Nippon Keidanren – LUCE Program (Tokyo, Japan) December 18, 2009
Posted by cwslibrary in Asian studies, Japan, Japanese, Juniors, Luce, Summer 2009, Summer 2010, Tokyo, business, economics, history, language skillls, research, sophomores, writing.comments closed
Nippon Keidanren (Japan Business Federation) is a comprehensive economic organization born in May 2002 by amalgamation of Keidanren (Japan Federation of Economic Organizations) and Nikkeiren (Japan Federation of Employers’ Associations). Its membership of 1,662 is comprised of 1,343 companies, 130 industrial associations, and 47 regional economic organizations (as of June 22, 2007).
The mission of Nippon Keidanren is to accelerate growth of Japan’s and world economy and to strengthen the corporations to create additional value to transform Japanese economy into one that is sustainable and driven by the private sector.
Nippon Keidanren establishes timely consensus and works towards the resolution of a variety of issues concerning Japanese business community, including economics, industry, social issues, and labor. Nippon Keidanren communicates with its stakeholders including political leaders, administrators, labor unions, and citizens at large, urging its members to adhere to Charter for Corporate Behavior and Global Environment Charter, in order to recover public confidence in businesses. It also attempts to resolve international problems and to deepen economic relations with other countries through policy dialogue with governments, business groups and concerned international organizations.
Internship Description for 2010
The Nippon Keidanren intern will gain basic understanding of the issues which Japan’s economy and business communities are facing. She will undertake a self-identified, self-initiated summer-long research project, working with minimal advice from a mentor. The intern will be expected to write and present a research paper at the end of the internship.
Desired Qualifications
Interest in Japan and its economy, business community, politics, history, and culture. Interest in designing and implementing a research project in a self-designated area of study. Intermediate level of fluency in spoken Japanese is an advantage, but not a requirement.
The ideal intern is independently motivated, responsible, courteous, and flexible.
No language requirement: spoken Japanese highly recommended.
Note: while we anticipating sending a student to Keidanren this summer, the terms of the internship are still being negotiated and there is a small chance that the top-ranked applicant will be placed at a comparable Japanese organization. Applicants should also be sure to identify a second choice placement.
Gandhian Institute of Studies (Trust) – Wellesley in India (Varanasi) December 15, 2009
Posted by cwslibrary in Hindi, India, Juniors, Summer 2009, Summer 2010, Wellesley in India, advocacy, human rights, nonprofit, public policy, research, sophomores, women.comments closed
The Gandhian Institute of studies (Trust) is of historical importance, initially having been started to build connections between social sciences and the world of social change. Since the early sixties it has been a hub of alternative thinking. The institute has hosted many important resident scholars including, Ernst Friedrich “Fritz” Schumacher, author of Small is beautiful: Economics as if People Mattered. Headed by one of the greatest living Gandhian Ideologues, the institute has many fine scholars, who are experts on topics including, the uplift of the Indian peasantry, caste systems, women’s issues, and sustainable development.
Dr.Muniza Khan is a fine scholar on Muslim women and an energetic Registrar of the Institute. She is also a legendary social reformer who fought against purdah and other problems in Varanasi. Her Ph.D thesis explored the effects of on Muslim customs and laws Muslim on women and marriages. Dr. Khan’s is currently negotiating with an Irish University to making a film on weavers in Varanasi.
Internship Description for 2010
An intern with at the Gandhian Institute of Studies (Trust) will work closely with Dr. Khan on research projects related to social change and human rights in Varanasi, India. This research will include both literature review and field components. An intern should also have her own research interests. The intern will also complete other office tasks and fieldwork as needed.
Desired Qualifications
Interests should include one or more of the following: Ideal Internship Qualifications: South Asia, Human Rights, Muslim Women, Social Change, Hindu-Muslim relations, Communal politics, and/or Research required.
The ideal candidate should be mature, motivated, independent, resourceful, flexible and willing to take challenges.
Knowledge of Hindi is helpful but not required.
Action India – Wellesley in India (New Delhi, India) December 15, 2009
Posted by cwslibrary in Hindi, India, Juniors, New Delhi, Summer 2009, Summer 2010, Wellesley in India, development, language skillls, law, nonprofit, sophomores, women.comments closed
Founded in 1976, Action India, based in New Delhi has worked for thirty years to empower women, adolescents, and youth in Delhi’s urban slums and rural villages to make change in their communities through education, awareness, and collective action. Action India’s feminist approach has evolved through interaction with grassroots women in Delhi’s “resettlement colonies.” Action India staff work with these communities to develop knowledge about reproductive health, nutrition, women’s legal rights, and conflict resolution through the dissemination of information and trainings. Additionally, they organize grassroots groups to campaign for women’s rights, and conduct policy-level advocacy to promote national and international laws that protect the rights of women, youth, and children.
