2019

2020
IMPACT REVIEW
From
theor y of change
to practice

The Geneva
L earning
Foundation
 2019
2020
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Turning a theory of change
into practice and impact
FROM RESEARCH TO RESULTS IN THREE YEARS
“ Education can lead to impact
when learning leaders connect
the dots between the intervention,
the individuals and their contexts.
Karen Watkins,
Co-founder of the Geneva Learning Foundation
International organizations
and governments face
‘wicked problems’ that resist
conventional approaches.
Too often, the default
response to such seemingly
intractable problems
remains investment in
conventional methods of
learning, educational and
training – whether face-to-face
workshops or digital
e-learning modules.
Three years ago, we asked:
do such methods lead
to the change that is needed?
Foundation, we kicked off three pilots.
Each pilot immediately went to scale: we convened hundreds
and then thousands of participants from all over the world.
And they stayed on, learning to lead change together.
” Learning Foundation
This report, our first
Impact Review, tells
the story of how we
developed the ‘Scholar
package’, a set of
interventions to apply our
new theory of change to
complex challenges.
Within three months of creating the
“ Attempting to do more
of what has been done in
the past is not the answer.
We need to do new
”
things in new ways.
George Siemens,
Trustee of the Geneva
1 Red Cross and Red Crescent
#DIGITALSCHOLAR
Our own #DigitalScholar
course, a six-week journey for
learning leaders to adapt their
practices in the Digital Age,
recruited over 1,000 learning
leaders to explore the Foun-
dation’s approach to digital
learning. Some programme
graduates with no prior ex-
perience have since become
digital learning leaders.
“It’s been exactly
3 years since I took the
#DigitalScholar programme
and here I am today in
charge of digital learning
and education with an
ambitious start up… Who
would have known!”
Nadene Canning,
VP Education and
Learning, EDACY
3
WHO IMMUNIZATION
SCHOLAR PROGRAMME
We started with a six-week
pilot course to help country
staff use global guidance to
improve routine immunization.
2
#AMBULANCE!
Three years on, WHO has in-
vested in 23 cohorts reaching
90 countries, leading to effec-
tive adoption and application
Over 5,000 front-line, commu-
of immunization guidelines by
nity staff and volunteers from programme participants.
110 countries, including 200
in Syria, joined the #AMBU-
LANCE! exercises developed
in partnership with the Nor-
wegian Red Cross and the
International Federation of
Societies (IFRC) to document
incidents of violence faced by
health workers. We observed
change in prepare dness,
thinking, and practice to face
the threat of violence. By the
“After completing the
third iteration, this learning
initiative was led by frontline Survey Scholar programme,
I felt empowered to support
practitioners themselves.
the change process in how
countries are planning
vaccination coverage
surveys.”
Joseph Nsiari-Muzeyi Biey,
IST focal point for West
Africa, WHO
“I thought I already knew
how to face violence. Then How can a new
I heard how they do things
in other parts of the world.
I learned how I can do my
organization
work differently. I became
mindful in new ways.” make bold claims
Cristina Guerrero, leader
of a helicopter rescue about its ability to
team in Cadiz (Spain) who
became a facilitator in the
#Ambulance! exercises
produce change?
To launch these and other pioneering
programmes presented in this Review,
we asked our first partners to make a
leap of faith. In most cases, they were
willing to experiment because they had
observed a lack of measurable impact
using conventional methods.
Three years on and over fifty cohorts
later, our theory of change is now ro-
bust enough that our partners no longer
need to take such a leap of faith.
We have continued to innovate, adding
to what we call the “Scholar package”
of interventions.
We now stand VALUE FOR MONEY
ready to offer the While digital formats lower cost and enable scale,
they do not, on their own, lead to strategic rele-
Value comes from the explicit pathways that lead
from our programmes to impact on the ground.
Scholar package vance, sustainability, or results. We scale without
compromising quality. ■ We combine high volume at low cost, achieving
learning outcomes beyond those achievable
to any organization ■ In three days, we build a new programme from
scratch.
through low-volume, high-cost face-to-face ap-
proaches.
or network that ■ We use only digital means. There is no per diem ■ These outcomes take participants beyond knowl-
or travel. edge retention to practice the digital, analytical,
needs to mobilize ■ Participants can continue to perform their daily
and leadership capabilities that are the most
difficult to achieve in any medium.
work while in the programme (opportunity cost).
people at scale ■ 1,000 or more participants from across the world
■ In addition to learning outcomes, our programmes
support the development of context-specific proj-
for change. can join, for the cost of a single face-to-face
workshop or e-learning module.
ects and their field implementation to exercise
these capabilities, supported by a global network
■ Our completion rates are at least ten times higher of peers.
than higher-volume MOOCs (Massive Open On-
line Courses).

