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EdTech Entrepreneurs: Reasons You Should Apply for Injini’s Cohort 4

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Do you have a technology-driven or technology-enabled innovation that could improve educational outcomes in Africa? Are you looking to take your early-stage startup to the next level?

Injini is now accepting applications for our next cohort of EdTech changemakers in Africa. If you are one of the selected Cohort 4 startups, you will participate in a five-month incubation programme that will take place both in Cape Town, South Africa and in your home market, where the team will support you remotely.

During this time, you’ll get an opportunity to work with subject matter experts in education, business, technology and entrepreneurship. But that’s not all, just for participating in the programme, you’ll receive a grant of R100,000 to spend on your business. Finally, if we’re impressed with your performance and trajectory once you’ve joined our alumni startups, Injini may offer an investment of up to R1 million for equity in your business!

Applications for Cohort 4 are now open! Click HERE and apply today!

Injini: Africa’s First EdTech Incubator

Injini is the first educational technology (EdTech) incubator or accelerator on the African continent. Based in South Africa, Injini invests in promising African EdTech startups and works closely with them to ultimately achieve their goal of positively impacting educational outcomes on the continent. The Injini incubation and investment programme was officially launched in August 2017 and has involved incubating and investing in the most promising early-stage startups from Africa and holding ecosystem development events across the continent to encourage broader innovation and evidence-driven EdTech solutions.

Injini has already incubated 24 EdTech startups from eight different African countries, including South Africa, Zimbabwe, Kenya, Tanzania, South Sudan, Ethiopia, Zambia, and Nigeria. Injini has extensive reach on the African continent and has received over 1,200 applications from startups from more than 35 African countries. The team has also run ecosystem building activities in Ghana, Ivory Coast, Kenya, Nigeria, South Africa, Tanzania, Zimbabwe, Rwanda, Uganda, Ethiopia, Botswana, Namibia and Zambia.

 

More about the Cohort 4 Incubation Programme:

The Cohort 4 Incubation Programme will be made up of three phases.

Phase 1 is set to begin in mid-March 2020 and will take place in Cape Town, South Africa. 1–2 decision-making members of your startup’s founding team will join us for an expenses-paid* stay in the Mother City for a period of six weeks. You’ll be expected to attend a number of business training workshops, engage with industry experts in 1:1 sessions and build a relationship with your mentor, who will support you through the duration of the programme.

Phase 2 will begin the moment you leave Cape Town and head back to your home market. During this 12-week period, you’ll be expected to apply the learnings from Phase 1 to your business on-the-ground, while the Injini team supports you remotely — we may even pop in to visit some of you on your home turf!

Phase 3 will commence back in Cape Town in July 2020, marking the final leg of the incubation programme. This four-week stretch will give us the chance to tie up loose ends and make sure your EdTech startup is ready for post-programme growth and possible investment.

* Injini covers the cost of international and domestic return flights to Cape Town, accommodation for the duration of Phase 1 and 2 and extends basic living stipends to subsidise the higher cost of living in Cape Town compared to other African cities. These expenses are only covered for founders who are not already based in Cape Town. All entrepreneurs are expected to cover their own food and in-country transportation costs, although Injini will occasionally sponsor group meals and social events.

Injini is looking for EdTech startups that meet the following criteria to join us for our Cohort 4 programme:

  • Your EdTech startup is based in Africa and focused on improving educational outcomes somewhere on the continent.
  • Your solution is aiming to address a key problem related to education in Africa.
  • Your solution is evidence-based — meaning, you can point to research that backs up your methods or hypothesis.
  • Your company is registered and a certificate of incorporation can be shared with the Injini team upon request.
  • Your startup has (at least) a minimum viable product or prototype.
  • Your startup has (at least) one full-time founder.
  • One or more decision-making members of your startup’s founding team are able to travel to Cape Town during Phases 1 and 3 of the incubation programme.
  • Participating founders from outside of South Africa must have a valid passport and eligibility to apply for a South African visa.
  • Participating founders must be fluent in English.

Applications for Cohort 4 are now open! Click HERE and apply today!

Also Read EduStore Africa: We specialize in supplying technology-enhanced education in Africa- Sally Kim

The Application Process

  1. First-round applications opened on Monday, 14 October 2019 and will remain open until 10 December 2019. We will be reviewing applications on a rolling basis, so it is in your best interest to apply early— promising applicants will be invited to participate in the second-round application process.
  2. If we’re impressed by your first-round application, we’ll ask you to record a 2-minute video pitch and to complete another form that will dive a bit deeper into your solution, giving you the chance to convince us that you’re the best pick for Cohort 4. Note:the earlier you submit your first-round application, the more time you give yourself to complete the second-round process (if selected), which will close on 5 January 2020.
  3. From this point, we’ll select our top 20 applicants and schedule remote interviews between each founder and the Injini team. These calls will take place between 13–24 January 2020.
  4. Finally, we’ll invite the top 12 applicants to pitch to a panel of judges at the end of January 2020 in Cape Town (either remotely or in-person) to compete for entry into Injini’s Cohort 4.

