Higher Education for Development Knowledge, Partnerships, Results ___ Collaborative Partnerships Program Semi-Annual Progress Report Report Period April 1, 2010 – September 30, 2010 Due October 15, 2010 __________________________________ INTRODUCTION The information partnerships provide create the basis of HED’s partnership results disseminated to the United States Agency for International Development (USAID), and the higher education community. USAID will use this information to report development results to the U.S. Congress. Your contribution of information is critical to the overall understanding of development and the future funding of such programs. PARTNERSHIP INFORMATION Partnership Title: Advancing Economic Development in Nigeria through Strengthening Business Management Education and Technology Competence Development Area/Sector of Focus: Capacity-Building U.S. Partner Institution(s): Kansas State University U.S. Partnership Director(s): Ike C. Ehie 785 532 6935 iehie@ksu.edu & Myra Gordon 785 532 6276 mygordon@ksu.edu Host Country(ies): NIGERIA Host Country Partner Institution(s): University of Lagos (UNILAG) Host Country Partnership Director(s): Sola Fajana 234-08023191793 solafajana@yahoo.com Partnership Web Site: Currently under development Please mail or e-mail the completed report and any attachments to your primary contact at: Higher Education for Development 1 Dupont Circle, NW, Suite 420 1 Washington, DC 20036-1110 INSTRUCTIONS Both the U.S. and host country partners should be involved in writing progress reports. It is the U.S. institution’s responsibility to submit these reports to HED by the due date. It is also the U.S. institution’s responsibility to translate responses to English, as necessary. Carefully review the attached Glossary of Terms for key definitions to assist you in completing the report accurately. Please include as much information as necessary to answer the questions completely. Enter zeros when necessary. If any spaces are left blank, the report will be returned for completion. The U.S. institutional partner is required to enter information about all training activities for host country nationals that take place in the United States, the host country, or a third country into USAID’s TraiNet system. The results of these progress reports will be compared with data the partnership has entered into TraiNet. For more information regarding TraiNet, please contact trainet-vcs@sraprod.com or 703-879-8611. OVERVIEW OF PARTNERSHIP REPORTING REQUIREMENTS Report Name Semi-Annual Progress Report Semi-Annual Progress Report Final report Period Covered 10/1 – 3/31 4/1 – 9/30 Entire Award Period Date Due April 30 October 15 30 days after sub-agreement end date I. QUALITATIVE PROGRAM INFORMATION FOR APRIL 1, 2010 – SEPTEMBER 30, 2010 1. Describe in bullet form the major activities for this partnership during the past six months (4/1/2010 -9/30/2010) Held a meeting of the Business Advisory Council (BAC) in which an update of the infrastructural needs of the faculty was presented. At this meeting, it was announced that the Nigerian Universities Commission (NUC) re-accreditation of three out of the five academic program sailed in flying colors. The accreditation team was impressed by the curriculum development that has taken place since the inception of the USAID/HED grant. Held several meetings with the newly constituted workgroups along with their newly appointed workgroup leaders. The leaders were charged with bringing renewed energy and continuity to the activities of the project, including the responsibility of ensuring the full implementation of the new undergraduate curriculum. Developed four new courses as stipulated by the new curriculum. The courses are; Corporate Social Responsibility (CSR), Information Technology in Business, International Business, and Business Communication. Sent the CSR Coordinator to the United Nations Principles of Responsible Management Education (PRME) forum in New York, along with one of the project directors. At the forum and at the UN Global Summit reception, the UNILAG team made contacts with highly significant players in the field of CSR. Held a faculty research seminar that was presented by a Kansas State University College of Business Administration faculty in the Department of Accounting. 2 Made significant revisions on the MBA curriculum which should be ready for approval by the University authority at the start of the next academic session in November 2010. Held the inaugural Executive Lecture Series presented by Bode Augusto, former Budget Director of the Federal Republic of Nigeria. Conducted a search and hired a new career services specialist. Hired and trained office support staff to assist the career specialist. Commenced discussions with the National Universities Commission (NUC) on mechanism for scaling up and applying the project model to other faculties of business administration in Nigeria. This model will hence forth be known as the Academic Program Excellence model – APEX. Commenced planning for a large scale job shadowing program for the Faculty of Business Administration students. 