Iyanna Foundation Tanzania / OsloMet

franro on 30. januar 2026

About us

Iyanna Foundation is a registered non-governmental organization under the Ministry of Health, Community Development, Gender, Elderly, and Children – Community Development Department in Tanzania. We work at the intersection of youth development, education, health, and gender equity—partnering with communities to break cycles of poverty and build resilient futures for young people, especially young mothers and underserved youth.

Our programs are grounded in community engagement, methodologies, and strategic partnerships that we believe will help the organization achieve its mission of reducing cases of teenage pregnancies and empower the youth both boys and girls to be able to make informed decision and choices in their lives.

About the project

Last year Iyanna Foundation recruited master students who would study and address the problem of the underlying cause of teenage pregnancies. The study focused on the individuals and /or institutions (with an interest in addressing the pregnancies) or structural challenges, such as poverty, gender inequality, social norms, low levels of education, lack of comprehensive reproductive health education any other factor that contributed to the problem of teenage pregnancies.

A group of dedicated students from the Master’s programme did field work in Tanzania, under supervision from Iyanna and the institute of Social Work at OsloMet. It has resulted in some exciting and well-recieved master’s theses.

The study findings will also help the Iyanna Foundation and other stakeholders in the local community be informed and develop targeted interventions and programs to address the problem. The study will be shared with local organizations and community members. Further, The Iyanna Foundation will use the insights to develop targeted interventions and programs to address the problem. At the same time, other organizations can also use the information to create their initiatives.

This year web have several more topics for research.

“The Influence of Social Media on Children’s Behaviour in Tanzania: A Study of Moral, Social, and Academic Impact.”

Children’s Exposure to Alcohol and Tobacco: A Study of Why Children Are Allowed to Purchase Restricted Substances in Tanzanian Communities.”

“Children as Caregivers: The Impact of Sibling Care Responsibilities on Child Development in Tanzania.”

“When Children Raise Children: A Study of Young Caregivers and Family Responsibilities in Tanzania.”

“Hidden Childhood Risks: Children’s Exposure to Adult Responsibilities and Harmful Practices in Tanzanian Families.”

“When Women Become Primary Providers: The Impact of Shifting Gender Roles on Family Life and Child Wellbeing in Tanzania

How do chess and sports programs contribute to life skills education and positive youth development in low-resource or community-based school settings?

Relevant for

Iyanna Foundation can accept 4-5 students from Child Welfare, NorPol, Social Work and Family Therapy together.

Contact

Application and questions can be sent to:

More Information

IYANNA FOUNDATION: EMPOWERING YOUTH, TRANSFORMING COMMUNITIES

CORE PROGRAM AREAS
1.
Chess for Empowerment, Inclusion, and Learning
Chess is more than a game at Iyanna Foundation—it is a tool for education, inclusion, and empowerment. We use chess in multiple dimensions of our work:
a.
Building Cognitive and Life Skills
Through school-based chess clubs and schools’ chess competitions we help youth develop critical thinking, strategic planning, concentration, and decision-making skills. These clubs are especially effective in complementing our STEM education efforts.
b.
Fostering Inclusion: Chess & Autism
In partnership with FIDE (International Chess Federation), Iyanna Foundation uses chess as a therapeutic and educational tool to support children with autism. Our inclusive chess sessions are tailored to improve cognitive engagement, social interaction, and focus among neurodiverse children—creating an innovative, low-barrier entry point to learning and development.
c.
Youth Leadership & Safe Spaces
Chess clubs also serve as community hubs—safe spaces where young people can engage in peer learning, open discussions, and mentoring. These clubs foster children and youth leadership, especially among girls, and act as gateways for broader life-skills and health education.

2.
Support for Young Mothers and Children
Teen pregnancy can drastically affect a young woman’s future. Iyanna Foundation offers a comprehensive support system to ensure young mothers are not left behind.
Our Approach Includes:
•
Safe Haven & Health Support: Temporary shelter, counselling, and medical care for young mothers and their children.
•
Vocational Training: Skill-building programs to foster financial independence.
•
Education Reintegration: Partnerships with schools to facilitate re-entry into the formal education system.

