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Youth Empowerment
YOUTH EMPOWERMENT
Trash to Treasure Program: Empowering Women to Reduce, Reuse and Recycle Waste (Botswana)
Grant Size: $10,000 to $100,000
Donor: U.S. Mission to Botswana
The U.S. Embassy Gaborone of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a Trash to Treasure Program.
The project will enable women waste collectors to access valuable business and life skills through a unique set of training and mentorship through a joint business and empowerment model, providing these women with skills and resources to make lasting change in their lives.
https://grants.gov/search-results-detail/355718
By:
Tony Milanzi
No Preview Available
YOUTH EMPOWERMENT
Trash to Treasure Program: Empowering Women to Reduce, Reuse and Recycle Waste (Botswana)
Grant Size: $10,000 to $100,000
Donor: U.S. Mission to Botswana
The U.S. Embassy Gaborone of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a Trash to Treasure Program.
The project will enable women waste collectors to access valuable business and life skills through a unique set of training and mentorship through a joint business and empowerment model, providing these women with skills and resources to make lasting change in their lives.
https://grants.gov/search-results-detail/355718
Read more
By:
Tony Milanzi
No Preview Available
YOUTH EMPOWERMENT
I am glad to be part of this community dedicated to youth development.
By:
Samuel Osike
YOUTH EMPOWERMENT
I am glad to be part of this community dedicated to youth development.
By:
Samuel Osike
YOUTH EMPOWERMENT
Good evening/afternoon everyone. I am joining this platform from Kenya, Egerton University. I am excited to be here.
By:
Samuel Osike
YOUTH EMPOWERMENT
Good evening/afternoon everyone. I am joining this platform from Kenya, Egerton University. I am excited to be here.
By:
Samuel Osike
AGRI-FOOD SYSTEMS
+6
African Futures Cohort 5 - Call for Scholars
The Alliance for African Partnership (AAP) is seeking applicants for the fifth cohort of the AAP African Futures Research Leadership Program. This competitive visiting scholar program supports early career researchers from the AAP consortium to work for one year under the mentorship of faculty members from MSU and their home institution, focusing on building skills in research for impact, writing scholarly and/or policy publications, disseminating of research results, and developing grant proposals for external support. Scholars will also participate in a structured professional development program while building bridges and lasting connections with MSU contacts and across their cohort.
The main objective of the African Futures program is to strengthen the capacity of a cadre of African researchers to return to their home institutions and become scientific leaders in their community, establish long-term partnerships with MSU faculty, co-create innovative solutions to Africa’s challenges, and in turn become trainers of the next generation of researchers. This program aims to address the gender gap in Africa, where only 30% of researchers are women, so scholars selected for the program will be women, or men who can demonstrate they are committed to support efforts towards gender equity in higher education institutions in Africa. The research areas that the scholars will engage in during the program should be aligned to AAP's research priority areas.
The AAP Management Team requests applications from early career researchers to participate in the next cohort, with work to begin virtually in February 2025. Scholars will spend September – December 2025 at MSU for the in-person portion of the program, followed by another period of virtual collaboration, ending in early 2026. The scholar and mentor team will receive a small grant for research and professional development activities including conference attendance and publication. Scholars will also receive a stipend during their time at MSU, visa application support, and round-trip travel from their home institution.
Potential Research Areas
Selected scholars will work in one of AAP’s seven priority areas:
Agri-food systems
Water, Energy, and Environment
Culture and Society
Youth Empowerment
Education
Health and Nutrition
Science, Technology, and Innovation
Selected scholars will be paired with an MSU mentor and commit to working with the MSU mentor and the home institution mentor for the duration of the program.
Program Benefits
Professional development activities – AAP will offer structured professional development workshops centered on topics such as building equitable partnerships, academic time management, proposal development and budgeting, research communication, etc. to establish professional trajectories, to build research, writing, and publishing skills, and to support scholars to move through various stages of review, promotion, and growth.
Leadership activities – this will center on a research leadership retreat to expose scholars to the key competencies of research leaders, the work that research leaders engage in, personal reflection on their characteristics and career goals to help determine the pathway to advancement to research leadership.
Collaboration networks – the early career researcher will be co-mentored by an MSU faculty member and a faculty member from their home institution. Mentors will have the opportunity to visit their counterpart for one week during the duration of the program. The scholar will also gain access to AAP’s broad network of researchers at MSU, across Africa, and beyond. Proposed activities should ultimately lead to potential long-term collaborations between MSU and the partner institution.
Expected Outcomes
Each scholar and mentors are expected to produce the following outputs, at minimum, by the end of the program:
Submission or evidence of publication of one to three joint manuscripts
At least one grant proposal application
At least one conference presentation
Collaborations with mentors are meant to be long-term and continue after the end of the program. Scholars are encouraged to network with MSU faculty beyond their mentor while at MSU. Scholars are expected to submit regular progress reports to AAP and their home institution focal point. Failure to meet program and mentor expectations can result in early dismissal.
Eligibility
Citizen of an African country
Completion of a PhD degree within the last 10 years
Employed as an Academic Staff member at one of the AAP African consortium universities including Egerton University, Makerere University, University of Dar es Salaam, Lilongwe University of Agriculture and Natural Resources, University of Botswana, University of Nigeria, Nsukka, University Cheikh Anta Diop, University of Arts and Humanities, Bamako, United States International University-Africa, and University of Pretoria
Have documented approval of leave or sabbatical to participate in the program for the in-person period
Have a mentor at their home institution that will serve as a collaborator and mentor
Research must be in one of the AAP priority areas
Applicants may only submit one proposal to AAP in this round of funding. Prior scholars are not eligible to apply.
Application Requirements
Applicants should provide the following documents as part of their application package:
An up-to-date curriculum vitae (CV) that provides a chronological review of their professional accomplishments
A letter of interest that demonstrates how their research interest and experience is aligned to the AAP research priority area and how they plan to implement long-term sustainable partnership (1 pages)
(for male applicants) include how they have supported efforts towards gender equity in higher education institutions in Africa
Names of potential mentors at MSU (applicants should browse relevant MSU department’s website to identify up to three faculty that are aligned with their research interests. Applicants should not contact MSU faculty directly - AAP will reach out on the applicant’s behalf)
Two publications in refereed journals related to their research area
Two professional references that detail the relationship to the applicant and provide specific examples of their assessment of the expertise of the applicant’s research area
A letter from the mentor at their home institution indicating willingness to serve as a collaborator during the program, travel to MSU for one week of collaboration discussions, and mentor the early career researcher when they return to their home institution (1 page)
A written endorsement from the applicants’ Head of Department approving leave (1 page)
A letter of support from the AAP Focal Point for the scholar’s application (1 page)
Selection Criteria:
Professional merit, scientific ability, potential career impact and future collaboration goals with MSU faculty (based on CV, letter of interest, publications, Head of dept and home mentor letters, and two reference letters)
Assurance and availability of resources from the home institution for a designated, funded position for the early career researcher upon completion of their fellowship (expressed in letter from head of Dept at the home institution)
Commitment to return to their home country following completion of training (expressed in a letter of interest)
The selection committee will ensure the best match of outstanding candidates and MSU mentors
Additional selection factors may include diversity in scientific research areas and geographic origin
Applications are due on August 18, 2024
Apply: https://msu.co1.qualtrics.com/jfe/form/SV_a60s40TOPXGO5sq
Additional program dates:
Program start date (virtual): February 2025
In-person program: Sept - Dec 2025
Program end date: February 2026
Questions
Please contact José Jackson-Malete at jacks184@msu.edu or +1 517-884-8587 with any questions.
By:
Justin Rabineau