Internship Description for 2010
The intern at Action India will be a combined position of office and fieldwork. As an office intern the student will assist the director at the main office and develop a project that matches her interests with the needs of the organization. Additional tasks will include office management work, non-profit organizational development and fundraising. As a field intern the student will have the opportunity to complete extensive fieldwork in both rural and urban areas. The field intern will provide support to field programs and witness the women’s courts (informal) first hand. The intern will also work with her supervisor to conduct a substantial project for the organization. She should be prepared to work in communities struggling with extreme poverty and in situations dealing with issues of violence against women. An independent and outgoing nature is required for success in this position.
Desired Qualifications
Interests should include women’s issues and South Asia.
The ideal candidate should be flexible, independently motivated, resourceful and mature.
Knowledge of Hindi is required.
Bal Ashram (Childrens Ashram) – Wellesley in India (Varanasi) December 15, 2009
Posted by cwslibrary in India, Juniors, Summer 2009, Summer 2010, Wellesley in India, advocacy, nonprofit, sophomores, writing.comments closed
Bal Ashram provides a safe home for boys who have no means to further their lives and who are caught in an extremely dysfunctional situation with or without parents. Here, the children receive housing, food, clothing, the opportunity to receive education and guidance. Most of all, they find a home with love and care. Not only does Bal Ashram have a comprehensive program for the boys who live at the Ashram, it also provides a day school for local children from poor families and helps to fund a local school for poor and street children, Little Stars School, which includes an orphanage for girls. An exciting new project at Bal Ashram, centered in principles of sustainability, is the construction of an eco-park, just across the Ganges.
Part of a larger international network of spiritual communities, the Ashram, functions as a school and place of inspiration to all who step on its grounds. At Bal Ashram, seva, or self-less service, is the over ridding message. The vision of the Ashram is to:
1. Promote brotherhood among all human beings irrespective of race, religion, caste or social status.
2. Promote the feeling of Motherly reverence towards women.
3. Create a suitable environment for young children for proper education and wholesome growth.
4. Serve the needy and neglected, helping them return to society with dignity, and educate society to accept them without discrimination.
5. Bring out the essence of true spirituality without pomp and show, and provide a secular stage for different ideologies to work together.
6. Make an active effort to eradicate the dowry system in India as well as eliminate the huge sums spent on marriage and other ceremonies, and rectify the inherent problems of the caste system.
7. Establish more Ashrams dedicated to these ideals and help other organizations of a similar nature.
Internship Description for 2010
This internship experience is different than most other Wellesley Internship Programs. The interns will live in the beautiful and simple Bal Ashram and will experience what it means to live a life of service. All members at Bal Ashram contribute to all aspects of running the orphanage, educational program, Little Stars School, and maintaining the space. Specific projects may include designing Sunday programming for the girls of Little Stars School, providing day to day care for the boys of Bal Ashram, and various office or research projects. The intern will be expected to work with the program supervisors prior to her arrival in India, to find a specific project that matches her skills and interests with the needs of the organization. The more energy and open-mindedness one brings to the ashram the more they will get out of the experience.
Desired Qualifications
Interests should include one or more of the following: nonprofits, grassroots development and working with children. The ideal candidate should be flexible, resourceful, mission driven and have the ability to live and work in challenging conditions. Excellent writing skills are a plus.
No language requirement.
Organização das Mulheres de Cabo Verde (OMCV) – Anchor Point Internships (Praia, Cape Verde) December 14, 2009
Posted by cwslibrary in Africa, Africana Studies, Anchor Point Internship in Global Leadership, Juniors, Summer 2009, Summer 2010, advocacy, development, economics, education, health, human rights, nonprofit, peace and justice studies, research, sophomores, women.comments closed
The Organização das Mulheres de Cabo Verde (OMCV) was founded in 1981 and is the principal women’s organization in the country. It has offices in all 14 districts of Cape Verde. The OMCV aims to promote the rights of women and their fuller participation in the democratic process of Cape Verde, to gain economic sustainability, and to educate themselves in health matters.
OMCV’s impact is felt at several levels as it providesmany services in addition to information about and training in women’s rights, including: literary programs and activities which reinforce literacy; offers skills training (e.g. sewing, typing, basic computer skills, commercial baking); promotes family planning (targeted particularly at 15 to 19-year-olds); undertakes health education, including education about HIV/AIDS; gives loans to women for income-generating activities; runs work day care centers for 4 to 6 years olds; and provides information about environmental issues. OMCV has planned exchange visits to Brazil and Portugal to study methods of transforming and training women about their rights.
