2. Writing empowering case studies

Introduction

Designers can use case studies as one way to design empowering learning experiences. A case study is a story about a person or scenario, fictive or non-fictive that illustrates a principle. The method helps facilitators to connect the lesson content to the learner's real life world, spark interest for a certain topic, provide a basis for problem solving or illustrate strategies used by other people.

Educate! designers use case studies of graduates, thought leaders in entrepreneurship and leadership as well as fictive stories illustrating business strategies (see a few examples down). When designing a Skills Lab, case studies can be used both in Build, to introduce a skill, or in Practice, as a basis for the group activity.

Design skill

  • You will be able to write positive and uplifting case studies

Did you know?

Role models have a positive impact on learning outcomes. And it does not even matter whether learners hear an inspirational story from the person in real life, or through a movie. A study in Uganda showed that students who watched the movie 'Queen of Katwe' performed better in exams than those who did not (check it out here).

Four steps to writing a case study, choose...

The person

Who do you write about? If your case study is about a real person make sure the person is someone who:

  • Students can identify with in terms of background, geographical location, story etc.
  • Utilized effective strategies to solve a problem that learners can also use.
  • Does not reproduce negative stereotypes.

If you write a fictive story you will still follow the same characteristics to come up with a character.

The plot

What do you write about the person or situation? This is greatly influenced by your lesson objective. Do you want them to learn about group decision making, about generating business ideas or value addition? After choosing the main principle, write the story line (fictive or non-fictive) to illustrate how the main character managed to deal with the situation effectively. Make sure to:

  • Set the context.
  • Highlight the problem - strategy- outcome.
  • Keep it credible.
  • Tell the story from start to finish.

The style

Case studies used in-class are often short (+/- 300-500 words). To make them more exciting to read, consider the following stylistic elements:

  • Use active voice as much as possible (see here).
  • Highlight take aways (e.g. through bullets).
  • Opt for gender neutral language (e.g. police officer vs police man).
  • Use quotes.
  • Be specific and to the point.



The delivery method

Case studies and stories are often read in class, either by the facilitator or the learners themselves. However, case studies can also be shared through other means. For example acting out a role play, or showing a video documentary. You can even use a cartoon!

Include guiding questions for the learners to interact with the case study.

Assessment #2:

Practical assignment

Choose one of the following lesson objectives.

  1. Scholars will be able to generate ideas for their back home projects.
  2. Teachers will be able to teach gender responsive Skills Labs.
  3. Youth leaders will be able to run club coaching sessions on conflict resolution.

Write a 300 word case study that can support the lesson objective.

Indicate how the facilitator could embed this case study in a Skills Lab session.

Send your case study to designacademy@experienceeducate.org

Example Case Studies of Graduates

Educate! Graduate Blessed Grace Supplying G.Nuts to Banks

Blessed is an orphan from Northern Uganda raised by her aunt in Kireka, Kampala. In her S.5, she started making g.nut paste. After a mentoring session last term, she was empowered to try the elite class of paste. Now she supplies the staff of Crane bank, Stanbic and Barclays Bank. She trained five widows from the North on how to make the product and market it. Blessed’s goal is to reach out to more widows and orphans in the area.

Educate! Graduate, Pauline Madudu,

Her dream was to become an entrepreneur. And today, she is the founder and CEO of Classic Books Enterprise. Her business provides students with low cost notebooks made from recycled paper. She is also the proud winner of the International Labour Organisation’s 2016 Green Business Plan Competition. Now, she dreams of expanding her company and employing more youth.

Example Benson Wereje

“I used to be the first to run and I ran alone. The rebels wanted to get young boys like me to do terrible things. So, I would leave my mother and sisters. Alone, I grew strong. When I found my people again, I grew stronger.” -Benson, 2008

No one knows exactly when Wereje Benson was born. In the northern villages of the Congo, mothers did not keep records and children like Benson had to grow old very quickly. He was the first born of six children. Before the war started in 1994, almost one hundred members of Benson’s family lived together in the same village. But when the rebels and the fighting came, the family broke apart and ran in many directions. Benson learned quickly that the rebels wanted to kill students because “whoever gets education may also become strong leaders, may learn to change things, but the rebels did not want the war to ever end”

He escaped the attack and ran directly from school deep into the forest for two years without knowing if his family was alive. When Benson finally returned, his father arranged for them to move to Uganda. However, soon after they arrived in Uganda, his family decided to go back, believing they could die of hunger here or die by the rebels there—no difference. But Benson had seen too much torture, rape, dead bodies being eaten by dogs in the street, and violence to go back to Congo. Although he cried many tears at the border, he decided as to live in Uganda— to stay alone.

