The Entrepreneurship + Digital Livelihoods + Creative Arts: socio-economic empowerment of women refugees in Kenya (EDC Kenya) is a 12-month (2021-2022) project that sought to address three challenges — women's access to livelihoods and entrepreneurship opportunities, opportunities to commercialize artistic talents, and overcoming obstacles posed by Covid-19. Supported by the Fund for Innovation and Transformation (FIT) — a national program of the Inter-Council Network of Provincial and Regional Councils (ICN) made possible through funding from Global Affairs Canada (GAC) and administered by the Manitoba Council for International Cooperation (MCIC) — Humber College led the EDC-Kenya project with implementation partner, CAP-Youth Empowerment Institute (CAPYEI).

Humber and CAPYEI integrated digital entrepreneurship components in skills development courses. They gave trainees the skills to utilize online marketplaces such as Facebook, YouTube and Instagram to showcase and monetize talents in creative arts and other in-demand sectors. Staff and students from Humber College's faculties in creative arts, liberal arts and business worked with CAPYEI staff and trainers to design digital components and modules that could be embedded within CAPYEI's already successful entrepreneurship course.

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Using the toolkit


This toolkit aims to support organizations working with refugees in entrepreneurship and life skills training to enhance entrepreneurship training programs with digital literacy and gender-responsive skillsets for women.

•Sections: This toolkit consists of five sections:

◦Findings: Includes findings and lessons learned from the EDC-Kenya project to inform how organizations can implement similar programs.

◦EDC-Kenya Case Study: A case study booklet and documentary featuring the trainees' narratives about starting new or enhancing existing businesses with digital tools and trainer perspectives of the project's implementation and successes.

◦Stakeholder model: Includes how the project engaged with stakeholders and the community through a participatory approach and how this model impacted the implementation of the project.

◦Pedagogical approaches: This section supports trainers and organizations in delivering a gender-responsive skills-based curriculum that is sensitive to the refugee community.

◦Curriculum: Includes the digital components to enhance entrepreneurship courses for both program trainers and the digital tool modules delivered to trainees.



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