AGRI-FOOD SYSTEMS
+6
African Futures Cohort 5 - Call for Scholars
The Alliance for African Partnership (AAP) is seeking applicants for the fifth cohort of the AAP African Futures Research Leadership Program. This competitive visiting scholar program supports early career researchers from the AAP consortium to work for one year under the mentorship of faculty members from MSU and their home institution, focusing on building skills in research for impact, writing scholarly and/or policy publications, disseminating of research results, and developing grant proposals for external support. Scholars will also participate in a structured professional development program while building bridges and lasting connections with MSU contacts and across their cohort.
The main objective of the African Futures program is to strengthen the capacity of a cadre of African researchers to return to their home institutions and become scientific leaders in their community, establish long-term partnerships with MSU faculty, co-create innovative solutions to Africa’s challenges, and in turn become trainers of the next generation of researchers. This program aims to address the gender gap in Africa, where only 30% of researchers are women, so scholars selected for the program will be women, or men who can demonstrate they are committed to support efforts towards gender equity in higher education institutions in Africa. The research areas that the scholars will engage in during the program should be aligned to AAP's research priority areas.
The AAP Management Team requests applications from early career researchers to participate in the next cohort, with work to begin virtually in February 2025. Scholars will spend September – December 2025 at MSU for the in-person portion of the program, followed by another period of virtual collaboration, ending in early 2026. The scholar and mentor team will receive a small grant for research and professional development activities including conference attendance and publication. Scholars will also receive a stipend during their time at MSU, visa application support, and round-trip travel from their home institution.
Potential Research Areas
Selected scholars will work in one of AAP’s seven priority areas:
Agri-food systems
Water, Energy, and Environment
Culture and Society
Youth Empowerment
Education
Health and Nutrition
Science, Technology, and Innovation
Selected scholars will be paired with an MSU mentor and commit to working with the MSU mentor and the home institution mentor for the duration of the program.
Program Benefits
Professional development activities – AAP will offer structured professional development workshops centered on topics such as building equitable partnerships, academic time management, proposal development and budgeting, research communication, etc. to establish professional trajectories, to build research, writing, and publishing skills, and to support scholars to move through various stages of review, promotion, and growth.
Leadership activities – this will center on a research leadership retreat to expose scholars to the key competencies of research leaders, the work that research leaders engage in, personal reflection on their characteristics and career goals to help determine the pathway to advancement to research leadership.
Collaboration networks – the early career researcher will be co-mentored by an MSU faculty member and a faculty member from their home institution. Mentors will have the opportunity to visit their counterpart for one week during the duration of the program. The scholar will also gain access to AAP’s broad network of researchers at MSU, across Africa, and beyond. Proposed activities should ultimately lead to potential long-term collaborations between MSU and the partner institution.
Expected Outcomes
Each scholar and mentors are expected to produce the following outputs, at minimum, by the end of the program:
Submission or evidence of publication of one to three joint manuscripts
At least one grant proposal application
At least one conference presentation
Collaborations with mentors are meant to be long-term and continue after the end of the program. Scholars are encouraged to network with MSU faculty beyond their mentor while at MSU. Scholars are expected to submit regular progress reports to AAP and their home institution focal point. Failure to meet program and mentor expectations can result in early dismissal.
Eligibility
Citizen of an African country
Completion of a PhD degree within the last 10 years
Employed as an Academic Staff member at one of the AAP African consortium universities including Egerton University, Makerere University, University of Dar es Salaam, Lilongwe University of Agriculture and Natural Resources, University of Botswana, University of Nigeria, Nsukka, University Cheikh Anta Diop, University of Arts and Humanities, Bamako, United States International University-Africa, and University of Pretoria
Have documented approval of leave or sabbatical to participate in the program for the in-person period
Have a mentor at their home institution that will serve as a collaborator and mentor
Research must be in one of the AAP priority areas
Applicants may only submit one proposal to AAP in this round of funding. Prior scholars are not eligible to apply.
Application Requirements
Applicants should provide the following documents as part of their application package:
An up-to-date curriculum vitae (CV) that provides a chronological review of their professional accomplishments
A letter of interest that demonstrates how their research interest and experience is aligned to the AAP research priority area and how they plan to implement long-term sustainable partnership (1 pages)
(for male applicants) include how they have supported efforts towards gender equity in higher education institutions in Africa
Names of potential mentors at MSU (applicants should browse relevant MSU department’s website to identify up to three faculty that are aligned with their research interests. Applicants should not contact MSU faculty directly - AAP will reach out on the applicant’s behalf)
Two publications in refereed journals related to their research area
Two professional references that detail the relationship to the applicant and provide specific examples of their assessment of the expertise of the applicant’s research area
A letter from the mentor at their home institution indicating willingness to serve as a collaborator during the program, travel to MSU for one week of collaboration discussions, and mentor the early career researcher when they return to their home institution (1 page)
A written endorsement from the applicants’ Head of Department approving leave (1 page)
A letter of support from the AAP Focal Point for the scholar’s application (1 page)
Selection Criteria:
Professional merit, scientific ability, potential career impact and future collaboration goals with MSU faculty (based on CV, letter of interest, publications, Head of dept and home mentor letters, and two reference letters)
Assurance and availability of resources from the home institution for a designated, funded position for the early career researcher upon completion of their fellowship (expressed in letter from head of Dept at the home institution)
Commitment to return to their home country following completion of training (expressed in a letter of interest)
The selection committee will ensure the best match of outstanding candidates and MSU mentors
Additional selection factors may include diversity in scientific research areas and geographic origin
Applications are due on August 18, 2024
Apply: https://msu.co1.qualtrics.com/jfe/form/SV_a60s40TOPXGO5sq
Additional program dates:
Program start date (virtual): February 2025
In-person program: Sept - Dec 2025
Program end date: February 2026
Questions
Please contact José Jackson-Malete at jacks184@msu.edu or +1 517-884-8587 with any questions.
Read more
By:
Justin Rabineau

