decision as they instilled in her the desire

to pioneer, to be the first female engineer she knew. Her goal after secondary school was to study

Chemical engineering and French - a combination of all her favorite secondary school subjects. It would

be many years before her plans came to fruition and even though her path to this was not straightforward,

she persevered. Shay studied Psychology and Math in South Africa before moving to the United States for

a Bachelor's’ degree in Chemistry and Math. This was then followed by a Doctorate degree in Chemical

engineering. As for French, Shay began studying this seriously after completing her college education.

What started has a simple desire to give back to her secondary school blossomed into a bigger dream.

Over the past 8 years, Shay has actively been involved in STEM related activities, mentoring and

volunteering. During her graduate school studies at Purdue University, she held multiple leadership roles

including leadership team member in the Women in Engineering Program, College of Engineering

recruiter, and Global design team member for the Global Engineering Program. Her experiences in these

and other STEM activities is what she would like to share with the African continent, one girl at a time.

Shay is passionate about encouraging and motivating people to be the best they can be. Shay believes

that a good foundation in STEM can open up myriads of opportunities and she hopes to use the Joule

Foundation as a platform to positively influence African girls in this area.

Board Director and Strategic Partnership and Fundraising Committee Chair: Amadin Osagiede

Amadin is a native of Edo State, Nigeria. He completed his middle and high school education in

Londonderry, New Hampshire going on to earn his B.S. in civil engineering from the University of New

Hampshire (UNH), a M.S. in civil engineering from Purdue University and his MBA, also from Purdue

University.

Amadin served in many leadership roles during his collegiate tenure most notably serving as: the founding

president of UNH’s chapter of the National Society of Black Engineers; vice president of Purdue's chapter

of the Earthquake Engineering Research Institute; project manager for Purdue's Minority Engineering

Program; graduate research assistant for Purdue's Engineering Leadership Program; and president of the

Krannert Graduate Society of Black Managers. Amadin is passionate about the potential that can be

realized when engineering and business are in optimal synergy. He currently works for a Fortune 100

company leveraging his engineering background and business acumen to tackle very exciting problems

and create value for his team.

"I joined the Joule Foundation because I believe that the empowerment of young, African girls is key to

the growth and development of Africa. TJF creates a platform to help young, African girls connect with

resources to develop their talents. Also, this Foundation is being led by a group of phenomenally talented

people I've known for years and others I've recently gotten to work with; I can attest that their passion


for this mission is unquenchable. Working to address a major issue such as gender disenfranchisement in

Africa is one thing but doing that with a team of very talented and driven colleagues is even better."

Board Director: Dr. Delean Tolbert

A native of Detroit, Michigan, DeLe has a background in engineering and a passion for the community.

Currently, she has a postdoc at the University of Michigan- Dearborn and in the Fall 2017, she will join the

faculty as a Assistant Professor in Industrial and Manufacturing Systems Engineering. In addition to her

desire to see equitable education for people of color here in the States, she has a desire to support

educational organizations striving for educational equity and student success throughout Africa.

"What motivated me to be part of The Joule Foundation? Over the years, I have developed strong

relationships with the foundation founders and my fellow board members. I was greatly impacted by the

founders’ passion for providing access to equitable educational opportunities for African girls along STEM

pathways. I was inspired and I bought-into the vision. I also have similar areas of passion, connections

resources and knowledge that I can leverage towards The Joule Foundation mission."

Board Director and Marketing Committee Chair: Fabiola Rojas

After working 4 years in Marketing in the Peruvian financial industry, Fabi came to the U.S as a graduate

student to pursue her MBA at Southern Illinois University with a concentration in Marketing and Finance.

It was during that time that she developed a passion to work with internationals. After graduation, she

worked at Purdue University for 6 years, applying her business studies in strategic marketing in an

environment with a large international student population.

“I have seen the power of transformation that a college degree had given to many international students.

The founders of TJF are a great testimony of unlimited dreams that can become true. They were

empowered to believe far beyond their context, abilities and imaginations. When we touch one student,

we are not only impacting their destiny, but their family's, communities and nation".

Board Director and Curriculum Development Committee Chair: Dr. Sheran Oradu

Sheran completed her primary school education in the rural schools of Kenya, and her high school

education from The Alliance Girls’ High School, in the outskirts of Nairobi. In high school, her love for Math

and Chemistry flourished and was recognized. Due to her academic excellence, she was awarded one of

the three inaugural Zawadi Africa Educational Fund Scholarships, to attend college in the US. She received

her BSc in Chemistry from Xavier University, Ohio, where she also embraced its philosophies of community

service and being men and women for others. She later earned a PhD in Chemistry(Analytical) from Purdue

University.

"I am passionate about women empowerment through education. I enjoy spending my time during trips

back to Kenya, driving community development and literacy projects in my district. I also enjoy mentoring

and motivating young women to pursue education and learning, and encourage them to be actively

engaged in the development of their communities. I believe that instilling STEM principles in young people

will play a key role in growing problem solvers across the different regions of Africa and the world at

large."