Growing programmes and partnerships to lead change

Our programme partnerships cut across disciplines and silos to contribute to tackling ‘wicked 3 break-throughs for the Foundation
problems’ in any area of work where the future of our societies is at stake. Although, in our
first three years, we have focused on global health and humanitarian response, our research
to make change, faster and better
and development has led to a generalizable model for change applicable to most if not all
complex problems.
Programme

Teach to Reach
Partner

Bill & Melinda Gates Foundation

1 2 3
Global health Non Communicable Diseases (NCDs) Dr Shanthi Mendis We built an amazing We delivered We invented
team with the right mix the first significant a new system, the
Neglected tropical diseases (NTDs) Bridges to Development of capabilities needed research and evaluation ‘Impact Accelerator’,
to design, build, and to substantiate to support Scholars to
Safer access for Emergency International Federation of Red Cross deliver more than ever our observations transform what they gain
Response Units (ERUs) and Red Crescent Societies (IFRC) before, while continuously of remarkable from a course into action,
increasing the quality. outcomes. results and impact.
Health Care in Danger (2016-2019) Norwegian Red Cross
Humanitarian Humanitarian protection (2018) (in cooperation with the International
response Committee of the Red Cross)
The first two break-throughs have given us confidence to offer the Scholar The Impact Accelerator
Gender Scholar CARE International package of interventions to any organization tackling a ‘wicked problem’. has opened a brand-new
Furthermore, we are now equipped to prove that learning-driven change
area for our research
Duty of care Duty of Care International and development efforts:
initiatives do not need to be a ‘sunk cost’: new business models can
ensure financial sustainability and allow for investment into further
how do we sustain our
#DigitalScholar University of Illinois
development and growth.
programmes’ outcomes
College of Education
in ways that will catalyze
Leading change
Remote Partnering Partnership Brokers Association (PBA)
This rapid growth has led to inevitable growing pains, as our budget, staff, new forms of connected,
and costs have multiplied. Nevertheless, thanks to our digital economy of adaptive leadership for the
Global prosperity UCL Institute for Global Prosperity
effort, they remain tiny compared to their global reach and value for money. Digital Age?

Collective impact Khurram Hassan

The Scholar “science
Our theory of change grew from intersecting the
of learning with culture, reframing education
as a philosophy for change in the Digital Age. That,

theory of change ”
and a lot of elbow grease.
Reda Sadki, President of the Geneva Learning Foundation

Sadki, R., 2013. The significance of technology for humanitarian education, in: World Disasters Report 2013: Technology and the Effectiveness of Humanitarian Action. International Federation of Red Cross and Red Crescent Societies, Geneva.

LEAD TO IMPACT
“designed
These are more than just courses. These are interventions
Post-course support networks
to foster and improve practice at every level.
”
Conclusion of the WHO Scholar programme evaluation (2016-2018) CONNECT TO LEARN
accelerate progress toward
implementation, results, and
– ultimately – impact.