2. For each of the above activities, describe the results and/or outcomes for each activity; answer in bullet form if appropriate. If helpful, instead of answering questions 1 and 2, you may use the following chart for reporting the activities and outcomes associated with specific partnership objectives. Please feel free to insert additional lines as needed. ACTIVITY 1. Business Advisory Council (BAC) meeting 2.Curriculum Development 3.Newly appointed workgroup leaders 4.Attendance of the UN Global PRME Forum 5. Delivery of a Faculty Research Seminar 6. Revision of the MBA Curriculum OUTCOME Hired an architect to ascertain the infrastructural needs of the Faculty of Business Administration Further engagement of the private sector in meeting FBA needs Four new courses developed Continued movement toward an enhanced curriculum for the FBA Compilation of case studies and organization of a case study workshop to be held in late October, 2010 The inaugural Executive Lecture Series Planning for a faculty development workshop Broadening the engagement of other FBA instructional staff in directly driving the activities of the project Forged linkages and relationships with key international business management education drivers such as the African Business School Association, the Net Impact, and UN Global Compact Increased capacity of the new CSR workgroup leader and the project leadership to advance CSR activities at the UNILAG FBA Enhanced faculty development by encouraging more faculty to engage in research collaborations with international business faculty members Strengthening faculty commitment to research Engagement of Kansas State University business faculty in FBA curriculum development efforts Continued movement toward a greatly enhanced 3 7. Building of undergraduate and MBA libraries 8. Inauguration of the Executive Lecture Series (Bade Augusto, former budget director for the Republic of Nigeria) 9. National search for a career specialist 10. Planning for a job shadowing program for the FBA students curriculum at the graduate level for the UNILAG FBA Please see news release at: http://www.kstate.edu/media/newsreleases/oct10/cbadonates100610. html (See enclosed pictures) Enhanced capacity for instructional staff to plan lectures and assignments and for students to complete assignments and research projects Close to 500 students, faculty, and administrative staff were exposed to information relevant to the contemporary Nigerian workplace ( See enclosed pictures) Increased connection between the FBA and the private sector Hired a competent and well- seasoned career specialist Enhanced capacity to deliver career services at the FBA A large-scale company visitation to invite participation in the job shadowing program which received favorable responses Launching a large-scale recruitment, selection, training, and placement initiative with fourth-year FBA students wishing to participate in the job shadowing program 3. How are the above activities and outcomes reported in questions 1 and 2 benefiting and/or helping to strengthen the institutional capacity and the human capacity of the host country higher education institution(s)? Collectively, the above activities are geared toward strengthening and advancing the quality of business management education at the University of Lagos and subsequently producing competent business graduates who will be highly skilled to work in both the private and the public sectors. 4. How are the above activities and outcomes from this partnership benefiting and/or helping to strengthen the capacity to address national development goals? Producing highly-educated business students will help the economic development of the state and the country as a whole as better qualified business graduates will be introduced into the workforce. 5. How are these activities and outcomes benefiting the U.S. higher education institution(s)? Exchange of ideas between Kansas State University and the University of Lagos enriches the educational experience of students and faculty in both institutions. Knowledge of business practices in Africa, especially in Nigeria is now frequently shared in the classrooms at Kansas State University. This contributes to KSU’s mission to produce students with international business competencies. 6. Briefly describe the involvement of other collaborating host country stakeholders (e.g., NGOs, community-based organizations, government agencies, small businesses, education institutions) in partnership activities during the past six months, and please list them. 4 The project will expand the knowledge of business practices in Nigeria, in particular, and Africa, in general, among U. S. citizens. 7. Briefly describe the involvement of other collaborating U.S. stakeholders (e.g., NGOs, community-based organizations, government agencies, small businesses, education institutions) in partnership activities during the past six months, and please list them. The funding from British American Tobacco/Nigeria (BAT) is allowing the CSR Initiative to move forward. The student advocacy group has been formed and charged. Besides the funding from BAT, the company has donated considerable staff time to provide job enrichment training to students. 8. What has been the partnership’s greatest success(es) during the past six months? a) Full functioning of both the MBA and the undergraduate libraries (see enclosed pictures) b) Linkage with the private sector through the inauguration of the executive lecture series c) Hiring of a competent career services specialist d) Active involvement of the Business Advisory Council to ensure that appropriate facilities are in place to provide quality business education e) Preparation for the implementation of the revised business curriculum f) Gaining an audience with the Executive Secretary of National Universities Commission (NUC) of Nigeria to discuss ways in which the APEX model can be applied in other universities in Nigeria. 