The Transformational Leadership Program (TLP): An Evaluation of Impact in a Capacity-Building Leadership Program for Africa's Social Sector (Abridged Version)

The role of leadership in rapidly developing African countries is fundamentally important and the need for leadership development across the African continent is critical for social and economic progress. Since 1953, the Africa-America Institute (AAI) has advocated for educational and human capacity building on the African continent by offering a wide range of scholarship, training and exchange programs that have benefited over 23,000 people from 54 African countries. In 2007, AAI launched its Transformational Leadership Program (TLP) with a grant from The Coca-Cola Africa Foundation (TCCAF) to offer business training and broader leadership development for managers of African NGOs and small to medium-sized enterprises (SMEs). The program has reached 351 participants from 14 countries through certificate and degree programs at United States International University (USIU) in Nairobi, Kenya; Pan-African University (EDC) in Lagos, Nigeria; and University of Stellenbosch (USB) in Cape Town, South Africa.In 2013, an evaluation of the TLP was conducted using surveys, questionnaires, individual interviews and focus groups with strategically selected stakeholder groups, site visits, participant reflective writing, Town Hall meetings, and a comprehensive review of program and university documents

A Functional Analytic Approach To Computer-Interactive Mathematics

Following a pretest, 11 participants who were naive with regard to various algebraic and trigonometric transformations received an introductory lecture regarding the fundamentals of the rectangular coordinate system. Following the lecture, they took part in a computer-interactive matching-to-sample procedure in which they received training on particular formula-to-formula and formula-to-graph relations as these formulas pertain to reflections and vertical and horizontal shifts. In training A-B, standard formulas served as samples and factored formulas served as comparisons. In training B-C, factored formulas served as samples and graphs served as comparisons. Subsequently, the program assessed for mutually entailed B-A and C-B relations as well as combinatorially entailed C-A and A-C relations. After all participants demonstrated mutual entailment and combinatorial entailment, we employed a test of novel relations to assess 40 different and complex variations of the original training formulas and their respective graphs. Six of 10 participants who completed training demonstrated perfect or near-perfect performance in identifying novel formula-to-graph relations. Three of the 4 participants who made more than three incorrect responses during the assessment of novel relations showed some commonality among their error patterns. Derived transfer of stimulus control using mathematical relations is discussed