Exceptional, driven individuals emerge, showing

Why do we need a new theory LEARN TO CONNECT
Practitioners learn by supporting
each other, engaging in deep
high potential to lead the change that is needed.
Participants defy distance to genuinely care
for digital learning? Practitioners experience new
collaboration and reflection.
about each other’s problems, to commit to over-
coming challenges together, and to celebrate
ways to learn, using digital It may sound abstract to affirm that our each other’s successes.
Digital learning often replicates the worst means that are not limited to programmes are rooted in a participatory
knowledge acquisition. This collaborative, flexible, motivating, partici-
of face-to-face training, typically relying process in which a global community cre-
patory and supportive approach is not simply a
ates knowledge together, inspiring discovery
on top-down, one-way transmission of More importantly, they discover new kinder and gentler form of learning.
through exploration and invention.
ways to ‘be human’ with each other, Rather, the pedagogical patterns of our ap-
knowledge often too abstract to be defying distance and contexts to make Yet this is exactly what consistently stirs proach closely emulate the core leadership
useful – and fails to recognize local expertise. diversity productive. learners in profound ways. competencies of humanitarian, global health,
Poor-quality training can now be transmitted They see that the new digital economy and development workers, who are expected
of effort creates the conditions for new Our programmes consistently foster trans- to work in networked rather than hierarchical
to thousands of individuals at marginal cost, ways of thinking and doing. configurations and to use participatory meth-
formative growth and “coming to conscious-
rather than being limited by the economy Giving and receiving feedback becomes ness” in individuals who become Scholars, odologies to partner with affected populations.

of effort required to carry out face to face a “super power” that comes from within, whether they are government civil servants The learning system fosters the emergence of
and that depends on others. or community-based volunteers. actions networks and new forms of leadership.
training. Few results, little change, and
These are the conditions for change.
no impact are likely to be observed.
NETWORK ACTION
DIGITAL

What does the Scholar package allow organizations to do?

Adapt global recommendations to tackle
How do we measure impact? problems faced in their local settings,
from the district level up.
Impact measurement of learning and capacity building initiatives is notoriously difficult, given the
Innovate and share discoveries
complex chain between an intervention and the results that are sought. In July 2019, we built the
and successes to inspire others.
first Impact Accelerator, a radically-new system for continuous measurement and double-loop
feedback. It continuously provides both quantitative and qualitative insights into progress made Augment country problem-solving
through peer networks.
and to what extent this progress may be attributed to the intervention.
Scale peer support in ways that are
low‑cost and community-driven.
Strengthen individual leadership
capacities and informal shared
leadership within systems.
Forge a shared identity among
individuals focused on impact across
different countries and organizations.
Theory of change in action: A NETWORK 15,000 STRONG
AND GROWING FAST
“You
the WHO immunization 90 COUNTRIES 23 COHORTS are doing
Scholar programme
For more information: Watkins, K.E., Kim, K., 2019. Measuring the Impact of the WHO Scholar Programme Courses for Immunization (2016-2018) (Evaluation report). University of Georgia at Athens, Athens, United States.
UP TO 400 PER COHORT
1/3 FROM THE DISTRICT LEVEL
magic”
Molly Abbruzzese, Program Officer,
COMPLETION RATES UP TO 95%
How WHO turns Bill & Melinda Gates Foundation

guidelines into action The World Health

Organization’s
Connecting the dots between a course, action, and results
The World Health Organization’s Using the WHO guidance for routine immuniza- to regularly and systematically build capacity
Expanded tion, this Scholar, an immunization officer for a in vaccinators and district managers. He then
technical experts produces global Programme on global partner of a country in the Pacific, iden- presented this course project to the Minister of
tified a need to develop a culture of supportive Health. When we spoke to him two years later, he
guidance to support countries. Immunization supervision, as training alone was not achieving was able to describe how implementation of his
the desired outcomes. He developed a series project was one significant action that contributed
Using the Scholar package, we supported (EPI) has used the of tailored strategies to identify and reach un- to an improvement in both quality of service and
immunization staff in English, French, Scholar package der-vaccinated and unvaccinated persons and immunization coverage.

and Spanish – from the districts to since 2016. See: Huppatz Kahagalla, C., 2016. 2016 Vanuatu Vaccination Coverage Survey: Mission
Report (No. MR 16037). Expanded Programme on Immunization (EPI).