3.
STEM Education & Mentorship
We are committed to closing the gender gap in STEM fields. Our inclusive approach encourages both girls and boys to explore and excel in science, technology, engineering, and math.
Key Initiatives:
•
Interactive STEM Workshops: Hands-on learning that builds confidence and foundational knowledge.
•
Mentorship Programs: Role models and mentors guide students through educational and career pathways.
•
Chess Integration: Chess strengthens problem-solving and analytical thinking—essential STEM skills.

4.
Reproductive Health & Life Skills Education
Knowledge is a powerful tool for prevention. We deliver youth-friendly health education and life skills programs to help young people make informed choices.
Program Components:
•
Life Skills Development: Training in communication, self-awareness, goal setting, and conflict resolution.
•
Peer Learning via Chess Clubs: Our chess hubs double as safe learning spaces to discuss sensitive topics in a peer-supported environment.

5.
Community & Government Collaboration
Reflective Leadership for Social Change
To drive systemic change, Iyanna Foundation collaborates with local government leaders—from ward and street levels to the district and regional offices—to address violence against children and violence against women. This work is carried out in partnership with UZIKWASA, a Tanzanian organization known for its groundbreaking approach to leadership and social transformation.
Our Collaborative Activities:
•
Reflective Leadership Trainings: Helping local leaders explore their values, biases, and roles in preventing violence against children and Gender based violence.
•
Community Dialogue & Accountability: Supporting leaders to mobilize their communities around issues of child protection.

YouHope: Practicing Hope: Utfordre myter og endre narrativ om ungdom i supermangfoldige urbane lokalsamfunn (AFI)

franro on 28. januar 2026

Stikkord: ungdom, håp, inkludering, Oslo øst, media, etnografisk feltarbeid

Om prosjektet

I YouHope skal vi forske på hvordan ungdom i storbyene Oslo, Malmø og København praktiserer håp i hverdagen.

  • Hvordan fremstilles unge fra disse områdene i de nordiske mediene? 
  • Hvordan oppfatter ungdom selv at de praktiserer håp i hverdagen? 
  • Hvordan kan vi involvere ungdom i å utvikle et vokabular om håp? 

Vi ser spesielt på områder der det bor mange unge med minoritetsbakgrunn.

YouHope utfordrer myter og stereotypier om integreringsspørsmål som angår unge i ved å se på arenaene og praksisene der de kollektivt engasjerer seg i håpefulle praksiser.

Vi har gjennomført en medieundersøkelse om hvordan ungdom i de nordiske landene blir omtalt eller fremstilt som håpløse eller håpefulle og vil fra høsten 2026 samarbeide med unge medforskere om etnografiske nettverksstudier av hvordan ungdom finner og praktiserer håp i hypermangfoldige nabolag i de nordiske byene Oslo, Malmö og København.

Måler er å utvikle et nyansert vokabular om håp fra ungdommens perspektiv.

Forslag til tema / problemstilling

Masteroppgaven kan knyttes til prosjektet på ulike måter.

  • Unges opplevelse av psykisk helse kan du undersøke datamaterialet fra Blå Kors’ chattetjeneste.
  • Hvordan ungdom i Oslo fremstilles i media.
  • Hvordan fremstilles unge på vestkanten og/eller på østkanten i norske medier?
  • Hvordan påvirker mediebildet unges følelse av håp/håpløshet? (kan være unge i barnevern eller er generelt)
  • Hvordan snakker unge om håp eller lignende temaer i chat-tjenester for psykisk helse? ​
  • Det er også mulig å undersøke ulike uttrykksformer for håp. Hvordan utrykker unge håp/håpløshet på sosiale medier? Hvordan utrykkes håp/håpløshet gjennom unges kunst?

Er du interessert i hva unge gjør i hverdagen i sitt nærmiljø eller på skolen, knyttet til håp, fremtidsdrømmer og visjoner kan du gjerne gjøre etnografisk feltarbeid og deltagende observasjon i Oslos bydeler – både øst og vest.

Tilgjengelige dataressurser og nettverk

– Chat-data fra Blå Kors’ chat tjeneste: Blå Kors chat-senter: Chatt 100% anonymt med en trygg voksen

– Høsten 2026 setter vi i gang med etnografisk feltarbeid sammen med ungdom med tilknytning til Gamle Oslo, Søndre Nordstrand og/eller bydel Alna. Her er det mulighet for samarbeid, men det forventes at det også gjøres egen datainnsamling.