Sub-Committees

Committees

Executive Team Executive Directors

Curriculum Development

Programs Workshops

Strategic Partnerships

FundraisingGrants and Sponsors

Marketing

Social Media Logistics



Competition

Non-profits with similar goals and objectives can be partnering groups

Threats of New Entrants

Need for more organizations will introduce more

potential partners

Bargaining Power of students

Serve with recipient in mind,. Respect decision to chose

another organization over us

Threat of substitute services

Not viewed as a threat but a growing

community of sponsors for more

students

Bargaining Power of Sponsors

Adhere to pre-established rules and principles abiding by a

high standard for integrity


V. SWOT Analysis

Strengths

● Experience, Knowledge in STEM related programs

● Personal ties to African countries

● Advanced degrees in STEM, Education, and Business Administration

Weaknesses

● Starting up in country we do not physical live

Opportunities

● Need for better quality education

● Partnering with other organizations with similar goals

Threats

● Political Instability in some parts of the continent

● Lack of consistent electrical supply

● Limited internet access


VI. Works Cited

[1] World Bank Data. (2015). MDG Progress Status. Available: http://data.worldbank.org/mdgs/ [2] U. N. Sciences. (2013). Improving access to engineering careers for women in Africa and in the

Arab States. Available: http://www.unesco.org/new/en/natural-sciences/science-technology/engineering/infocus-engineering/women-and-engineering-in-africa-and-in-the-arab-states

[3] UNESCO. (2015, Dec). A growing number of children and adolescents are out of school as aid fails to meet the mark. Available: http://unesdoc.unesco.org/images/0023/002336/233610e.pdf

[4] World Bank. (2014). Poverty & Equity. Available: http://povertydata.worldbank.org/poverty/region/SSA

[5] UNESCO. (2011). Education for All Global Monitoring Report. Available: http://en.unesco.org/gem-report/sites/gem-report/files/191393e.pdf

[6] L. Ownings. (2015). Bridging gender Gap in STEM fields. Available: http://www.scidev.net/sub-saharan-africa/gender/news/gender-gap-in-science-technology.html

[7] EPDC. (2016). Literacy and Educational Attainment by country. Available: http://www.epdc.org/topic/literacy-and-educational-attainment

[8] (2013). Internet Users by Region. Available: http://www.internetlivestats.com/internet-users/#byregion

[9] M. R. Dickey. (2013). 23 Statistics That Prove Men Dominate The Tech World. Available: <span style="font-size:11.0ptAvailable: AR-SA">http://www.businessinsider.com/statistics-prove-men-dominate-tech-world-2013-7

[10] H. s. N. I. report, 2015. [11] M. B.S and P. S.L. (2014). The Nonprofit Sector in Brief. Available: <span style="font-

size:11.0ptAvailable: AR-SA">http://www.urban.org/sites/default/files/alfresco/publication-pdfs/413277-The-Nonprofit-Sector-in-Brief--.PDF

[12] A. Thomas. (2010, Nonprofits face important challenges, Smith says as conference opens. Available: http://www.udel.edu/udaily/2010/mar/smithkeynote032310.html

[13] A. B. Ellie Buteau, Mark Chaffin. (2013, Nonprofit Challenges -What Foundations can do. Available: http://www.effectivephilanthropy.org/wp-content/uploads/2014/07/NonprofitChallenges.pdf

http://data.worldbank.org/mdgs/

http://data.worldbank.org/mdgs/

http://www.unesco.org/new/en/natural-sciences/science-technology/engineering/infocus-engineering/women-and-engineering-in-africa-and-in-the-arab-states




http://unesdoc.unesco.org/images/0023/002336/233610e.pdf

http://unesdoc.unesco.org/images/0023/002336/233610e.pdf

http://povertydata.worldbank.org/poverty/region/SSA

http://povertydata.worldbank.org/poverty/region/SSA

http://en.unesco.org/gem-report/sites/gem-report/files/191393e.pdf

http://en.unesco.org/gem-report/sites/gem-report/files/191393e.pdf

http://www.scidev.net/sub-saharan-africa/gender/news/gender-gap-in-science-technology.html




http://www.epdc.org/topic/literacy-and-educational-attainment

http://www.epdc.org/topic/literacy-and-educational-attainment

http://www.internetlivestats.com/internet-users/#byregion




http://www.businessinsider.com/statistics-prove-men-dominate-tech-world-2013-7




http://www.urban.org/sites/default/files/alfresco/publication-pdfs/413277-The-Nonprofit-Sector-in-Brief--.PDF




http://www.udel.edu/udaily/2010/mar/smithkeynote032310.html

http://www.udel.edu/udaily/2010/mar/smithkeynote032310.html

http://www.effectivephilanthropy.org/wp-content/uploads/2014/07/NonprofitChallenges.pdf





VII. Acknowledgement

The Joule Foundation would like to extend their heartfelt gratitude to the following individuals

for their assistance in preparing this document:

● Abi Ogebule - consultant

● Dr. Sadik Antwi-Boampang - Teach for Ghana/Intel

● Samantha Williams - Teach for All

● Dr. Russell Carpenter- NASA GSFC

Give her a chance. Let her achieve.

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