Ashoka Fellow

Change Leader Interview: Dr. Steve Collins

According to the World Bank & the World Health Organisation (WHO), chronic malnutrition is both the greatest source of poverty and the greatest cause of child mortality in the world. Overall, chronic malnutrition is irreversibly damaging 200 million people worldwide.

Dr Steve Collins worked in many of the worst famines of the 1990s as a medical doctor, during which time he pioneered new methods for treating and preventing malnutrition. His community-based treatment model has been endorsed as best practice by UNICEF, the WHO and World Food Programme, and has been rolled out into 65 countries across the developing world. A social entrepreneur, Collins is the founder of Valid International and Valid Nutrition, helping spread his treatment models on a global scale. He received an MBE for services to humanitarianism in 2001, and was elected as a senior Ashoka Fellow in 2009.

He spoke to us about the challenges of innovating in the humanitarian sector, and shared some lessons learned along the way.


How would you frame the problem that Valid Nutrition is working to solve? 

Chronic malnutrition affects millions of children globally, and if it’s not prevented by the age of 2, it leads to irreversible physical and mental damage. This means that children grow up with sub-optimal cognitive and physical abilities, leading to shorter, less productive lives, filled with more ill health.  

The disease is preventable but the scale of the problem means that to date, the public sector and social sector solutions have not been able to make any impact at real scale. At Valid Nutrition & Valid International, we aim to generate evidence on how public/private partnerships can impact on chronic malnutrition on a global level.


Can you tell us a bit about the origin story? 

During my medical studies, I became involved in the famine response to the Ethiopian/Sudanese famine of 1984-86. While observing inefficiencies in the international aid model, I realised that the most effective solutions for treating disease involve the community: so-called demand-driven solutions.

After I qualified as a medical doctor, I worked in the Somali famine in 1992. A key thing I observed was that there was no data being gathered by the programme staff because they were too busy supplying services. This struck me as a major limitation, so I began collecting data on all the adults we treated. A couple of months into the study, I changed the patients’ diets to incorporate recently published international recommendations. Mortality rates in the Somali camps dropped from 75% to 20% almost overnight. 

I started Valid International in 1999 specifically as a platform from which to test and refine community-based demand-driven solutions to severe starvation. After several years of successful research, I started looking at retail-based public/private solutions to malnutrition, which led to the founding of Valid Nutrition, in 2005.


Valid International and Valid Nutrition are separate organisations working in the same field. How are they different and how did the models evolve?

Valid International’s business model is to provide research & consultancy to improve the programmatic aspects of nutritional delivery and care. We work with a wide range of national governments, donors, UN organisations NGOs and commercial businesses.  

Valid Nutrition (2005) is a social business, designed to manufacture and sell Ready-to-Use-Food (RUTF) products – calorie-dense oil-based pastes with essential nutrients to treat malnutrition. The organisation is a charity but it operates as a fully-fledged commercial business, manufacturing, selling and generating revenue, with the only difference being that all the profits generated are reinvested into expanding the mission. 

My developmental philosophy is not to import solutions into the developing world, but to add value to local industry wherever possible, and to that end we only set up manufacturing plants in countries affected by malnutrition and wherever possible try to use ingredients grown in those countries.


What are some of the challenges you faced in your early years? Can you share any lessons learned from addressing these challenges? 

Three key lessons stand out in my memory:

Lesson #1: the power of data

In the social sector there is a lot of talk about innovation, but innovation has to come with a scientific, data-driven evidence base, especially because the traditional aid and development sector can be quite conservative.

When we first started Valid International, we came into conflict with the UN and the medical establishment, who didn’t like the idea of taking treatment authority away from doctors and instead putting it with the patients. The only way to overcome resistance was with high quality operational research and evidence. So Valid’s team developed a database of 25,000 cases that we shared with the UN, and which proved to be instrumental in changing their policy.

Lesson #2: reinvention of the funding model

The process of change and innovation is a messy one: mistakes can happen, and in the medical world, when mistakes happen, people die.

Charities are set up to actively promote social good, and as a result, their funding streams heavily reliant on being seen to do good. The difference is subtle but absolutely fundamental. The problem is that this restricts innovation, because it does not allow agencies to be open and transparent about making mistakes.  