– Vår egen medieanalyse av hvordan ungdom fra Oslo øst utrykker håp eller håpløshet i nordiske medier, men her oppfordrer vi til en supplerende medieanalyse.

Aktuelt for

Prosjektet er spesielt aktuelt for studenter innen sosialt arbeid, barnevern og NorPol

Inntil 5 studenter kan delta.

Hvem er vi

–Aina Landsverk Hagen, Forsker 1 ved Arbeidsforskningsinstituttet og prosjektleder for YouHope. Fagbakgrunn: Sosialantropologi, organisasjonsforskning, aksjonsforskning
–Daniele Evelin Alves, Forsker ved Arbeidsforskningsinstituttet og prosjektmedarbeider i YouHope. Fagbakgrunn: Psykologi
–Sara Berge Lorenzen, Forsker ved Arbeidsforskningsinstituttet og prosjektmedarbeider i YouHope. Fagbakgrunn: Sosialantropologi
–Hilde Rønnaug Kitterød, stipendiat ved Arbeidsforskningsinstituttet og prosjektmedarbeider i YouHope. Fagbakgrunn: Religion

Mer info om prosjektet:
YouHope: Practicing hope – OsloMet
Kva er det som gir oss håp? – OsloMet
Practicing Hope: Challenging myths and changing narratives of youth in super-diverse urban communities (YouHope) | NordForsk

Betydningen av utdanningsstipend for å fullføre utdanning (Anthonstiftelsen/OsloMet)

franro on 21. januar 2026

Om oss

Anthonstiftelsen har som ett av sine formål å yte hjelp til utdanning, og derfor deles det hvert år ut stipender til ungdom med minoritetsspråklig bakgrunn på OsloMet https://www.oslomet.no/om/nyheter/1-million-utdanningsstipend-oslomet-studentar

OsloMet-Holmlia (og KAI) samarbeider med Anthonstiftelsen om tildeling av stipend til studenter på utvalgte studier på OsloMet.

Hensikten med prosjektet

I samarbeid med OsloMet ønsker stiftelsen å analysere og forske på de innsamlede dataene for å etablere et systematisk kunnskapsgrunnlag. Målet er å bidra til videreutvikling av ordningen og synliggjøre dens betydning for studentenes gjennomføring av utdanningen. Det er ønskelig med mer kunnskap om stipendmottakeren og et innblikk i studentenes tanker om det å være forbilde, det å ta høyere utdanning og betydningen av stipendet.

Forslag til tema / problemstilling

– utforske rollen som forbilde, refleksjoner rundt det å være rollemodell,

– om stipendmottakeren selv har hatt forbilder,

– om motivasjon for å ta høyere utdanning,

– hva som har vært med på å påvirke valget om å ta utdanning og hvilken utdanning,

– om betydningen av stipendet

Tilgjengelige data

I søknadsskjemaet om stipend for inneværende semester (søknadsfrist i mars) er det tatt inn spørsmål om å bidra til forskning. Studentene skriver en personlig begrunnelse for søknaden. De studentene som krysser av for å bidra til forskning kan kontaktes for intervju og/eller de personlige begrunnelsene/søknadene kan være materiale. Det kan benyttes ulike metoder, kvantitativ og kvalitativ.

Aktuelt for

Prosjektet passer for sosialt arbeid og NORPOL master studenter. Vi ser for oss 2 studenter, men dette kan diskuteres.

Mer om Anthonstiftelsen

Kontaktperson

Nabila Habib: nahab4903@oslomet.no

Perceptions About Climate in the Academic Community: A Comperative Study Between Norway and Brazil (OsloMet)

franro on 1. desember 2025

In this project you can write your thesis both in English and Norwegian.

Background for the project

The higher education system plays an important role in the impact of climate change on people’s physical, social and psychological lives as it trains those who will be needed to do the groundwork of mitigation and adaptation in the coming 30-50 years.