AGRI-FOOD SYSTEMS
+2
Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
In May-June 2024, AAP hosted 11 African fellows from Rwanda, South Africa, Zambia, and Zimbabwe at Michigan State University (MSU) as part of the US Department of State-funded Professional Fellows Program. The Advancing Young Women Agribusiness Entrepreneurs and Innovators is administered by MSU in partnership with the University of Rwanda, the University of Pretoria (South Africa), the University of Zambia, and Chinhoyi University of Technology (Zimbabwe). The goal of the program is to build Fellows’ capacity and skills in agro-entrepreneurship and agri-food system innovation and advance their ability to support women’s economic empowerment.
One of the standout features of our PFP is the professional affiliations. Throughout the program, fellows are paired with organizations and mentors that align with their projects, fostering long-term partnerships and impactful collaborations. This unique aspect ensures that fellows not only gain valuable insights but also build enduring professional networks. For example, Vimbai Kaitano, a Zimbabwean farmer and owner of Carol’s Seedlings and Vegetables, was hosted by Bridget Kavanaugh of Happy Goat Lucky Ewe Fiber Farm. While their farms focus on very different commodities, the two farmers and business owners, shared lessons on farm management, value addition, and marketing their small businesses. Robert Rwigema from Rwanda and Precious Nemutenzi from Zimbabwe were hosted by Peter Lemmer and Elana Fata from Greenstone Farm Credit Services. Greenstone arranged a robust experience that allowed these two agribusiness professionals to learn in detail about its farm credit financial services and to connect with many of its client farmers.
Our PFP is packed with exciting activities, including dinners, delicious food, and networking opportunities. Fellows have the chance to connect, with host families and organizations, and with MSU researchers and students, creating a vibrant and supportive community. These events are perfect for cultural exchange and building lasting relationships. We believe in continuous learning and development. This cohort of fellows was hosted by several local volunteer families for dinners in their homes. They also attended a Broadway musical at MSU’s Wharton Center for the Performing Arts, went to a Lansing Lugnuts baseball game, and had a bowling night with members of MSU’s African Graduate Student Association.
The PFP offers an array of seminars and workshops designed to contribute significantly to our fellows' professional and personal growth. These sessions cover various topics, providing fellows with the skills and knowledge they need to excel. Dr. Wynne Wright, co-director of MSU’s PFP program, delivered workshops on understanding gender dynamics in agri-food systems. Professor Brian Petland from MSU’s Eli Broad College of Business delivered an interactive session on approaches to project management. Raymond Musiima, a PFP alum from 2019 and a current MSU MBA student, provided insights on building and maintaining professional networks. Melissa Staub from MSU’s College of Arts and Letters led a series of workshops on personal development and leadership.
Our program also includes exciting site visits and field trips. These immersive experiences allow fellows to gain practical insights and hands-on learning in various fields. By exploring different environments and contexts, fellows enhance their understanding and apply their skills in real-world settings. Fellows from this cohort visited Detroit where they met up with W.E. DaCruz, Co-Founder of the Mushroom Angel company which uses mushrooms to produce vegan burgers. They also traveled to Super Bloom Hydroponic Farm in Grand Rapids, Michigan where they learned about hydroponic farming. PFP Co-Director, Dr. Wynne Wright hosted the fellows on her lavender farm, Sixteen Sprigs.
As we conclude another successful year of the AAP Professional Fellowship Program, we are excited to announce our plans for an outbound trip to visit fellows in their home countries in early October. This will provide an excellent opportunity to further strengthen our international collaborations and witness firsthand the impactful work our fellows are doing in their communities. Additionally, we eagerly look forward to hosting the next cohort of fellows in 2025, continuing our commitment to empowering young women in agribusiness and fostering transformative opportunities in agro-entrepreneurship and agri-food system innovation.
By:
Baboki Gaolaolwe-Major