Benson struggled and almost died trying to make it alone! He would do so many things for money, but it was never enough to pay for food and school. Benson would carry 100 stones a day for builders to earn 1,000/=, would dig 40 metres squared of the neighbour's garden to earn 20,000/=, and cover waste to protect the community from Cholera for 2,000/=. In ‘O’ level, he started his first project with 1,000/= capital—buying sugarcane from 30 kilometres away and carrying it to sell in the village. Forso much effort, he would be paid in simple food such asIrish potatoes. In 2005, Benson remembered one the great lessons of his father, “find a good group, do not isolate yourself, share with them problems”. He finally understood that working alone and trying only to help himself was the wrong strategy. Power is in groups! By starting a cooperative, a group with a common mission, he could help bring himself and the entire community out of poverty.

Cooperative businesses work under 2 basic principles: User owned and User benefited. The user-owned principle means the people who own and finance the cooperative are those who use it. "Use" usually means buying supplies, marketing products, or using services of the cooperative business. Those who use the cooperative control it by electing leadership and voting on major decisions. The user-benefited principle says that the cooperative's purpose is to provide and distribute benefits to members. Members unite in a cooperative to receive services otherwise not available,such as to purchase quality supplies, increase their bargaining power,share best practices, or have a bigger market.

Benson started practicing cooperative leadership with his first talent: football. The football club was a great success and led to a partial sponsorship for school. Next, he organized young men and women by starting a small youth group at church. The group was given a piece of the most productive land and Benson was elected local chairperson. There were many old men that could have been given the leadership position, but Benson had proven himself to be trustworthy and strategic in solving problems.

In 2005, together with a group of four friends still in secondary school, Benson started a cooperative that would change his life forever. They called it CIYOTA. CIYOTA is a youth-led movement that unites and transforms communities to create sustainable peace and prosperity in Africa. Their strategy is to mobilize youth and orphans for collective digging to raise money in order to solve their own problems as refugees. When Benson was digging alone, he would earn 20,000/=; through CIYOTA, the group earns over 2,000,000/=!

CIYOTA has built a primary school and orphanage that gives over 200 young refugees per year an education inside Kyangwali. They also have a youth hostel and loan group for the poorest women in the community. Benson values unity the most. By working together they were able to move mountains and fund all their projects from nothing. In 2013 Benson travelled to the USA and won $90,000 US dollars as an Echoing Green Fellow. He returned home to continue his work. A proud father and husband, Benson hopes to be remembered as “a simple servant, helpful and obedient to all, who never wants my children to suffer as I have suffered”. When Benson says “my children”, he means the next generation of all Africans.

Example Speech by Hawah Nabuye

“If you think education is expensive, try ignorance.”

A beggar sat in the city centre admiring the beautiful and luxurious cars that passed by. He used to say to himself “If only I could own that car...that would be the best day of my life!” His wishing went on for a long time. In the evening of his life, he got seriously ill and died.

Because no one knew his origin, the city council decided to bury him exactly where he used to sit begging. After digging three feet into the ground, the grave diggers hit something hard. Gold!!!! All his life, the beggar had sat 3 feet above gold and he knew nothing about it! Oh! If only he knew about this gold, he probably wouldn’t have died as a beggar. Knowledge was what stood between living as a beggar and his wish of being rich coming true.

Unlike this poor beggar, you as scholars have been given this power. Knowledge! You now know the many possibilities that lie in your future. You may choose to sit back and let those great possibilities lie and keep wishing; just as the beggar did, or you may choose to use that knowledge. If you are thinking, why me? Why us? Why does Educate! think we are able to solve problems and be leaders? Aren’t we too young to make change? I can answer you with a question: will you be young forever? No. You will eventually become fathers and mothers, workers, community members and leaders. Stop thinking that it will be someone else in future.

It will be you! The choice is yours to make; to sit back and let the gold lie or to get to work and dig it up. The gold is inside you; your abilities, strengths, dreams, inspirations, knowledge...all hidden inside your heads. Do not fear to dream. Look inside yourself; find that ‘gold’ and do all you can to dig it out; do all you can to exploit your potential. With courage, energy and commitment, you can move mountains and oceans.