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Exciting story about Each One Teach One Mentor Benjamin Greenman: ccis.northeastern.edu/current-students/community-service-award-highlights-students-commitment-to-tutoring-mentorship
About Us
Each One Teach One
Training and Empowering Girls, Women and Communities for a Future in Technology
Uniquely Positioned to Meet a Growing Need
Women and girls continue to lag worldwide in technical education and training, which leads to the most remunerative work. According to the bureau of Labor Statistics, lack of a technically trained workforce is a leading indicator of poor economic growth in many areas. With years of experience, a tested, proven model, and long-standing partnerships with educational and community partners, EachOneTeachOne is uniquely positioned to contribute to closing the gap between the supply of technically skilled workers and the demands of a digital economy.
Technology Training and Employment for Women and Girls in Developing Areas
Our organization piloted its program, providing coding and technology training and employment for girls, women, and other disenfranchised students, in our backyard, as well as around the world, with a goal to empower economic independence and personal contribution through finding employment in the technology sector. The program trains students to pay the cost of the program forward by becoming a mentor for someone else.
Program
EachOneTeachOne achieves this through:
• Leveraging proven technology training curricula for scalability
• Following through from training through employment
• Women-led organization sets an example of success and collaboration
As a result, EachOneTeachOne clients transition from un- or under- employment, through training to greater self-sufficiency through more remunerative employment that better meets the needs of a digital economy.
• Leveraging proven technology training curricula for scalability
• Following through from training through employment
• Women-led organization sets an example of success and collaboration
As a result, EachOneTeachOne clients transition from un- or under- employment, through training to greater self-sufficiency through more remunerative employment that better meets the needs of a digital economy.
Full Cycle-from Training to Employment
EOTO is unique in covering the full spectrum, from mentoring technical training, to mentoring seeking and finding employment in technical fields, specifically, software development. While other programs provide technology training, only EOTO follows through beyond training to link disenfranchised girls and women in developing countries to employment.
Scalable and Global
EOTO leverages online technology training resources like codecademy and uses remote mentors, paired with coordinating partner NGOs on the ground. So EOTO can scale significantly and go anywhere.
Scalable and Global
EOTO leverages online technology training resources like codecademy and uses remote mentors, paired with coordinating partner NGOs on the ground. So EOTO can scale significantly and go anywhere.
Philosophy
Research shows that girls and women are under-represented in technology fields in school, and in technology-related employment. Technical jobs are among the most flexible and highest- paying. Lack of economic self-sufficiency resulting from gender inequality in education, training and employment reaps a grim harvest. It is one of the top reasons drawing and then trapping women into unhealthy relationships all over the world, creating sad conditions and pulling area economies down with them into a cycle of stagnation.
Economic self-sufficiency for girls and women benefits everyone as it reduces financial motivations for getting into and staying in unhealthy relationships. Everyone benefits when all people achieve proficiency in skills, including technical skills, and have access to the best jobs. Each One Teach One seeks to address the imbalance in technical education, achievement, and job prospects. EOTO specifically targets girls and women in developing areas. Both the girls and women benefit in lifting themselves beyond the limitations of gender inequality, and their areas benefit from an increase in a skilled workforce and an increase in employment.
Economic self-sufficiency for girls and women benefits everyone as it reduces financial motivations for getting into and staying in unhealthy relationships. Everyone benefits when all people achieve proficiency in skills, including technical skills, and have access to the best jobs. Each One Teach One seeks to address the imbalance in technical education, achievement, and job prospects. EOTO specifically targets girls and women in developing areas. Both the girls and women benefit in lifting themselves beyond the limitations of gender inequality, and their areas benefit from an increase in a skilled workforce and an increase in employment.
Theory of Action/Theory of Change
We strive for results where more girls and women achieve well-compensated, flexible employment in computing-related fields. Our model is created to provide concrete guidance and resources to girls and women, encouraging confidence, self-sufficiency and employment in computing-related fields. Our model is created to provide concrete guidance to achieve in technical skills, through use of existing online resources, guidance and mentoring. The model seeks to provide education that leads to jobs, which then will lay the foundation for economic self-sufficiency for girls and women. It will in turn leads to an improved ability to avoid and end unhealthy relationships based on financial dependence and lack of options.
Desired outcomes include completion of technical training, completion of job seeking skills training, and finding work. The ultimate outcomes include better-compensated, more flexible employment options for girls and women, avoidance of unhealthy relationships and the resulting harms and costs, and increased employment in targeted areas.
We believe in building skills through building confidence, and improving lives through education, training and gainful employment. Students are encouraged to challenge themselves, but progress at their own pace.
Desired outcomes include completion of technical training, completion of job seeking skills training, and finding work. The ultimate outcomes include better-compensated, more flexible employment options for girls and women, avoidance of unhealthy relationships and the resulting harms and costs, and increased employment in targeted areas.
We believe in building skills through building confidence, and improving lives through education, training and gainful employment. Students are encouraged to challenge themselves, but progress at their own pace.
Leadership
Technologists Sarah Cortes and Andrew Lewman founded EOTO in 2012. Both have had extensive experience working with DV victims, as well as training and mentoring students in learning technical skills and finding employment in the technical sector.
Advisory Board
EOTO's Advisory Board includes community leaders who lend their expertise in the areas of education, technology, job training, and international development. EOTO welcomes inquiries by those interested in serving on its Advisory Board.