AGRI-FOOD SYSTEMS
+2
Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
Transformative Opportunities with the AAP Professional Fellowship Program (PFP)
In May-June 2024, AAP hosted 11 African fellows from Rwanda, South Africa, Zambia, and Zimbabwe at Michigan State University (MSU) as part of the US Department of State-funded Professional Fellows Program. The Advancing Young Women Agribusiness Entrepreneurs and Innovators is administered by MSU in partnership with the University of Rwanda, the University of Pretoria (South Africa), the University of Zambia, and Chinhoyi University of Technology (Zimbabwe). The goal of the program is to build Fellows’ capacity and skills in agro-entrepreneurship and agri-food system innovation and advance their ability to support women’s economic empowerment.
One of the standout features of our PFP is the professional affiliations. Throughout the program, fellows are paired with organizations and mentors that align with their projects, fostering long-term partnerships and impactful collaborations. This unique aspect ensures that fellows not only gain valuable insights but also build enduring professional networks. For example, Vimbai Kaitano, a Zimbabwean farmer and owner of Carol’s Seedlings and Vegetables, was hosted by Bridget Kavanaugh of Happy Goat Lucky Ewe Fiber Farm. While their farms focus on very different commodities, the two farmers and business owners, shared lessons on farm management, value addition, and marketing their small businesses. Robert Rwigema from Rwanda and Precious Nemutenzi from Zimbabwe were hosted by Peter Lemmer and Elana Fata from Greenstone Farm Credit Services. Greenstone arranged a robust experience that allowed these two agribusiness professionals to learn in detail about its farm credit financial services and to connect with many of its client farmers.
Our PFP is packed with exciting activities, including dinners, delicious food, and networking opportunities. Fellows have the chance to connect, with host families and organizations, and with MSU researchers and students, creating a vibrant and supportive community. These events are perfect for cultural exchange and building lasting relationships. We believe in continuous learning and development. This cohort of fellows was hosted by several local volunteer families for dinners in their homes. They also attended a Broadway musical at MSU’s Wharton Center for the Performing Arts, went to a Lansing Lugnuts baseball game, and had a bowling night with members of MSU’s African Graduate Student Association.
The PFP offers an array of seminars and workshops designed to contribute significantly to our fellows' professional and personal growth. These sessions cover various topics, providing fellows with the skills and knowledge they need to excel. Dr. Wynne Wright, co-director of MSU’s PFP program, delivered workshops on understanding gender dynamics in agri-food systems. Professor Brian Petland from MSU’s Eli Broad College of Business delivered an interactive session on approaches to project management. Raymond Musiima, a PFP alum from 2019 and a current MSU MBA student, provided insights on building and maintaining professional networks. Melissa Staub from MSU’s College of Arts and Letters led a series of workshops on personal development and leadership.
Our program also includes exciting site visits and field trips. These immersive experiences allow fellows to gain practical insights and hands-on learning in various fields. By exploring different environments and contexts, fellows enhance their understanding and apply their skills in real-world settings. Fellows from this cohort visited Detroit where they met up with W.E. DaCruz, Co-Founder of the Mushroom Angel company which uses mushrooms to produce vegan burgers. They also traveled to Super Bloom Hydroponic Farm in Grand Rapids, Michigan where they learned about hydroponic farming. PFP Co-Director, Dr. Wynne Wright hosted the fellows on her lavender farm, Sixteen Sprigs.
As we conclude another successful year of the AAP Professional Fellowship Program, we are excited to announce our plans for an outbound trip to visit fellows in their home countries in early October. This will provide an excellent opportunity to further strengthen our international collaborations and witness firsthand the impactful work our fellows are doing in their communities. Additionally, we eagerly look forward to hosting the next cohort of fellows in 2025, continuing our commitment to empowering young women in agribusiness and fostering transformative opportunities in agro-entrepreneurship and agri-food system innovation.
Read more
By:
Baboki Gaolaolwe-Major

