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

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



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)
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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.
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