Board of Directors
Andrew Lewman- Chairman and Treasurer
Andrew Lewman. He has more than 30 years of global technology experience in a variety of domains, including information security, systems administration, and data management. His interest lies in the intersection of technology and humans. He’s been a top executive at many high-growth start-up companies, such as TechTarget, The Tor Project, and now Farsight Security. He’s an advisor with military and intelligence agencies in the US and its Allies, most recently with the NSA, DHS, and Thorn Foundation. He’s a speaker and frequent media contact for conferences, invited speeches, with extensive television, written, and Internet-media press experience. Publications with EMCDDA and Fordham University Press. Andrew’s most recent publication is with the European Monitoring Center for Drugs and Drug Addiction on Tor and Links with Cryptomarkets. He’s the Treasurer for Emerge helping to stop domestic violence through counseling abusers, President of the Norfolk Aggie Parent Network, and Chairman of Each One Teach One providing economic opportunity for women and girls through technology.
Learn more at https://www.lewman.is.
Learn more at https://www.lewman.is.
Sarah Cortes - Vice Chairman and Clerk
Sarah received her AB from Harvard College, MS from Boston University, and is currently a PhD candidate at Northeastern University. She served as Senior Vice President of Putnam Investments for 10 years, before starting her own technology consulting firm. She has extensive experience working with DV victims, as well as training and mentoring students in learning technical skills and finding employment in the technical sector. You can learn more about Sarah at wiki.SarahCortes.is and SarahCortes.is.
Ada Jo Mann- Director
Ada Jo Mann has 35+ years of experience collaborating with clients on strength-based approaches to strategic planning; organization assessment and design; whole system change; program development and evaluation; inter-organizational partnerships; team building, and training. She has directed or participated in assignments in over 50 African, Asian, Caribbean, Central and South American and European countries. Using practical, strength-based and participatory management approaches she has advised and trained over 1000 leaders. Through her work both in the US and abroad, Ada Jo has increased the managerial capacities of a broad range of institutions including government agencies, bilateral and multilateral development organizations, non-profits, boards and community groups.
She is a pioneer in the field of Appreciative Inquiry in the non-profit and international development arena and Founder and former Managing Co-Owner of Appreciative Inquiry Consulting, LLC. For seven years she was Director of a multi-million dollar grant from the U.S. Agency for International Development (USAID) to improve the organizational capacity of non-governmental organizations in all regions of the world. She co-created and was the first Director of the Small Project Assistance Program, a 30 year partnership between USAID and the Peace Corps.
Current and past clients include: Academy for Educational Development, Rio Tinto, FHI 360, ADRA, Arlington County, Virginia HR Department, CARE, Chemonics, John Snow International, Lutheran World Relief, Neighborhood Centers, Inc., Pact Inc., Save the Children, Social Impact, US Agency for International Development, US Geological Survey, US Peace Corps, US Forest Service and World Vision. Ada Jo is based in Washington, DC.
She is a pioneer in the field of Appreciative Inquiry in the non-profit and international development arena and Founder and former Managing Co-Owner of Appreciative Inquiry Consulting, LLC. For seven years she was Director of a multi-million dollar grant from the U.S. Agency for International Development (USAID) to improve the organizational capacity of non-governmental organizations in all regions of the world. She co-created and was the first Director of the Small Project Assistance Program, a 30 year partnership between USAID and the Peace Corps.
Current and past clients include: Academy for Educational Development, Rio Tinto, FHI 360, ADRA, Arlington County, Virginia HR Department, CARE, Chemonics, John Snow International, Lutheran World Relief, Neighborhood Centers, Inc., Pact Inc., Save the Children, Social Impact, US Agency for International Development, US Geological Survey, US Peace Corps, US Forest Service and World Vision. Ada Jo is based in Washington, DC.
Ada Jo is a founder and partner at Innovation Partners International.
Auditors
Miller Wachman serve as accountants to EOTO.
History
The founders, Sarah Cortes and Andrew Lewman, have worked for years teaching and tutoring others in computer skills and getting jobs. They started EOTO in 2012 to leverage their efforts to reach and help more people, and incorporated as a non-profit in 2014.
"Each One Teach One"
The original author of this phrase is unknown. It is an African-American expression which originated in the United States during slavery, when Africans were denied education, including even the right to read. Many, if not most enslaved people were kept in a state of ignorance about anything beyond their immediate circumstances, which were under control of owners, the law makers and the authorities. Teaching slaves to read was an act of civil disobedience, as it was illegal many places the United States. When an enslaved person learned or was taught to read, it became his or her duty to teach someone else, spawning the exhortation to "Each one teach one." This recognized the duty owed the beneficiary as a result of the courage and risk displayed by the teacher. EOTO welcomes further scholarship on these topics.
The expression has been adopted by many organizations. In the first half of the 20th century, the phrase was applied to the work of a Christian missionary, Dr. Frank Laubach, who utilized the concept to help address poverty and illiteracy in the Philippines. EOTO welcomes stories from other organizations who have adopted the values expressed by "Each one teach one."
Source: Wikipedia
The expression has been adopted by many organizations. In the first half of the 20th century, the phrase was applied to the work of a Christian missionary, Dr. Frank Laubach, who utilized the concept to help address poverty and illiteracy in the Philippines. EOTO welcomes stories from other organizations who have adopted the values expressed by "Each one teach one."
Source: Wikipedia