AGRI-FOOD SYSTEMS
+1
USADF Call for Proposals (Youth-led Agricultural Cooperatives)
USADF invites applications from registered African agricultural cooperatives, producer groups, processors, and enterprises for grant financing. Grants will support solutions that extend your organizations’ own capabilities to increase your revenues, create jobs, improve farmer incomes, and achieve sustainable market-based growth. USADF is accepting applications in the following countries:
Burundi, Cote d’Ivoire, DRC, Liberia, Mauritania, Nigeria, Senegal, Tanzania, Uganda, and Zambia
Click your country (above) to access the full request for applications including eligible value chains.
Application instructions
Your submission must include the following information from your organization:
financial statements for the last 2 years
registration document
completed grant application form, in English, or French
Applications must be in the sectors identified above for each country.
Applications can be no more than US $250,000.
Submit all documents to the e-mail address found in your country’s call for proposal by the specified deadline. Only complete applications will be considered.
Download a copy of the grant application form here:
ENGLISH APPLICATIONFRENCH APPLICATION
We look forward to reviewing your proposals!
By:
Tony Milanzi
No Preview Available
AGRI-FOOD SYSTEMS
+1
USADF Call for Proposals (Youth-led Agricultural Cooperatives)
USADF invites applications from registered African agricultural cooperatives, producer groups, processors, and enterprises for grant financing. Grants will support solutions that extend your organizations’ own capabilities to increase your revenues, create jobs, improve farmer incomes, and achieve sustainable market-based growth. USADF is accepting applications in the following countries:
Burundi, Cote d’Ivoire, DRC, Liberia, Mauritania, Nigeria, Senegal, Tanzania, Uganda, and Zambia
Click your country (above) to access the full request for applications including eligible value chains.
Application instructions
Your submission must include the following information from your organization:
financial statements for the last 2 years
registration document
completed grant application form, in English, or French
Applications must be in the sectors identified above for each country.
Applications can be no more than US $250,000.
Submit all documents to the e-mail address found in your country’s call for proposal by the specified deadline. Only complete applications will be considered.
Download a copy of the grant application form here:
ENGLISH APPLICATIONFRENCH APPLICATION
We look forward to reviewing your proposals!
Read more
By:
Tony Milanzi
No Preview Available
AGRI-FOOD SYSTEMS
+1
GoGettaz Agripreneur Prize Competition 2024
Welcome to the sixth annual GoGettaz Agripreneur Prize Competition. This is where agrifood innovation meets impact.
Africa’s food sector faces mounting challenges in climate resilience, food security, and nutrition. The need for groundbreaking solutions has never been greater.
Are you an agripreneur leading the charge against these pressing issues? Do you have a transformative venture that’s making waves in the agrifood landscape? We want to hear from you.
Before you dive in, take a moment to review our important eligibility criteria and terms. Remember that you do not have to complete your application in one session. You can start today and save your progress to continue later. A high-quality application is how you will get your business noticed.
Here’s what you need to do to get started:
Join the GoGettaz Community when you enter the competition and you’ll get access to education, mentorship, and investment networks to help you launch, grow, or scale your agrifood venture.
Review the eligibility criteria and terms below.
Create your VC4A profile and begin your application! You can save your progress to continue later.
Are you ready to make your mark on Africa’s agrifood landscape?
Join us for the sixth annual GoGettaz Agripreneur Prize Competition and be part of the solution.
Apply now and let’s grow together. For more information, see our brochure or check out our terms and conditions.
https://vc4a.com/gogettaz/2024/
By:
Tony Milanzi