9. Please explain any changes, obstacles, and/or delays to the implementation of activities during the last six months (4/1/2010 -9/30/2010). International communication challenges due to lack of Internet connectivity at UNILAG Please comment on how they were/will be addressed: Heavy reliance on telephone communication both between the U.S. and Nigeria and within Nigeria 10. Outline your partnership’s planned activities and an approximate timeline for the next six months. Implement the revised undergraduate curriculum along with the outcome assessment plan. Implement the revised MBA curriculum. Continue to build the MBA and business undergraduate libraries. Offer additional rounds of Faculty Incentive and Faculty Development Grants, especially in the CSR area. Have all previous FIG and FDG awardees complete their work, submit reports, and engage in activities to disseminate the results or outcomes achieved. Continue to work on improving the climate in the work place between the junior and senior faculty members in FBA. 11. Of these activities, please list which will provide good opportunities for USG visits. Implementation of the revised undergraduate curriculum along with the outcome assessment plan 5 12. Overall, activities for this partnership are: __x___on schedule _____ahead of schedule _____behind schedule With the one-year no-cost extension, we believe the project is now on schedule and on course. If there is no disruption in the academic calendar, we should be on target to complete the project by the end of the next academic session. The work on the MBA curriculum needs to be expedited to get it completed on time. We are very pleased with the project activities at this point in time. 6 II. QUANTITATIVE PROGRAM INFORMATION Please provide appropriate numbers to support the following activities for the reporting period (4/1/2010 -9/30/2010). See Progress Report Glossary for definitions. Please note that a participant/recipient involved in mutually exclusive activities should be counted for each activity. NB: To avoid double counting, report only NEW participant numbers for this reporting period. TABLE 1. Participant Information Number of New MALE Participants* Activities for Current Reporting Period 25 yrs & under 26 yrs & over 0 0 0 0 0 0 25 yrs & under Others (Not Faculty or Admin) 26 yrs & over 25 yrs & under 26 yrs & over United States Total Host Country NEW Participants this Reporting Period 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 26 yrs & over Faculty, Administrators Students 0 0 25 yrs & under 0 1) Number of HCNs receiving USG scholarships (including cost-share scholarships) 2) Number of US participants receiving USG scholarships (including cost-share scholarships) Faculty, Administrators Others (Not Faculty or Admin) Students Location of Activity Number of New FEMALE Participants* Description of scholarships: 1 0 1 0 N/A 1 0 0 0 0 0 0 0 1 1 N/A 0 0 3) Number of HCNs completing USG-funded exchanges (including cost-share exchanges) 4) Number of US participants completing USG-funded exchanges (including cost-share exchanges) Description of exchanges: 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5) Number of HCNs participating in partnershiprelated internships 6) Number of US individuals participating in partnershiprelated internships Page 7 of 20 Description of internships: 7) Number of HCNs receiving non-degree training – 40 250 4 210 0 0 0 1 504 504 0 0 workshops, seminars, special classes (not exchanges, not 0 internships, not certificate programs) Description of non-degree training: Executive Lecture *U.S. government reports often require participants to be described by gender (male or female) and by estimated age: youth (25 years and under) or adult (26 years and over) Page 8 of 20 TABLE 2 Formal Training (including degree and certificate training) Please provide appropriate numbers to support the following activities for the reporting period (4/1/2010 -9/30/2010). See Progress Report Glossary for definitions. Please note that a participant/recipient involved in mutually exclusive activities should be counted for each activity. NB: To avoid double counting, report only NEW participant numbers for this reporting period, unless specifically stated otherwise. Degrees, Certificates, and Diplomados Subject Matter Number of New Number of New Location of Awarded this Reporting Period Topic ** MALE FEMALE Activity Participants Participants MALE FORMAL PROGRAM US Host Country 25 yrs & under* 0 0 0 26 yrs & older* 0 25 yrs & under* 0 26 yrs & older* 0 FEMALE 25 yrs & under* 26 yrs & older* 25 yrs & under* 0 0 0 26 yrs & older* 0 Certificates/ Diplomados (formal non-degree training) Specialization Baccalaureate 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Masters Doctorate Dual Degrees׀ Joint Degrees׀ 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Describe training programs: ׀ Describe types of degrees: * U.S. Government reports often require participants to be described by gender (male or female) and by estimated age—youth (25 years and under) or adult (26 years and older) ** Example: Education, Agriculture, Health, Business, Law, Environment, etc. Page 9 of 20 TABLE 3. Leveraged Contributions Made this Reporting Period (4/1/2010 -9/30/2010). CONTRIBUTIONS Other leveraged contributions not reported as official or proposed cost share. (See Glossary for definitions.) Name of Contributor University of Lagos Description of Contribution Estimated Dollar Value of Contribution Renting of the Julius Berger Hall