Impact Investing and Inclusive Business Development in Africa: A research agenda

Impact investing aims to create sustainable social and environmental impacts for investee enterprises and communities as well as adequate financial returns. As an attractive emerging market investment strategy, it involves development finance institutions and philanthropic foundations partnering with mainstream private venture capital to create impact funds with the goal of catalysing inclusive market-based enterprise development in low income countries. In this paper, we present findings from a scoping study discussing the nature and operations of impact funds in African economies and the associated research opportunities on this topic. To facilitate the assessment, we reviewed the existing literature on impact investing, considering this along three interrelated perspectives, namely 1) impact investing as development finance policy for economic development, 2) impact investing as a development in socially responsible investing, and 3) impact investing as capacity-building for inclusive business development in African economies. The interplay of these perspectives shapes the constitution and operational strategies of specific impact funds and provide a conceptual context for understanding impact investing at country level. Drawing on interviews, email exchanges and roundtable discussions with representative global and country-specific (Sierra Leone, Cameroon and Kenya) stakeholders our analysis makes three contributions to the impact investing debate. First we explore a model for understanding the ways in which impact funds are being channeled into inclusive businesses in Africa and the associated catalytic effects on poverty alleviation, social and economic development. Second we identified and tested access to, a range of impact funds and associated sector-specific inclusive businesses for future case writing – hopefully ‘failures’ as well as ‘successes’. Finally, we reflect on some of the unanswered managerial and policy-related questions that require a more rigorous inquiry-led appraisal to better understand and enhance the contribution of impact funds to inclusive business development in Africa

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

Information technology and social cohesion : a tale of two villages

Acknowledgements This research was made possible by a grant from the EPSRC “Dot.Rural Digital Economy Hub” (EP/G066051/1) at the University of Aberdeen and EPSRC Communities and Culture Network+ (EP/K003585/1).Peer reviewedPostprin

Online interactivity: best practice based on two case studies

The purpose of this paper is to identify and explore best practice in the effective support of online interactivity. Five key issues related to best practice are delineated, based on the experience derived from two case studies. The first case study involved online, collaborative work carried out by twenty-six conversion M.Sc. students following a module on‘Interactive Multimedia Systems'. The online group work was structured around the production of essay-style critiques and the development of prototype multimedia resources. The discussions were structured using the bulletin board facility in WebCT. The second study involved sixty-four second-year undergraduate students following a module on‘Communication via Multimedia’. These students were involved in assessed online discussion groups that aimed to foster a community in enquiry and provide an opportunity for vicarious learning. The assessed discussion groups were based on Netscape Collabra. A comparison of the experience of these two case studies led to the identification of a set of five key issues relating to best practice in the effective support of online interactivity. The first four issues concern the design and implementation of the online learning experiences. The fifth issue involves reflection and improvement on the interventions mad

From the Prison Track to the College Track: Pathways to Postsecondary Success for Out-of-School Youth

Many young people learn a discouraging set of lessons between the ages of 16 and 24. They come to see secondary school as irrelevant, available jobs as demeaning, and their prospects and choices as diminishing. Some continue to "drop in" to school long enough to get a diploma, but leave lacking the skills or interest to pursue further education. Others drop out of school altogether. Seen in this context, the ambitious promise implied in the federal law to "leave no child behind" will require moving expeditiously beyond the "one-size-fits-all," factory-model high school to a far richer diversity of learning environments. This paper focuses on four types of learning environments that appear to hold particular promise for vulnerable and potentially disconnected youth: reinvented high schools, secondary/postsecondary blends, education/employment blends, and extended learning opportunities beyond the school day, year, and building. The first section paints a statistical portrait of the substantial number of urban youth who could potentially benefit from these new programmatic options. The second section describes the authors' process for identifying and investigating emerging, powerful learning environments, then profiles four programs that show evidence of effectiveness. The report concludes with a discussion of the policy opportunities today for creating multiple avenues for young people to achieve to higher standards, along with four specific policy recommendations to meet this goal