No Preview Available
AGRI-FOOD SYSTEMS
+1
GoGettaz Agripreneur Prize Competition 2024
Welcome to the sixth annual GoGettaz Agripreneur Prize Competition. This is where agrifood innovation meets impact.
Africa’s food sector faces mounting challenges in climate resilience, food security, and nutrition. The need for groundbreaking solutions has never been greater.
Are you an agripreneur leading the charge against these pressing issues? Do you have a transformative venture that’s making waves in the agrifood landscape? We want to hear from you.
Before you dive in, take a moment to review our important eligibility criteria and terms. Remember that you do not have to complete your application in one session. You can start today and save your progress to continue later. A high-quality application is how you will get your business noticed.
Here’s what you need to do to get started:
Join the GoGettaz Community when you enter the competition and you’ll get access to education, mentorship, and investment networks to help you launch, grow, or scale your agrifood venture.
Review the eligibility criteria and terms below.
Create your VC4A profile and begin your application! You can save your progress to continue later.
Are you ready to make your mark on Africa’s agrifood landscape?
Join us for the sixth annual GoGettaz Agripreneur Prize Competition and be part of the solution.
Apply now and let’s grow together. For more information, see our brochure or check out our terms and conditions.
https://vc4a.com/gogettaz/2024/
Read more
By:
Tony Milanzi