At Injini, we believe African innovation will help to solve our continent’s most dire challenges in education. We can’t wait to read your application and, hopefully, welcome you to Cohort 4!

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Education

STEM education in Africa: Essential to the continent’s development

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Matthew Odu

STEM education which primarily revolves around ‘Science, Technology, Engineering and Mathematics’ has become highly sought after by learners all across the world and is crucial in encouraging a nation’s development.

Recent reports suggest that over the next 5 years, STEM jobs will grow by 13% – particularly in the areas of Computing, Engineering and Advanced Manufacturing. This shift in the global labour market should be a central focus of African leaders as the United Nation’s (UN) projections show that by 2035, the working population of the continent will surpass that of the rest of the world.

I join the call led by Stefania Giannini, assistant director-general for education at UNESCO – who has asked governments to put education investment at the centre of their post pandemic recovery. The past 12 months have witnessed the most severe disruption to global education systems in history, which during the peak of the crisis – led to more than 1.6 billion learners out of school. In the global south, school closures are likely to erase decades of progress made by educators.

As education expenditure continues to increase in the west and in the far east, the opposite is true in Africa. Millions of our children are gifted in science, math and physics yet the vast majority are not being given a fair chance to compete in this fast-evolving world. The supply of quality education is lagging behind.

A new report released earlier this week by The Education Finance Watch, jointly commissioned by the World Bank and UNESCO, revealed that two-thirds of low- and lower-middle-income countries have cut their public education budgets since the onset of the COVID-19 pandemic. In comparison the UK’s Department for Education recently announced a new £700M plan to help young people in England catch up on lost learning due to the pandemic and in 2020, public spending on education in China reached 3,633.7 billion yuan.

“The learning poverty crisis that existed before COVID-19 is becoming even more severe, and we are also concerned about how unequal the impact is,” Mamta Murthi, World Bank vice president for human development, said in a statement.

What is the African response?

Recently many of us have been horrified at the images circulating on social media showing dilapidated school buildings in Nigeria, with no infrastructure being led by teachers who haven’t received salaries in months. This is totally unacceptable and should not be tolerated by the educators on the continent.

During a recent HESED webinar themed ‘Next generation School Leadership’ we engaged with teachers in Nigeria who expressed a willingness to push their students more in the classroom but felt the situation impossible without adequate training, modern infrastructure and an improved curriculum.

Fortunately, Covid-19 has not just brought about the need for change, it also points a way forward and for parents, online learning is one of the bright spots. It is safe to say that the success of online STEM education has made a clear case for adopting a hybrid model.

HESED is an initiative and my own personal contribution to providing quality education to Nigerians, as a borderless structure with an unrestricted curriculum. The e-learning platform compliments the current school system by using a national curriculum with the option of studying an international syllabus.

Quality STEM Education is the new normal.

 

By: Matthew Odu, A Fellow of Institute of Chartered Accountant of Nigeria

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Education

The Education System is Broken. Covid-19 may be the cure (Pt. 1)

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Studying From Home (SFH) due to Covid may transform the entire education system (image: 123RF.com)

Institutional procrastination has kept the education sector globally from making long overdue changes to keep up with the ways of our evolving world. However, just like the first minor heart attach that doesn’t kill a person but forces them to finally take their cholesterol level and exercise seriously, Covid-19 might just be the disrupting force to permanently reshape formal education as we know it.

I believe there will be two distinct changes to the system, one that is bound to happen, and one that needs to happen.

In this first article of my two part series on education reform, I’ll discuss the first big change, and the one that we need to get started on right away: a complete revision of the educational curricula writ large.

Consider my daughter Maya. She is 13 years old and in 7th grade, and has 5 more years of school left. Let’s assume that she goes to a 4 year undergrad (ed:she better!) and then maybe takes a gap year before starting her first job. I know from my own experience, that most of us are pretty useless in our first 2–3 years in the workforce. At that time we are just learning the ropes, building the habits of showing up, navigating office politics and developing some sort of competence in our chosen career path. So, even excluding a master’s degree, etc. we’re talking about 12–15 years before she is really contributing to society.

For just a moment, now look back 15 years ago. In 2006: the very first iPhone had not been released. Netflix was still mailing out DVD’s in red envelopes. In that year. Twitter was founded and Facebook was still only for students on college campuses. The EV-1 electric cars had just been destroyed, and the space shuttle Columbia had just blown up upon re-entry. The world was a very different place 15 years ago, and the pace of innovation is still accelerating. That means that look forward to 15 years from now, will be like going 25 years back.

The cost of solar energy has dropped by 97% in the last 25 years. Between abundant solar, and massive projects in geothermal, our kids are going to live in a world biased towards renewable resources for the first time ever. Autonomous cars and trucks will wipe out a huge portion of driving careers, which are currently the no.1 job category 29 of the 50 States in the USA. Even software engineering is significantly changing as the world moves from bottom-of-the-stack system coding, to no-code applications through assembly of existing open-source modules and libraries.

Today’s schools are preparing our kids for a world which will not exist by the time they get there.