In a true social business, revenue streams are 100% aligned with social impact. In this model image is less important than actual impact, removing the fundamental contradiction inherent in the charity model. 

Lesson #3: size matters

People feel comfortable giving to large, well-known agencies or charities. This results in a few big players calling most of the shots, and because these same players invest hugely in image and profile, it’s quite difficult for small organisations to break into accessing significant funding. For an organisation like us, which is turning over €3-4 million, we require larger grants or investments to expand but we find it difficult to compete with the professional fundraising and grant-chasing machinery set up by the larger NGOs.

I am hopeful that the new breed of social investors, who are purportedly looking at impact rather than profile, will fill a very important gap in allowing smaller, innovative organisations to get revenue. So far, at Valid, we haven’t had much success in this area, which has been frustrating.


What’s ahead for Valid? How are you trying to scale globally?

Three elements are ahead for us:

#1 – We have unfinished business in the treatment of starvation, particularly with India. 40% of the world’s malnourished children live in India, and they are the only major country that has not yet adopted our treatment model. We have been working with stakeholders for several years now and are at the point of a breakthrough: governments in Odisha and Bihar states have now agreed to pilot our treatment approach. The initial data is very encouraging and we are hopeful that once this data is published there should be a large and rapidly increasing demand for these programmes across the country.

#2 – We need evidence to demonstrate that a public/private collaboration selling complementary foods through retail channels can improve health whilst generating a financial return for investors. The 3 dimensions of the evidence we need are: (1) Can we generate demand among low-income consumers to actually part with their cash for our products? (2) Will this have a positive impact on lowering chronic malnutrition? (3) Is it profitable? If we can show that these three are possible, then we have a real game-changer – if you can make money by improving people’s lives then why on earth would you not do so?!  

#3 – We have been investing Valid’s own resources in developing new surveying and mapping techniques. At the moment, standard Demographic and Health Surveys (DHS) produce aggregated data that cannot be disaggregated down below district (1 million plus people) level.  

We are developing new surveying instruments, generating heat maps that actually will illustrate what’s happening down to a village level form a national survey. Already countries such as Sudan and Sierra Leone and some of the UN organisations are adopting these tools, and we think they will help plan more effective interventions – from both a public and private sector side. So we can identify where demand is, and where best to invest.


Read Dr Collins’s contribution to UNICEF’s flagship research publication "The State of the World's Children 2015" published in November 2014.

This article originally appeared in the online edition of Business & Leadership in July 2015.

Change Leader Interview: Mairead Healy

For young people in Ireland, obtaining a third-level degree has arguably never been more important. According to the National Youth Council of Ireland, during the recession Ireland had one of the highest youth unemployment rates in the EU. Even as the economy improves, shrunken retail and construction sectors mean that non-degree holders are the first to be left behind in a competitive job market.

Recent statistics from the Department of Education are hopeful, with over 90% of students sitting their Leaving Cert in 2013 and 2014. However, students from the lowest socio-economic backgrounds still lag behind their peers in this measure: In Ireland’s DEIS schools, 2 out of 10 students still fail to complete their final year.

Future Voices is an award-winning youth empowerment programme working with young people from disadvantaged schools, in the years leading up to their Leaving Cert. Students attend workshops to build their skills and confidence, and are paired with mentors working in areas of law, policy and business, to help them build a network of support.

Social entrepreneur Mairead Healy founded Future Voices in 2012. As her team gets ready to launch a new programme, Youth:Elect, this March, Mairead explains what motivates her to advocate on behalf of young people.


What is the problem that Future Voices is seeking to solve?

The problem we are trying to solve is that young people growing up in some of the most deprived and marginalized communities in Ireland often struggle to reach their potential. At Future Voices, we want to give them a voice and an opportunity to build up their self-esteem.


How do you address this problem? What is the Future Voices model?

We hand-select the DEIS schools with the lowest test scores and percentages going on to college, and we work with these students to give them a new sense of confidence, so that they might become leaders in their communities.

The programme is currently built around a 3-year model, so the 3 years of secondary school leading up to the Leaving Cert. The ‘Flagship’ project is about building up the students’ confidence through workshops and coaching sessions to build their skills – we cover everything from research, public speaking and presentations.

Following this, the ‘Step Up to the Mark’ programme is really about them taking charge, becoming advocates for their communities by learning about the legislation that affects them. Step Up includes a Central Project piece – for example, this year our students are organizing a TEDx conference.