No Preview Available
YOUTH EMPOWERMENT
1. Request for Proposals: Funding Bold Ideas for Youth Mental Health in 12 countries
We seek to fund innovative prevention and promotion ideas that target the early drivers of mental health and well-being in underserved 10- to 24-year-olds. We are looking for solutions that address both the specific upstream drivers of young people's mental health and well-being and the broader systemic barriers hindering the implementation and integration of mental health initiatives. Our focus is on culturally sensitive and community-driven approaches that consider the social and environmental factors influencing mental health. Projects must be implemented in at least one of 12 priority countries (Colombia, Ecuador,Ghana, India, Indonesia, Morocco, Pakistan, Romania, Senegal, Sierra Leone, Tanzania,and Vietnam) and align with locally-led landscape analyses. Three types of funding opportunities are available, each with different scopes, funding amounts, timelines, and evaluation criteria. Successful project teams will have a deep understanding of the mental health needs of young people in priority countries. Eligible applicants include organizations formed, legally incorporated, and able to receive and administer funding. A key requirement is the meaningful involvement of young people and/or those with lived experience of mental health challenges in the project's design, testing, and evaluation. To learn more visit
https://being-initiative.org/funding-opportunities/request-for-proposals-funding-bold-ideas-for-youth-mental-health-in-12-countries/
By:
Tony Milanzi