for the Inaugural Executive Lecture $2000.00 TABLE 4. Institutional Capacity Strengthening Activities Please mark (X) if your partnership was engaged in the following capacity strengthening activities benefiting the host country and U.S. institution(s) during this reporting period (4/1/2010 -9/30/2010). Describe briefly. Host Country Institution(s) ACTIVITY Yes Established new academic programs Adapted/changed/created new curriculum and/or courses x Improved methods of instruction x Undertook collaborative research x Prepared collaborative publications x Promoted public service education Improved institutional governance No Description U.S. Institution(s) Yes No Description X Revised the undergraduate business management curriculum Incorporated more active learning methodology such as the use case studies in teaching business concepts The integration of AHP-LP in project selection Submitted a manuscript of a collaborative research to an international journal X X Page 10 of 20 Improved institutional management procedures Other institutional strengthening: x Implementation of the workgroups at the faculty level TABLE 5.Improved Institutional Capacity to Address Local, Regional, and National Development Goals Please mark (X) if your partnership was engaged in the following capacity strengthening activities benefitting the host country and U.S. institution(s) during this reporting period (4/1/2010 -9/30/2010). Describe briefly. ACTIVITY Promoted workforce development Involved in community outreach (knowledge to the people) – oral and/or written Informed policy at local, community, and/or national levels Yes x x Worked with government agencies, NGOs, and/or private sector groups Promoted economic growth x Promoted democracy and good governance x x No Description Planning to organize a job shadowing program. Continued movement toward implementing a revised curriculum that meets international standards and employer expectations. Beginning to discuss issues of higher education with the NUC, the body responsible for setting and controlling standards in Nigerian universities. The Business Advisory Council with high-ranking executives continues to grow stronger by the day. Producing competent and high quality business graduates for the public and private sectors in Nigeria. All project processes stress transparency, equal opportunity, and diversity. Worked to improve host country health Promoted environmental protection/preservation Other work towards host country development goals: Page 11 of 20 III. PARTNERSHIP PROFILE, SUCCESS, AND DISSEMINATION 1. In approximately one page or less, please provide an executive summary of your higher education partnership, as described in the partnership sub-agreement. This profile piece will provide us with valuable information for reports to USAID and to the higher education community—critical material for verbal discussions, printed reports, and on-line publications. The profile should include: Key development issue(s) being addressed; Overall objective(s) for the partnership; Primary activities of the partnership; Outcomes this fiscal year. Type/paste the profile into this text box. The need to strengthen business management education in Nigeria was expressed by the private sector in Nigeria by companies such as Microsoft, Nestlé, Ocean Energy and British American Tobacco. To reduce the widening gap between the professional skills needed by the private sector and what the Universities in Nigeria are producing, this partnership was launched. The objective of the partnership is to produce high-quality business graduates that will meet the needs of the contemporary business environment in Nigeria. The primary activities of the partnership are, 1) Curriculum Development and Assessment of Learning Outcomes, 2) Innovative Pedagogy, 3) Faculty Development, 4) Private Sector Engagement, and 5) Career Services. These activities are conducted under the auspice of a change management team composed of the leadership of the faculty. The anticipated outcome is to produce high quality business graduates at both the MBA and the undergraduate degree levels to meet the needs of private sector organizations that must compete in the global economy. The outcomes include revised business curricula that meet both national and international standards, state-of-the-art computing facilities, increased IT competence in faculty and students, libraries with current business textbooks and journals, a vibrant business advisory council, executive lectures, an array of career services, etc 2. Include one or two well-crafted success stories related to your partnership (see attached success story outline as a guide). Page 12 of 20 4. How has information about your partnership been disseminated during this reporting period? Relevant photographs and information about news releases are attached. If appropriate, please provide HED with samples of the following as attachments to this report: Photographs (enclose prints or a CD-rom with high resolution images); Articles publishes in the campus, local, national, or international media; Papers published or presented; Features in any other media. Please note that any photos submitted are intended to be used for USG publicity materials. USAID and HED reserve the right to use these images in its fact sheets, success stories, presentations, website, and other outreach materials. Please include a caption and photo credit information with the images. 