Throughout the 3-year programme, students are paired with mentors who are working in the fields of law, policy or the government.They also have interactions with high level influencers in Ireland through our workshops and events, such as Chief Commissioner of the Irish Human Rights and Equality Commission Emily Logan and Supreme Court Justice Frank Clarke.

The reason for this is twofold: we engage the high level mentors in order to give the students a realistic shot at actually achieving their goals and being able to flourish – because the reality is that students have better chances in the job market if they have access to the right networks.

But it’s not just about changing the mindsets of our students – it’s about inspiring the leaders and mentors as well. It’s about them thinking twice next time they’re going to hire someone or help someone on their way. We can’t break down old, elite and exclusive networks, but what we can do is create new ones that will be more accessible and inclusive.


FV is very young – you founded it in July 2012 and launched in 2013. What were some of the biggest challenges to you in the first two years?

Interestingly enough, the hardest step in setting up Future Voices was reaching the young people themselves. We were targeting only the most troubled schools with the lowest scores, but the teachers and administrators were often acting as gatekeepers, not returning my calls or agreeing to speak to me.

I think that perhaps the teachers were skeptical – very few people go on to college in these schools and I think maybe they didn’t want me giving the kids false hope.  I remember that a month before we were due to launch, we had hardly any kids signed up at all! Somehow it all came together in the end, once schools started letting me speak to kids in person, and they signed up in droves.

After the first year it was easier, because we had received some positive media attention and the word had spread among schools.


Have you made any major changes to the FV model? Have you had to change any part of that, either from feedback from students or others?

At first we were intending just to do the one-year programme. But by the end of that first year, everyone – I had teachers, pupils, parents – everyone was reaching out saying “Mairead, you have to bring these kids back.” So we expanded into a 3-year programme. Now we still have the Flagship programme, with new intake every year, followed by two years of ‘Step Up to the Mark.’


At the moment, FV is concentrated in Dublin and you haven’t expanded beyond that. Do you have any plans to and scale up?

I definitely want us to expand. I’d really like to make it all-Ireland. Because I’m from the North, I know how deprived it is in terms of unemployment, and opportunities, so setting up in Belfast would be a dream.

We also want to expand the programme offerings. The first cohort of Future Voices are now in their Leaving Cert year at school, so we are designing a follow-on programme for when they go on to third level education. One of the challenges about working with students from this background is that the dropout rate is very high when they go on university. The new programme will pair up senior partners from law firms to be there for our students throughout university, to meet with them every term, to be on the end of a call or an email.

It’s very important that we don’t leave them now. We have brought them this far and now we want to follow through.


Find out more on the Future Voices website and Twitter page.

This article first appeared in the online edition of Business & Leadership in February 2015.

Mental health in a language you speak: the inclusive approach of MyMind

One in six people in Ireland will deal with mental health difficulties at some point in their lives.

One in six people in Ireland will deal with mental health difficulties at some point in their lives.

Ashoka Fellow Krystian Fikert's organisation MyMind is making mental healthcare accessible and affordable for thousands of people in Ireland. Their innovative online platform offers online counselling, with in-person treatment offered in four national clinics, based in Cork, Limerick, North Dublin and South Dublin.

You’re living in a new country.

You’re surrounded by people speaking a different language and while you can understand some of what they’re saying, you’re still learning and struggle to keep up.

While you’re slowly mastering simpler things like ordering coffee in a restaurant and making small talk with a colleague, a full grasp of the language seems a long way off.

Now imagine you’re struggling with a mental health difficulty in this new and foreign place.

You may be feeling anxious or depressed while a long way from home. You may be homesick or experiencing culture shock, loneliness or stress.

You know that talking to a counsellor would help you sort through these issues, but if you can barely make a restaurant reservation, how can you possibly talk to someone about something as important and complex as your mental wellbeing.

Now imagine there is somewhere you can go that offers care and support in many different languages, and where you can talk to someone about how you’re feeling in your own mother tongue.

A place like MyMind.

Mental health challenges are widespread in the modern world.

In Ireland, one in six of us will suffer mental health difficulties at some point in their lives.

Life events such as the loss of a loved one, unemployment, financial hardship, migration and identity issues are just a few things that can cause mental distress. 