No Preview Available
YOUTH EMPOWERMENT
1. Request for Proposals: Funding Bold Ideas for Youth Mental Health in 12 countries
We seek to fund innovative prevention and promotion ideas that target the early drivers of mental health and well-being in underserved 10- to 24-year-olds. We are looking for solutions that address both the specific upstream drivers of young people's mental health and well-being and the broader systemic barriers hindering the implementation and integration of mental health initiatives. Our focus is on culturally sensitive and community-driven approaches that consider the social and environmental factors influencing mental health. Projects must be implemented in at least one of 12 priority countries (Colombia, Ecuador,Ghana, India, Indonesia, Morocco, Pakistan, Romania, Senegal, Sierra Leone, Tanzania,and Vietnam) and align with locally-led landscape analyses. Three types of funding opportunities are available, each with different scopes, funding amounts, timelines, and evaluation criteria. Successful project teams will have a deep understanding of the mental health needs of young people in priority countries. Eligible applicants include organizations formed, legally incorporated, and able to receive and administer funding. A key requirement is the meaningful involvement of young people and/or those with lived experience of mental health challenges in the project's design, testing, and evaluation. To learn more visit
https://being-initiative.org/funding-opportunities/request-for-proposals-funding-bold-ideas-for-youth-mental-health-in-12-countries/
Read more
By:
Tony Milanzi

No Preview Available
CULTURE AND SOCIETY
+2
Educating African Immigrant Youth: Schooling and Civic Engagement in K–12 Schools (June, 2024)
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors examine contours of the Framework for Educating African Immigrant Youth, which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating the complex past, present, and future of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African and, by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education; and after-school initiatives.
Book Features:
A focus on honoring and affirming the range of youth and community’s diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa.
Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada.
Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more.
A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
By:
Vaughn W. M. Watson

CULTURE AND SOCIETY
+2
Educating African Immigrant Youth: Schooling and Civic Engagement in K–12 Schools (June, 2024)
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors examine contours of the Framework for Educating African Immigrant Youth, which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating the complex past, present, and future of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African and, by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education; and after-school initiatives.
Book Features:
A focus on honoring and affirming the range of youth and community’s diverse, embodied, social-civic literacies and lived experiences as part of their educational journey, reframing harmful narratives of immigrant youth, families, and Africa.
Chapter authors that include Black African scholars, early-career, and senior scholars from a range of institutions, including in the United States and Canada.
Chapters that draw on and extend a range of theoretical lenses grounded in African epistemologies and ontologies, as well as postcolonial and/or decolonizing approaches, culturally relevant and sustaining frameworks, language and literacy as a social practice, transnationalism, theater as social action, transformative and asset-based processes and practices, migration, and emotional capital, and more.
A cross-disciplinary approach that addresses the scope and heterogeneity of African immigrant youth racialized as Black and their schooling, education, and civic engagement experiences. Implications are considered for teachers, teacher educators, and community educators.
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By:
Vaughn W. M. Watson

YOUTH EMPOWERMENT
+1
"I think we're all teachers even though we're students": Examining Youth Perspectives of Peer Suppor
Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.
By:
Joanne E. Marciano

YOUTH EMPOWERMENT
+1
"I think we're all teachers even though we're students": Examining Youth Perspectives of Peer Suppor
Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.
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By:
Joanne E. Marciano

YOUTH EMPOWERMENT
+1
Generating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action Research
This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.
By:
Joanne E. Marciano

YOUTH EMPOWERMENT
+1
Generating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action Research
This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.
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By:
Joanne E. Marciano

YOUTH EMPOWERMENT
+1
Centering Community: Enacting Culturally Responsive-Sustaining YPAR During COVID-19
Abstract
Purpose – This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.
Design/methodology/approach – Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings – Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value – This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.
By:
Joanne E. Marciano

YOUTH EMPOWERMENT
+1
Centering Community: Enacting Culturally Responsive-Sustaining YPAR During COVID-19
Abstract
Purpose – This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19.
Design/methodology/approach – Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings – Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value – This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.
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By:
Joanne E. Marciano