the national team in the capital – to take

this guidance and turn it into action. “I was skeptical that a digital intervention
The Scholar team manages the entire could actually help practitioners become
fit for purpose. Seeing Scholars dedicate
process, keeping it simple for the Scholars adapt and apply inordinate amounts of time to learning
subject matter experts and partners. WHO’s global guidelines and collaboration has made me a convert
– and convinced me to partner with the
to their own contexts, Scholar programme.”
with the structured input
David Koffi, ADS Conseil,
of both global experts GAVI Survey Scholar
and peers. field-based programme

“ Just producing a guideline

is not enough. We need Successful participants
leave the course with
Scholars to reflect. How can
their own context-
they bring innovation into the Working with civil society to find children
specific, peer-reviewed
current system to offer better
immunization services in the action plans. who have been lost to follow-up
communities they serve and In the first two years of This Scholar, a technical support officer in a West communities and to implement household visits
reach all children, be it in remote the programme, some African country, sought to increase immunization by health community workers. Two years on, the
areas, urban slums, or other hard participants reported performance by finding children lost to follow up, Scholar reported that community health workers
focusing on lower performing districts. The project were now able to locate and vaccinate 99% of

”
to reach situations? implementing their course
focused on developing community linkages, work- the children who were previously lost to follow up.
projects without any post-
Dr Katherine O’Brien, Director, ing with Civil Society Organizations to outreach
course support.
Department of Immunization,
Vaccines & Biologicals, WHO
Source for the two case studies above: Green, W., 2019. Learning from the
implementation stories of WHO Scholars: A Qualitative Study..
 Defying distance
to tap into passion and commitment to change
PAKISTAN
“I was very happy that we achieved these Byobserving
By observingnew
newforms
forms of
of leadership
leadership that
that first
first emerged
emerged organically,
organically, we
we co-created
co-created and
and nurtured
nurturedthe
the
wonderful results, increasing coverage from Accompanists and
Accompanists and the
the Impact
Impact Accelerator
Accelerator to
to strengthen
strengthen support to Scholars,
Scholars, during
during and
and after
after courses.
courses.
76% to 89%.” Muhammed Imran Qureshi advises the
Pakistani immunization programme for WHO.
Muhammed Imran Qureshi,
Scholar Alumni leader for Pakistan States within the province experience wide

“ When we ran the first pilot in 2016, I was surprised

disparities in coverage. In his first Scholar
project, Dr Qureshi identified a transformative
investment to build the capacity of EPI by the high level of engagement from country-based
supervisors to develop management skills participants – and hoped that this would lead to more
covering training, culture and processes, and
staff motivation, with individualized, specific
goals for each State.
than training.
”
Jhilmil Bahl, Capacity Building Officer, WHO
He then contributed to the plan’s
implementation over a period of 3 years in
which time Fully Immunized Child coverage
in the PDHS Survey increased from 67%
(2012-13) to 80% (2017) and DTP containing Accompanists Impact Accelerator
coverage increased from 76% (PDHS 2012-
Muhammad Imran Qureshi receives a Survey Scholar
certificate from (left to right) statistician Dale Rhoda, WHO 13) to 89% (PDHS 2017-18). In our first cohorts, we observed that experienced “Learners became leaders and facilitators. In
scientist Carolina Danovaro, and survey specialist John Wagai. participants offered support to new Scholars. some countries, they are taking on the issues
NIGERIA In response, the Scholar Team invited these that matter to them, turning course projects
volunteers to become ‘Accompanists’, creating into an agenda for change.”
a powerful, scalable volunteer web of support.
Ian Steed, volunteering adviser
Half of each new cohort commits to ‘accompany’
“After my first Scholar course, In a few countries, Scholars self-initiated infor-
others. Initially strangers, Accompanists and
I reviewed the data from Scholars may be halfway across the world from mal, motivated groups of professionals operating
a measles campaign I had each other, but quickly form a close-knit team. across agencies, to transform ideas into collab-
participated in. I could see new orative project implementation.
Furthermore, Scholars who receive Accompanist
problems as well as potential support are more likely – if their organization Observing these voluntary dynamics, we saw
solutions. I want to use my supports them – to apply what they gained from potential for systemic change – and immediately
the programme, even when faced with significant convened Scholars to develop a new system to
new capabilities to improve
challenges. This finding surprised us, given that support this across the network, leading less than
my country’s immunization six months later to the creation of the Impact Ac-
Accompanist support is offered only during the
programme.” course. celerator in 55 countries and of country groups
in 24 of them.
Gift (Ettentuk) Aniyom,
Scholar Alumni leader for Nigeria
Watkins, K.E., Kim, K., 2019. Measuring the Impact of the WHO Scholar Programme Courses for Immunization (2016-2018) (Evaluation report). University of Georgia at Athens, Athens, United States.
Steed, I., 2019. The significance emergent leadership observed in the WHO immunization Scholar programme and its potential for systemic change. The Geneva Learning Foundation, Geneva, Switzerland.
 Theory of change in action WHO immunization Scholar programme