Since March of 2000, OMCV has provided more than 400 loans totaling $214,458 to over 270 families, achieving a loan repayment rate of 99 percent. During the 12 months ending in October of 2001, OMCV collected $23,332 in interest and fees, against operating expenses of $22,555 — demonstrating steady progress toward operational sustainability. Its microcredit activities have also provided a credible platform to address its community development goals, such as literacy training, health promotion, and AIDS prevention counseling. The National Microcredit Steering Committee endorsed OMCV’s approach and the NGO has been actively engaged in legislative discussions about the role of civil society organizations in micro-credit
services.
Internship Description for 2010
Cape Verde is an archipelago composed of ten islands. It is only slightly larger than Rhode Island, and located 385 mi (500 km) west of Senegal. The intern will work with the staff in the Praia office. Praia is a city of approximately 100,000 inhabitants.
The OMCV runs several HIV/AIDS programs, including prevention and education, psychological support for families, work with community leaders. One intern will work in the HIV/AIDS prevention and education area.
The second intern will work on the microfinance area of OMCV. In 1999, with support from the African Development Foundation, OMCV created a new microfinance department, and with ACDI/VOCA assistance OMCV began to unlearn bad lending practices and adopt new procedures that will lead to sustainability. Previously, OMCV had disbursed loans to urban and rural women microentrepreneurs at very low rates of interest and with an unsustainable level of loan recovery.
Desired Qualifications
All majors encouraged to apply. Interests should ideally include one or more of the following: women’s health, education, development, microfinance, sustainability, social issues, peace and justice, human rights.
An ideal candidate should be be flexible, motivated, open minded, detail oriented, organized and patient. She should be a self starter and should welcome new challenges, such as living and working simply.
Knowledge of Portuguese, Spanish or French required with a preference for Portugese or Spanish.
Aga Khan Educational Services (AKES) – Wellesley in India (Mumbai) December 14, 2009
Posted by cwslibrary in India, Juniors, Mumbai, Summer 2009, Summer 2010, Wellesley in India, education, nonprofit, sophomores.comments closed
The Aga Khan Education Services (AKES) is one of six agencies of the AKDN supporting activities in the field of education. AKES is a network of educational institutions that combines the operation of over 300 schools with the management of quality preschool, primary, secondary and higher-secondary educational services in Asia and Africa impacting over 54,000 students. AKES is committed to achieving excellence by continuous improvement of its programmes, services and processes without regard to faith, origin or gender. Offering a superior education to students is perhaps the most important factor, in creating a successful future for generations that will have to cope with a rapidly changing environment.
The Aga Khan Education Service, India (AKES,I) is a part of the Aga Khan Education Services global. AKES,I is committed to enriching lives by enhancing and sustaining “Quality Education”. Its footprints can be traced back to the early 1900’s the first Aga Khan School started in 1905 in Mundra, Kutch, Gujarat. AKES,I currently operates 10 schools, 1 Hostel in Hyderabad, 21 Day Care Centres and 16 support centres in Maharashtra, Gujarat & Andhra Pradesh. AKES,I seeks to respond creatively to the educational needs of children in a way that will enable them to shape their future.
Until June 2007, the Schools Development Programme (SDP) was a critical component of AKES,I funded by the European Commission through Aga Khan Foundation, India, under the Programme for Enrichment of School Level Education (PESLE). As a part of PESLE, the SDP focused on disseminating its learning and affecting the education system at large. The emphasis was on school culture, enabling its progress into effective learning organizations. The SDP technology was based on four parameters – joint problem solving, reflective practices, creation of an enabling environment through informed leadership and sustainability through outreach.
The Aga Khan schools in Mumbai are located in the Byculla area of the city, and are some of the most advanced and challenged educational institutions. AKES Mumbai serves children from nursery (preschool) to tenth grades, teaching the national and the state curriculum in the co-ed and girls’ school respectively.
Internship Description for 2010
Interns work as apprentice teachers, in classrooms that are equivalent U.S. grades 1-10. Interns will work in either the new co-educational school or the girl’s school, and should indicate on their application, which school they are interested in. Additionally, interns may spend part of each week working with faculty and staff on specific faculty/staff development and enrichment projects. Interns will also provide any administrative or activity support, as required by the school.
Desired Qualifications
Interests should include one or more of the following: education, nonprofits, working with children and South Asia.
The ideal candidate should be resourceful, flexible, open-minded and mature.
No language requirement.