4. We invite you to share any additional information or comments about your partnership. THANK YOU FOR YOUR COOPERATION! Page 13 of 20 Inauguration of the Executive Lecture Series by Mr. Bode Augusto Audience (faculty, students, and staff) at the inaugural executive lecture Page 14 of 20 New Undergraduate Business Library at the University of Lagos – Reading Area New Undergraduate Business Library at the University of Lagos Page 15 of 20 New MBA Library at the University of Lagos New MBA Library at the University of Lagos – Reading Area Page 16 of 20 Glossary of Terms Capacity: Usually considered mental and/or physical ability to produce and/or perform; learning, improving; Human Capacity Strengthening focuses on the development of people’s knowledge and skills, not things. Helping people identify what they would like to see changed, learn new skills to achieve what they believe is most important. Institutional Capacity Strengthening focuses on institutional changes that will improve the operation of the institution and its ability to provide quality higher education. Community Institutions/Stakeholders: Examples Government agencies and ministries Private for profit groups/businesses Not-for-profit, non-government agencies (NGO) Cost Share Contributions: Cash and in-kind contributions that are: (1) verifiable from the applicant’s records (i.e., auditable); (2) not included as contributions for any other federally-assisted program; (3) reasonable for the accomplishment of partnership objectives; and (4) not paid by the federal government under another grant. Degree Training: A learning activity taking place in the U.S., host country, or a third country, which may eventually result in a bachelor, master or doctoral degree, conferred by a higher education institution. Formal Non-Degree Training: certificate, diplomado, specialization Non-Degree Training: A learning activity taking place in the U.S., a third country, or in-country in a setting predominantly intended for teaching or imparting knowledge and information to the participants with designated instructors or lead persons, learning objectives, and outcomes, conducted fulltime or intermittently. The transfer of knowledge, skills, or attitudes (KSAs) through structured learning and follow-up activities, or through less structured means, to solve problems or fill identified performance gaps. Non-degree training can consist of short- or long-term technical courses in academic or in other settings, non-academic seminars, workshops, on-the-job learning experiences, observational study tours, or distance learning exercises or interventions. Non-degree training may also include printed educational materials. Double Counting: Something to be avoided when reporting numbers of participants or recipients taking part in partnership activities. A participant/recipient can be counted and reported only once each year even though the person is still participating each reporting period. If the person is involved in mutually exclusive activities, then he/she can be counted once a year for each activity. At the end of the year, we add together numbers from the semi-annual reports. Thus it is important that individuals are reported only once a year for each activity. Dual Degree Program: An academic program in which an individual receives a degree from each institution (host country and U.S.) for academic work completed at both institutions. The work may be completed on campus or via distance education. Page 17 of 20 Joint Degree Program: An academic program in which an individual receives one degree (with both institutions named on the diploma) for academic work completed at host country and U.S. institutions. The work may be completed on campus or via distance education. Exchange: An institutional visit by a representative from a HCN or a U.S. institution for partnership related activities (excluding scholarships and internships). HCN: A Host Country National may be an individual or institution in a partnership. Internship: This service learning activity complements a participant’s academic study, training or research and may take place in the U.S., a third country, or in-country. It is not defined as training. Leveraged Contributions: Additional financial or in-kind donations made as a result of an HED partnership beyond the originally agreed-upon costshare; often only an estimated value available. Objective: An objective answers two questions: (1) What activity will occur?; and (2) What is expected as the outcome or change as a result of this activity? Example: University partnership faculty from the United States and Mexico will recruit and train eight long-term degree scholarship recipients for graduate degrees in natural resource management (NRM) resulting in at least six of the recipients returning to full-time teaching positions in a newly established NRM program at Universidad de Vásquez. Activity: Something that happens or is done Outcome/Result: An effect or an expected change as a consequence of an activity Scholarship: Funding for host country national participants for one or more semesters in the United States, in a host country university or in a third country. It may include specialty training and/or sabbaticals. Scholarships may be funded by the partner institution(s), the private or public sectors, and/or U.S. government. Workforce Development Programs: Workforce development programs include technical and vocational education programs and workforce readiness programs. Examples: Delivering adult education, basic skills training, and/or high school equivalency programs; Delivering vocational