Marketing Training for African SPOs

Due to the costs of internet in many areas of Africa, content creation is limited.

SPOs need to learn how to create Youtube videos, and manage channels and promote their operations on social media + more.

Affiliated proposal:

Funded proposal from Fund 6:

https://cardano.ideascale.com/a/dtd/African-Learning-Institutions-SPOs/369320-48088

Pioneering SPOs located:

• National calculus center (CNCCI) (Ivory Coast)
• ISDR/GL (Goma, DRC)

ISDR/GL was a host to the Cardano 2021 Summit (25-26 September 2021)

Work has already gone underway to recruit a coordinator at each hub.

This Fund 7 proposal seeks to cover the costs of capacity building so that the personnel are sufficiently equipped with the fundamental skills to successfully run and manage the pool, and teach others so that each SPO can function as a sustainable business and Cardano blockchain educational hub.

Budget:

Training costs x 2 Stake Pool Operators (6 weeks) - $500 x 2 = $1000

Stipend x 2 Stake Pool Operators (12 months) $2500 x 2 = $5000

Project Management/admin: $2,000 (Jan - May)

Total costs: $8,000

Roadmap:

If funded each SPO and their journey will receive support from the African Stakepool Alliance (ASPA) that has formed as a result of an affiliated funded proposal from Fund 6:

Strengthening Stake Pools : https://cardano.ideascale.com/a/dtd/Strengthening-Stake-Pools-in-Africa/366840-48088

Feb - March: Week 0-6, Begin capacity building and training of each SPO personnel using resources of the Wada network and partners

April: SPO running with newly trained local Stake Pool Operator

6 months: Running sustainably by locals and receiving support from local support network and ASPA

12 months: Fully functioning SPO with rewards distributed to local delegators, and supporting educational initiatives in each learning institution, and is a model of blockchain innovation and education. Will aim to share the success story and experiences in a report for ecosystem and global benefit.

Impact Benefits:

Exposure to Cardano blockchain for thousands of students who can use decentralized financial institutions

Training local pioneers and entrepreneurs

Learning opportunities for future developers

Popular meetups for youth and blockchain/crypto entrepreneurs hosted at educational institutions

Establish the first of its kind Education Institution, student and youth participatory stake pool with capacity building of staff for long term sustainability

Risks/Mitigation:

Internet Interruptions to the producing nodes: 3 Internet Providers will be connecting the producing node to the internet

Power Outage: Solar panels can help stabilize the power

Lower Pledge: Institutions will pledge 25K of Ada each for the stake pool should they be supported

Sustainability of the stake pool: Student unions will produce promotional videos for the stakepool on YouTube and grow the Cardano Community

Context

According to UN forecasts, Africa is expected to double its population by 2050, from 1 billion to nearly 2.4 billion inhabitants. Half of that population will be less than 25 years old.

World Bank figures show that young people represent 60% of the unemployed population in Africa. Among those who do have a job, the majority work in the informal economy. A report published in 2018, by the International Labour Organization (ILO) on the topic, indicated that 94.9% of people between the ages of 15 and 24 in Africa work in the informal economy. In West Africa this figure is as high as 97.9%.

DRC has the 7th youngest country in the world according to the UN. This presents a unique mix of challenges and opportunities.

With blockchain being the number 1 in demand hard skill of 2020, our proposal seeks to catalyse, cultivate and encourage the burgeoning interest amongst the architects and entrepreneurs of the future in blockchain and related technologies in the digital economy.

Sustainable Development Goals:

https://countries.africasdgindex.org/#/congo-dem-rep

https://countries.africasdgindex.org/#/cote-divoire

Team:

Razali is an Educator, Editor, Digital Economy, Blockchain & Sustainability Researcher, Social Entrepreneur, Catalyst Proposal Mentor, Wada UN SDG and Education Coordinator, Co-Founder of Sustainable ADA & Catalyst School Core Member https://www.linkedin.com/in/razali-samsudin/

Wada Business Initiatives & Democratic Republic of the Congo Hubs Oversight Lead, Plutus Developer - Frederic Samvura (Genty)

https://www.linkedin.com/in/fr%C3%A9d%C3%A9ric-samvura-907aa53b/

Wada Ivory Coast - Malik Koné. https://www.linkedin.com/mwlite/in/malikkone

and Wada team

https://wadalliance.org/about-us/

SDG goals:

Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation

Goal 10. Reduce inequality within and among countries

Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

SDG subgoals:

4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development

10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status

17.16 Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries

17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships

17.18 By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts

Key Performance Indicator (KPI):

4.7.1 Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education; and (d) student assessment

4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

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