IMPACT ACCELER ATOR

LEARN TO CONNECT CONNECT TO LEARN LEAD TO IMPACT
Watkins, K.E., Bhattarai, A., 2019. Analysis of the Impact Accelerator Launch Pad Individual Acceleration Reports in July
2019. University of Georgia at Athens, Athens, United States.

Pledge Measure Share Mobilize

In July 2019,
644 Scholars I am committed to Scholars Top 5 most Momentum

from  55 countries
valuable “It has been fantastic to be
work for a world contribute
where everyone, aspects of the part of the Accelerator. It has
to real‑time Accelerator kept the momentum on and the
signed a Pledge
everywhere, fully benefits
from vaccines to improve monitoring Scholars enthusiastic.”
health and wellbeing. to track their 1
to achieve impact.
Constructive competition
own progress, Collaboration “There is a kind of constructive
As a Scholar, I hereby with country competition across the country
solemnly pledge to: share colleagues groups, so everyone wants to
successes do better, together.”
The Impact Accelerator is a human Work with others to and challenges, 2
transform projects led by Learning from Networking
knowledge network. Scholars into action and
and learn. “It actually created teamwork
other countries
results that will improve in reaching the planned goal,
It unites Scholar alumni in a shared In the first
immunization outcomes. It improved the capacity to
pledge to turn knowledge into action. four weeks, 3 explore possible solutions to
To share my success as Focus on action problems, using local resources
the number in the field, rather and improved networking.”
well as my challenges by
reporting on a regular of Scholars than theory and

99% of participants
basis on my progress
toward implementation.
Support fellow Scholars
recommend joining the in doing the same, while
planning Overcoming difficulties
who
“We overcome difficulties and
kickstarted we improve implementation
their project’s
4 through the advice of the
Regular reporting
implementation to stay on track various stakeholders.”

Impact Accelerator. upholding the highest

standard of integrity and
grew by and focused on
impact
Leveraging resources

42%
“I did not know how I would
98% of Accelerator participants behavior. implement without funding,
responded to the evaluation questionnaire.
. 5 but the Accelerator made
I make this pledge for the Knowing that it easier for Scholars in my
health of children and Scholars share country to discuss leveraging
families in my country and the same Pledge of resources.”
everywhere. to Impact
 Theory of change in action WHO immunization Scholar programme

THE IMPACT ACCELERATOR IS A SYSTEM TO ACHIEVE

AND MEASURE IMPACT BETTER, FASTER, TOGETHER.

Cameroon: a new plan for hard-to-reach districts

Exploring new ways for Martha Ngoe, team leader for Scholars in
the Southwest Region of Cameroon
“In our region we face a socio-political crisis,

countries to lead change

with displaced populations making it very
difficult for immunisation teams to reach their
targets.
After completing WHO’s Level 1 Scholar course
on routine immunization planning, Martha joined
the Accelerator to develop a consolidated project
to reach undervaccinated children in Southwest
Region. She chose three health districts affected
During the first Impact the Congo, Niger, Nigeria, by the crisis as pilots in consultation with the EPI team coordinator.
Accelerator pilot, Pakistan, India and Ethiopia. Scholars from the region worked together on this plan. The EPI team has contributed data, but funding
Scholars formed groups Most sought and rapidly is not available. “It’s really important to emphasize that Scholars are working together with the full
support of the EPI team.”
in 24 countries – including secured support from The Scholars have been invited to present a detailed implementation plan to UNICEF. “If all goes well
priority countries Chad, government teams to ensure and we are able to attract financing, we should be able to kick the project off in March next year.”