education programs for youth. Connecting individuals with job search training and skills training through one-stop centers; Linking intermediary organizations, such as the Chamber of Commerce, in school- to-work partnerships. Offering employee development, career development, and organization development programs Page 18 of 20 Partnership Success Stories Higher Education for Development (HED) enjoys highlighting partnership success stories and photographs to educate the public about our programs, explain how U.S. development assistance works, and demonstrate the impact U.S. Agency for International Development-funded projects have on peoples' lives around the world. We want to convey information that the everyday reader can care about and understand. A Success Story does this by describing how an individual or community benefitted from our projects or programs, illustrated by a powerful photograph. The story should introduce the challenge, character, or opportunity, briefly explain the HED partnership and describe the end result or benefit. Situation/Setting Problem/Challenge Solution/Results/Value Project (what/why)- goal/purpose Headline Good headlines or titles are simple, jargon-free, and have impact; they summarize the story in a nutshell; and include action verbs that bring the story to life. Your headline should include few words. Subhead If you wish to provide a subhead, it should expand on the headline, humanize the story, or highlight a key fact. Story Copy Success stories will vary depending on the details of specific projects. Stories will resonate if they are personalized to show the impact of programs for specific individuals or groups affected by the project and relates to greater community, regional, or global needs. They should highlight how challenges were resolved or make explicit and illustrative the results of our programs. Depending on the specifics of a project, the success stories can be crafted to highlight our impact with a few different styles. HED success stories online are roughly 150-200 words, but longer formats of up to 1,000 words coincide with USAID’s word limit and would be useful for information kits and other promotional purposes as well. General Success Stories The introduction should showcase the challenge a person or group encountered and the context of the partnership. Presenting a conflict or sharing a first person account are two good ways to grab the reader's attention. Continue by describing what action was taken to improve the situation and briefly describe the project, highlighting HED’s role (as well as other stakeholders like USAID and/or university partners). Finally describe the end result or benefit. What changed for the person or community? What was learned? What was received? What was the impact? How did this make a difference in the community or country overall? (350-500 words) Page 19 of 20 Case Study The case study is a more succinct snapshot of a partnership’s success that highlights three aspects, the challenge, initiative, and results. Challenge: states the problem, issue or opportunity. (Up to 150 words.) Initiative: The initiative should be strategic in nature and explain what partnership programs addressed the challenge and how they responded to host country needs. (Up to 150 words.) Results: This last paragraph represents the end result or benefit — what changed, what was learned, what was received. Try to use quantitative measures and illustrative, tangible results when possible. We want to show strong impact. (Up to 150 words.) Before and After A Before and After comparison can also highlight partnership impacts visually and in narrative form This example should broadly explain why the partnership initiative was needed and how it helped or affected the community. (Up to 250 words.) Graphic depictions of the contrast will strengthen the piece. First Person First person stories should be told from the beneficiaries of HED’s partnerships. They focus on one person who benefited from the project or worked to create change in the community and should provide a compelling account of how partnerships make a difference. These stories should include a quote and photo. (Up to 350 words.) Photos & Quotes: Accompanying the Story Strong images and interesting quotes grab readers and pique their curiosity to read a story. Provide a quote that represents and summarizes the story. This 10-20 word quote should capture the success of the program and will be highlighted in the piece. Please be sure to identify the source of the quote (name, title, affiliation). Your photograph will bring the story to life. The photo should be colorful, depict action, capture people's attention, and feature a main character prominently if possible. Photograph Specifications: The preferred format for photos are .jpg, .bmp, or .gif file, with at least 300 dpi (dots per inch). Digital photos should be shot with at least a 3-megapixel resolution. The larger the file, the better the quality and final result. Please also include with photos: Permission to use photograph Photographer's name and organization Caption: A sentence of about 15 words that briefly summarizes what is occurring in the photograph. Please specify who is in the image, what they are doing, when (if relevant), and where they are. For archival purposes: date, HED partnership title, country (and region/city) of photo. For more information on creating success stories, please visit USAID’s “Telling Our Story” section at http://www.usaid.gov/stories/guidelines.html. Page 20 of 20