If you’re living in a new country, there may be times when you miss home and family, you may struggle to feel understood – or perhaps you have moments of feeling isolated without the support of people who know you best.

This can make you feel anxious, depressed or stressed, and can affect how you feel about yourself.

Due to language barriers, stigma and lack of knowledge of services available, it can be especially difficult for people from migrant communities to reach out for help.

MyMind provides services to people in their native language, opening up a channel that allows them to learn more about mental health and get the support they need.

MyMind has a team of mental health professionals to choose from, you can get an appointment within just 72 hours and even have a session online in the comfort of your own home.

MyMind psychologist Brenda Pedrosa, who is from Brazil and speaks both Portuguese and English says, “Many of my clients feel lonely, they are homesick, and are far away from their families, so having a mental health professional to turn to, who can speak to them in their own language, is very important.” 


This blogpost was written by the team at MyMind. Find out more and book appointments on their website:

Teaching coding: Europe is making progress, but more can be done.

CoderDojo is a global movement of voluntary coding clubs for kids.

CoderDojo is a global movement of voluntary coding clubs for kids.

Coding is a skill for the future. Ashoka Fellow James Whelton's organisation CoderDojo is a global, volunteer-led network of coding clubs, which is spread through the CoderDojo Foundation. Below, Global Development Lead Giustina Mizzoni describes the challenges and opportunities ahead.

To date, 15 European countries have introduced coding into their schools’ curriculums with many other countries in the process of doing so. However, more could be done to support informal coding activities as well as in schools from both governments and European institutions.

October saw the end of another successful Europe Code Week, during which thousands of CoderDojo volunteers, parents, and ninjas took part in events around Europe.

The initiative which began three years ago, by Neelie Kroes of Young Advisors, aims to expose individuals, both young and old, from all across Europe to develop a greater understanding of coding and its importance in today’s digitally connected world.

All new Champions who get in touch about starting a Dojo are asked, how did you hear about CoderDojo? For a month or two following Code Week a number from not just in Europe cite Code Week as their reason for wanting to join the community!

CoderDojo continues to grow massively throughout Europe. From the beginning of this year to October 2015 over 160 Dojos have been verified in Europe, with many more people registering their interest in setting up Dojos in their communities as well.

Coding at school: How do EU Countries Perform?

A great achievement this past year has been the creation of the European Coding Initiative, a multi-stakeholder group whose aim is to promote coding and computational thinking throughout Europe, both inside and outside of the classroom.

A number of organisations and CoderDojo partners such as European Schoolnet, Liberty Global and Microsoft are all involved in making sure this initiative strives to empower young people and promote the importance of learning to code.

To date, 15 European countries have introduced coding into their curriculums with many other countries in the process of doing so.

National governments are beginning to realise that the introduction of coding into schools not only helps children develop computer literacy skills but also equips youth with many other valuable skills in areas such as logical thinking, problem-solving and teamwork.

Exposing youth to coding through the formal education system and outside through informal clubs like CoderDojo will also assist with closing the digital skills gap that is being experienced across Europe.

Not all children who learn coding will become software engineers and this is certainly not the aim of CoderDojo!

However, it is estimated that 90% of all jobs require candidates to have basic computer skills and CoderDojo is enabling youth to be successful, competent adults regardless of their chosen career direction.

Best Practice Project: Erasmus +

This year we were delighted to become involved in an Erasmus+ project. In conjunction with partners CIT, The Nerve Centre, WiMi and IBE, it aims to create toolkits which will be utilised by new and existing members of the CoderDojo Community.

By surveying the existing CoderDojo Community, our partners are in the process of developing a CoderDojo International Toolkit which will be a detailed set of recommendations, methodologies and guidelines covering all aspects of establishing and operating a CoderDojo Chapter.

While continued support from European programmes such as the Erasmus+ project is vital, we believe more could be done to support informal coding activities as well as in schools from [CM1] both governments and European institutions.

Introducing coding into school curriculums is a huge step in the right direction, so is making ICT training compulsory for incoming teachers.

But this is not enough. Supporting programs like CoderDojo, held outside of formal education system, give European institutions a viable avenue for ensuring more youth are exposed to coding in a meaningful and creative way.