Cameroon, Guinea, their action could contribute

Democratic Republic of to national priorities.
Ghana: a country-wide network of Scholars to
support continuous quality improvement
George Bonsu, National Manager, Expanded Immunization Programme
“In Ghana, the WHO Scholar programme is now a key component of
EPI training. The Impact Accelerator connects EPI staff from all over the
country.”
Obed Nuobe, Health Information Officer
in the Suaman District, Ghana
“With the Accelerator, I have been clothed with the spirit of immunization.
How can we fail as a global community to prevent vaccine-preventable
deaths especially among children? Now we are supporting each other as
a strong global community to improve immunization coverage.
Together, we can make real change in our immunization coverage.”
Saudi Arabia: strengthening services for migrants
Rizwana Memon is a medical doctor in Saudi Arabia.
In her first Scholar course, Rizwana identified that there were no national
strategies to address adult vaccinations within migrant worker communi-
ties or short term visitors who are coming from areas where diseases are
endemic. She realized the effort to increase awareness and demand for
vaccination within these communities and improve access and infrastructure
could be a ‘transformative investment’. After developing and sharing policies
with stakeholder groups at the local and national level, she convinced the
Ministry of Health (MoH) of the importance of creating a system to provide
vaccinations for this vulnerable group. The MoH provided the necessary
tools, including financial resources.
In 2019, in the Accelerator, Rizwana went further: “In the Kingdom of Saudi
Arabia, prevalence of hepatitis B (HBV) virus infection gives a great deal of concern. The infection
is particularly high among the underprivileged because of the common use of injections, and their
countries of origin where the virus is highly endemic.”
In the 2019 Level 2 certification in reducing inequities and improving coverage, her course project
analyzed why and how action is needed toward integrated management of expatriates. During the Impact
Accelerator pilot in July 2019, she shared a photograph of the first Hepatitis B “awareness stall” she
established in a hospital.
The Founders