Aga Khan Educational Service – Wellesley in Africa – Kampala, Uganda December 14, 2009
Posted by cwslibrary in Africa, Africana Studies, Juniors, Summer 2009, Summer 2010, Uganda, Wellesley in Africa, education, nonprofit, sophomores, technology.comments closed
Aga Khan Education Services (AKES ) provides education to some 55,000 students in 12 countries throughout Eastern Africa and South and Central Asia and has done so for more than a century. As a part of the Aga Khan Development Network (AKDN), AKES with Aga Khan Health Services provides social services equally for people of all faiths in urban and rural regions of the developing world. The AKDN also comprises institutions devoted to culture and architecture, rural support programs, and tourism and financial services (for more information, see www.akdn.org). In some parts of the world, Aga Khan schools provide the only access to formal schooling for girls and young women.
Aga Khan Education Services has operated schools in Uganda since 1957. After a period of nationalization by the Ugandan Government in the 1970s, the schools re-opened in the mid 1990s. They have welcomed interns from Wellesley since 2004. The schools offer students the Uganda National Curriculum, the International General Certificate in Secondary Education (IGCSE) and the International Baccalaureate Diploma.
Internship Description for 2010
Interns live in the capital, Kampala, and work as apprentice teachers in any one of four schools: either of the two Aga Khan Nursery Schools, the Primary School, and the Secondary School. In addition, interns will spend part of each week working with faculty and staff on specific faculty/staff development and enrichment projects. Interns live in independent apartments near the school grounds, which are located in downtown Kampala on Colonnel Muammar Gaddaffi road (formerly Makerere Road, very near to the world-renowned Makerere University. Kampala is a leafy, bustling capital city that straddles seven hills. Taxis are abundant, but many commuters rely on boda-boda’s – the 1-passenger motorbikes that weave in and out of traffic. Most residents of the city speak English as well as Luganda and/or Kiswahili. Interns in the past have had a chance for travel outside the city to visit the shores of nearby Lake Victoria, or sample one of the national game parks.
Desired Qualifications
Academic interests should include one or more of the following: Africana Studies, Education, and working with children.
The ideal candidate should be open-minded, mature, independent and flexible.
No language requirement.
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Rubisadt Foundation – Wellesley in Africa (Douala, Cameroon) December 14, 2009
Posted by cwslibrary in Africa, Juniors, Summer 2009, Summer 2010, Wellesley in Africa, advocacy, education, french, laboratory, nonprofit, research, science, sophomores, women.comments closed
Rubisadt Foundation, a non-profit association launched in 2000 by Doctor Florence Tobo Lobe, a scientist, a former senior lecturer and an independent researcher. A Wellesley College alumna class of 1969, Dr. Lobe holds a PH.D in organic chemistry from Paris XI University (Orsay). Dr. Lobe is a native of Cameroon where she dedicates herself in promoting girls’ interest in science & technology education.
The Rubisadt Foundation provides talented, high school age African girls with supplementary schooling and training with an emphasis on Science and Technology. Rubisadt’s teaching team is trained in “new” (western) methods and didactics to enhance the process of learning. Specifically, we encourage reasoning instead of copying, decision making instead of following, and students who are seeking to make a contribution. This pedagogy is particularly useful for helping girls successfully develop their skills in the pursuit of college level education, both locally and abroad. Rubisadt prepares its students to compete for jobs and projects in S&T implementation.
The target groups Rubisadt serves are young girls, 12 to 19 years, who are presently attending high school, displaying good performance and analytical ability, and a keen interest in science and technology. Additionally, we look for active parental participation (written commitment, attendance at monthly meetings, supporting study time and engaging in ongoing supportive dialogue with their daughters and the leadership program). Rubisadt offers supplementary education, as well as, other resources in order to reduce early drop-out rate from school and help girls build self-esteem, self assessment, and self learning.
To date, Rubisadt has trained and mentored over a hundred young girls with outstanding results locally as well as internationally. The most brilliant ones were accepted abroad at HEC and ESSEC (Paris), as well as Medical Schools in Cameroon, Yaounde’s ICAC, Benin, Mali, Management in Tunisia, and IUFM de Créteil (France).
Rubisadt’s belief is that the development of Cameroon will be achieved only when the gender inequality in access to education is removed. This equality will be accomplished when the majority of the population (women) will quantitatively and qualitatively be present in all the disciplines and cycles of educational attainment.
Internship Description for 2010
After the intern is selected, she will outline for the foundation which fields interest her, which training levels she has and in which ways she wants to contribute, so that she will be able to lead both scientific and laboratory tasks upon her arrival in Cameroon. She will also help propose working didactic laboratory tools and working models from local material as well as/ or from rehabilitated waste products, stressing their application here.
The intern may also do research on the efficiency of the didactic tools, simulation games and new methods to be used here in regards to their local application. The intern will be also asked to report on the education gap and how this inhibits students’ understanding of scientific concepts.
Desires Qualifications
Academic interests should include a background in sciences, with knowledge of laboratory techniques.
An ideal candidate should be independent, outgoing, creative, adaptable and organized.
Knowledge of French is required.