CoderDojo provides an opportunity for children to maintain and further develop an interest in coding whether it was gained from taking part in Code Week, or from a computational thinking class in school.

Throughout our four years of existence, we at CoderDojo has learned that having Dojos outside of a classroom setting helps to encourage young people’s creativity and allows for self-led learning.

Dojos are largely unstructured and young people are given the opportunity to work on projects of their choosing which makes learning to code seem less like another subject and more like a hobby.

In order for CoderDojo to grow and reach more young people, European institutions need to:

  1. Make the development of coding skills for youth a top priority.
  2. Recognise its place not only in the formal education system but also in informal learning environment.
  3. Promote coding at a local level within their communities.
  4. Continue to highlight initiatives like CoderDojo and Europe Code week and encourage all stakeholders to get involved.

This article was written by Giustina Mizzoni, Global Development Lead at the CoderDojo Foundation. Read the original article here.


Farmers as stewards of the environment: a new trend in conservation practice?

Ireland’s landscape has been shaped for millennia by human activity, most notably farming. This has yielded some wonderful legacies – from the national network of hedgerows and stone walls, to biodiversity-rich pastures sustained by grazing livestock. 

Recent decades have seen this legacy tarnished, however, as many farmers adopted modern technologies – including heavy machinery and agrochemicals – in an understandable effort to produce food more efficiently and to improve their income. 

Back in the late 1990s farmers in the Burren – possibly Ireland’s richest landscape for wildlife and culture – began to realise that though they could only produce limited quantities of food, they were also in effect producing a huge array of public goods and ‘ecosystem services’ – such as biodiversity (habitats, pollinators), clean water and carbon sequestration - for which there should be a reward. While national agri-environment programmes such as Rural Environment Protection Scheme (REPS) sought to address this, they simply didn’t ‘fit’ the Burren and were considered very restrictive by farmers.

A limestone boulder perched atop the Burren's unique landscape.

A limestone boulder perched atop the Burren's unique landscape.

After several years of applied research, led by teams of academics and visionary local farm leaders, a new model for farming in the Burren was crafted through which Burren farmers could in effect be rewarded annually for their agricultural and environmental performance. 

The ‘Burren Life’ model of farming for conservation can best be described as a locally-targeted, farmer-led and results-based approach to enhancing the Burren’s farmed environment.  At its heart is a simple field-based system through which the environmental health of the land (soil, water, habitats etc) is estimated annually on a 1-10 scale, which in turn translates into an income for the farmer. High scores (9, 10) yield bonus payments to reward the exceptional management involved, while scores below 5 – equating to poor performance - yield no payment. 

Farmers must use their own experience, ingenuity and hard work if they want to deliver higher scores and payments but they tend to relish the freedom and incentive inherent in tackling this challenge. As farmers co-fund much of the work involved to generate higher scores, and as payment only issues on ‘delivery’ of environmental goods Burren Life can guarantee optimal ‘Value for Money’ for the taxpayer who funds the programme (through the Department of Agriculture, Food and the Marine and the National Parks and Wildlife Service who sponsor Burren Life).

After 6 years of operation, Burren Life is proud to boast a measurable improvement in the environmental health of 50% of the protected land of the Burren for every one of those six years. It is now set to be extended across the entire Burren with an annual budget of €3-4m, a huge social and economic dividend to a peripheral rural area.

Ashoka Fellow Dr. Brendan Dunford gives HRH Prince Charles a tour of the Burren.

Ashoka Fellow Dr. Brendan Dunford gives HRH Prince Charles a tour of the Burren.

One of the many spin-off benefits of the project has been the number of farmers and conservationists – including HRH Prince Charles – who have visited the region to learn more about the Burren Life model. The impact of the Burren model has also led to the introduction of a new €70m measure in Ireland’s Rural Development Programme (2016-2020) to support locally led, results based programmes elsewhere in Ireland and has also fed into new research projects in the EU. The simple model has the capacity to be easily adapted to work on any field on any farm anywhere in the world.

The main lesson from the Burren Life story has been the appetite and ability of farmers to act as effective and impactful environmental stewards of their own land if they are given the trust, freedom, support and incentive to do so. Burren Life is a simple model which does just this.


This blogpost was written by Ashoka Fellow Dr. Brendan Dunford. Check out for more information on Burren Life's conservation programmes.