Patricia Charlton Shanthi Mendis

Co-founder of Creative Digital Solutions and Senior Lecturer
in Data Science and Artificial Intelligence at the Open Uni-
versity, Patricia is a knowledge engineer and a researcher
who has designed and researched learning in both industry
and education. Her teaching and learning practice span the
lifelong learning spectrum from K-12 to higher education and
continuing professional development. She is an award-win-
ning computer science and education researcher who, in
addition to published papers, holds over a dozen patents
from her research at Motorola.  Cardiology
Bill Cope
Bill is Professor in the Department of Educational Policy
Studies at the University of Illinois. He is Principal Inves-
tigator in a series of projects funded by the Institute of
Educational Sciences in the US Department of Education
and the Bill & Melinda Gates Foundation researching and
developing multimodal writing and assessment spaces.
Recent books include (with Mary Kalantzis) New Learning:
Elements of a Science of Education, Cambridge University
Press, 2008/2nd edition 2012; Literacies, Cambridge Uni-
versity Press, 2012/2nd edition 2016; and Making Sense:
A Grammar of Multimodality, Cambridge University Press
(forthcoming). He was chair of AERA Journal Publication
Committee from 2010 to 2013.
Shanthi Mendis is an expert in Global Health and was former
Senior Adviser/Director, Prevention and Management of
Noncommunicable Diseases in the World Health Organiza-
tion (WHO), Geneva, Switzerland. For nearly two decades
she led WHO’s  technical support  and innovative training ini-
tiatives in low and middle income countries and contributed
to moving  the global agenda forward in noncommunicable
diseases. She is a Fellow of the Royal College of Physicians
of London and Edinburgh and of the American College of
Karen E. Watkins
Karen Watkins is Professor and Coordinator of the Program
in Learning Leadership and Organization Development
at The University of Georgia. Formerly on the faculty at
The University of Texas at Austin, she helped design and
build two programs in Human Resource and Organization
Development. With Victoria Marsick, Teacher’s College,
Columbia University, she co-developed a model of infor-
mal and incidental learning as well as of the Dimensions
of the Learning Organization Questionnaire as well as
the learning organization model from which it was de-
rived. She is a writer, theorist, speaker, and researcher
on informal learning and creating a learning culture.
Appreciation of all
Foundation stakeholders
The Geneva Learning Foundation would like to thank all the incredibly
dedicated Scholars who have participated in our programmes.
We are especially grateful for the collaboration with: Molly
Abbruzzese (BMGF), Blanche-Philomène Melanga Anya (WHO
AFRO), Jhilmil Bahl (WHO HQ), Joseph Nsiari-Muzeyi Biey (WHO
IST), Marcela Contreras (PAHO), Laura Craw (GAVI), Carolina
Danovaro (WHO HQ), Marta Gacic-Dobo (WHO HQ), Jan Grevendonk
(WHO HQ), David Koffi (ADS Conseil), Laura Nic Lochlainn (WHO
HQ), Christine Maure (WHO HQ), Godwin Mindra (UNICEF), Robin
Mowson (PAHO), Tove Ryman (BMGF), Stephanie Shendale (WHO
HQ), Samir Sodha (WHO HQ), Riswana Soundardjee (GAVI), Martha
Velandia (PAHO), and Emily Wootton (WHO HQ).
None of this work would be possible without the dedicated and
talented team who make the ‘magic’ happen. Scholar Team members
in 2019 included: Claude Cardot, Palenfo Gnourfateon Dramane,
Cristina Guerrero, Claire Hanley, Juan Hernandez, Hanna Kaade,
Vasiliki Mourgela, Julia Lhuillery-Moulder, Ian Steed, Alain Blaise
Tatsinkou, Christine Williamson, Kossia Yao, Min Zha.
The Bill & Melinda Gates Foundation’s timely investment has helped
strengthen the World Health Organization immunization Scholar
programme.

Mike Hanley Reda Sadki

Mike is the Founding Partner of The Content Engine. Previ-
ously he was Head of Digital Communications and a Member
of the Executive Committee at the World Economic Forum
for eight years. He has written three books: Crunch Time:
How everyday life is killing the future and Can You Trust the
Media in collaboration with Adrian Monck, and What Mat-
ters: Success and work-life balance, in collaboration with
Daniel Petre.
Reda is a chief executive with lifelong experience in forging
multi-disciplinary teams to invent and execute new ways
to lead change. After two decades in the United Nations
and at the International Federation of Red Cross and Red
Crescent Societies (IFRC), he founded the Geneva Learning
Foundation in March 2016 and serves as its president. He is
also the Chief Learning Officer (CLO) of Learning Strategies
International (LSi), a startup based at the Swiss EdTech
Collider hosted by EPFL, the country’s leading school of
engineering.

Khurram Hassan
Khurram Hassan is a public health, social impact and eval-
uation specialist. Originally from Pakistan, Mr Hassan has
lived in seven different countries and holds a Masters in
Public Health from the Emory School of Public Health. He
has managed and advised on evaluation, research, stra-
tegic planning, facilitation, and program design services
for nonprofit organizations for over two decades, holding
senior positions in the United Way organization in the United
States, coordinating planning, funding, and evaluation of
social work projects.
George Siemens
George Siemens is a Professor and the Executive Director
at the Learning Innovation and Networked Knowledge (LINK)
Research Lab, University of Austin (Texas). He is a writer,
theorist, speaker, and researcher on learning, networks, Members of the Scholar team in 2019 and 2020
technology, analytics and visualization, openness, and or-
ganizational effectiveness in digital environments. In 2008,
Siemens and others designed and taught the first massive,
open online course (MOOC).
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