Forrester and Mckinsey estimate that almost 40 million clerical and location based jobs will be wiped out in the USA by 2030 due to automation. That is 25% of the total workforce. The Bureau of Labor statistics estimates that 43% of the total workforce in the USA in 2020 are what we now call “gig workers”, self-employed doing short-term task based jobs (like driving an Uber, tutoring online or freelancing).

Of course, new jobs will be created, just as today there are over eight hundred thousand technology jobs in Silicon Valley which did not exist before the digital revolution. However, these new jobs will be in new areas that we can’t currently foresee. As a (depressing) example, there are over 15,000 content moderators whose job it is to just review potentially awful & inappropriate posts on Facebook everyday, a dystopian career choice that was unimaginable 25 years ago.

What is certain though, is that this next generation of today’s students have zero chance of holding a single “cradle to grave” career. They will inevitably exist in a world of uncertainty and change.

Resilience, adaptability, and lifelong learning are the three most important traits we need to be teaching them.

There is little point in teaching “facts”, in a post-Google world. We have externalized knowledge such that any fact, or skill can instantly be learned by watching a few YouTube videos, or reading a collection of articles on Google. What needs to be taught are: curiosity, a passion for learning, and a dedication to cognitive reflection – the practice of thinking beyond an intuitive answer/media message, and considering a potentially less comfortable/intuitive correct answer.

Homeschooling interest peaked with Covid-19 (source: Google Trends)

At the start of the Covid-19 pandemic, Google searches for the term “homeschooling” shot up 400% compared to the previous 5 years. Inquiries to the National Homeschool Association jumped from 5 calls a day before Covid, to 3,400 per day in August. My own family formed a “microschool” taking the choices of teachers and curriculum into our own hands. While health and safety are undoubtedly the primary motivation for this trend, the genie is out of the bottle. Covid has shown us that the same Internet platforms that connect us with a global talent pool of employees, can also connect us with a global pool of amazing educators. My daughter’s Spanish teacher is in Puebla, Mexico. She’s taking a music technology course from the University of Adelaide. My son’s physics teacher is a NASA engineer working on the Mars rover. Thanks to Covid, “School” has transformed from a place where they go, to a thing that they do.

Given the slow bureaucratic nature of most ministries of education, making sweeping changes to the national curricula in “traditional schools” is going to be a 5 to 10 year process. If we are to adapt our systems of learning in time to not waste a generation of students with the wrong lessons, then these changes need to start now.

In part 2 of this series, I’ll discuss the second major coming change: the explosion of the education bundle.

Author: Jay Shapiro, Co-founder & CEO of Usiku Games

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Africa speaks

2020: A year to remember

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Matthew Odu MA Taxation, FCA

The coronavirus pandemic has infected over 70 million people, has caused over 1.6 million deaths and has subsequently led to the suffering and heartache for billions of people the world over.

From an economic perspective, the once in a century event created a slump not seen since the second world war. The International Monetary Fund estimates the global covid-19 cost at $28trn in 2020 lost output.

The pandemic suffering has also been skewed by race. According to The Economist a 40-year-old Hispanic-American is 12 times more likely to die from covid-19 than a white American of the same age. In Britain, an official inquiry found that racism and discrimination suffered by the country’s Black, Asian and minority ethnic people has contributed to the high death rates from covid-19 in those communities.

A topic that is in need of more attention is the injustice felt by students caused by the covid-19 fallout. The past 12 months have witnessed the most severe disruption to global education systems in history, which during the peak of the crisis – led to more than 1.6 billion learners out of school. The United Nations (UN) Secretary-General António Guterres has warned that the pandemic is threatening a loss of learning that may stretch beyond one generation of students. In the global south, school closures are likely to erase decades of progress made by educators.

In Africa, although ed-tech surged during the summer, it wasn’t enough to overturn archaic disparities and make-believe generation next infrastructure. Data suggests that a combined total of just 19 million regular users had access to online education platforms, compared to the at least 450 million children aged 14 or younger that live on the continent.

Fortunately, Covid-19 has not just brought about the need for change, it also points a way forward. Just last week world leaders in education met virtually to help set in motion far-reaching changes to education in the wake of the Coronavirus pandemic.

RewirEdX focused on three main issues in the education sector; youth and future skills, education financing and innovation in education. Leaders driving the change at the event included former UK Prime Minister, Gordon Brown, now the UN’s Special Envoy for Global Education and Julia Gillard, former Prime Minister of Australia & Chair, Global Partnership for Education.

Chief amongst the discussion was the vital importance of connectivity in underpinning effective distance learning and so making education accessible to all.

Giving every single African child access to quality education is one of the visions for HESED. A lack of access to quality education and the sluggishness in adopting new methods of learning has immediate and long-term effects that countries on the continent cannot permit to spiral out of control.

Even before Coronavirus struck, education was in crisis but now we have an opportunity to turn things around.

HESED is an initiative and my own personal contribution to providing quality education to Nigerians, as a borderless structure with an unrestricted curriculum. The e-learning platform compliments the current school system by using a national curriculum with the option of studying an international syllabus.
It’s time to rethink education. Let’s give our children a head start in 2021.

By: Matthew Odu MA Taxation, FCA

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