Through questionnaires and qualitative interviews, this study aims therefore to understand the perceptions and experience of climate change in the academic community (students, academic and admin staff) at OsloMet and University of Oslo through a comparative analysis with academic communities in Brazil. The specific goals are to: 1) analyze the perceptions and experience of climate change for communities in different Brazilian biomes (the Amazon, the Atlantic Forest and the Caatinga) experiencing acute climate change (wildfires, extreme droughts, abrupt drops in river levels); 2) analyze social representations of climate change in the academic community (students, faculty, and technical-administrative staff); 3) to explore macro (between Brazil and Norway) and micro (between Brazilian biomes) intercultural differences as the basis for constructing social representations of climate change.

The study to be conducted in Norway has therefore the specific aim of understanding the perceptions and experience of climate change in the academic community (students, academic and administrative staff) at OsloMet (Department of Social Work, Child Welfare and Social Policy) and University of Oslo (Department of Psychology) through a comparative analysis with the academic communities investigated in Brazil. The results of this project can contribute to increase awareness among students and faculty members about why and how climate change should be addressed in the curriculum of social sciences courses, and to enhance student and faculty competence in integrating knowledge about climate psychology and mental health from an interdisciplinary and global perspective.

Possible themes for students

Systematic review on perceptions about climate change among the academic community in social sciences; differences between the perceptions about climate change among the academic communities in Social Work, Barnevern and Psychology programs;  potential differences in similarities between perceptions of climate change between groups that experience gradual and acute changes in the global South (Brazil) and North (Norway).

The project has been approved by SIKT and we will be initiating data collection in Spring/2026. Students can therefore engage in data collection for either the quantitative part (online questionnaires) or the qualitative one (individual interviews). Data collection has been initiated in Brazil.

Relevance

The project suits well students from sosialt arbeid and Nordic Social Policy and Global Sustainable Development. There is also possibility for Barnevern students to conduct a specific study on how studying climate change is relevant for barnevernpedagoger, children and families.

The project can take up to 3 students who can also have the opportunity to meet Master and Phd students from Brazil involved in the project.

Project owners

Project coordinator in Norway: Associate Professor Karine Porpino Viana (Department of Social Work, Child Welfare and Social Policy)

Main collaborator at the Department of Psychology (UiO): Professor Thomas Schubert

Project coordinator in Brazil: Renata dos Santos Aléssio (Federal University of Pernambuco, Brazil).

Contact person

Karine Porpino Viana – kavia1530@oslomet.no

Presentasjon

ClimateChange_NOR-BR_Mastertorg2026Last ned

Knowledge 4 Change (Uganda/Zanzibar)

franro on 30. januar 2024

BACKGROUND

Knowledge for Change (K4C) is a registered charity and NGO in the UK, Uganda, . For over 10 years, we have run international development and global health research projects aiming to improve health and education systems in Uganda.

We have previously hosted 9 OsloMet MA students in Uganda and now 3 in Zanzibar, and all of their research has supported the evaluation of our active projects and informed our strategy for future interventions. Some of their research areas have included: the application of inclusive education policies for children with disabilities; empowering parents of children with disabilities; provision of respectful care for women during childbirth; the lives, experiences and challenges of orphans; corporal punishment in parenting; the role of labour pain in Ugandan culture; and challenges of living with limb loss in Uganda.

PREVIOUS RESEARCH PRIORITIES (UGANDA)

1) Examining the roles of visitors/‘attendants’ for hospital patients in Uganda

Levels of hospital acquired infections (including Covid-19) are very high in Uganda which increases numbers of illnesses and deaths. We expect one of the main causes to be the high numbers of visitors that each patient receives; most have between 1 and 5 ‘attendants’ who stay with them whilst they are in hospital and perform tasks such as bathing them, preparing food, collecting medicines and providing emotional support.

We want to know more about who these attendants are and what roles they play for patients. This will enable us to design effective interventions to ‘manage’ their behaviour and thereby reduce rates of hospital acquired infections.

2) Improving access to HPV vaccination for 12-year-old girls living in ‘hard to reach’ communities in Uganda.

Cervical cancer is the most common cause of cancer related deaths for women in Uganda. The main cause of cervical cancer is the Human Papillomavirus (HPV) which is a sexually transmitted virus. Vaccines have been developed to prevent women contracting HPV and the Ugandan government has recently launched a free vaccination programme for 12-year-old girls.

Currently, this programme targets girls via schools, however data suggests that many girls from ‘hard to reach’ communities are being completely missed or are not receiving their 2nd dose of vaccine. This group includes girls who do not regularly attend school, or whose parents are not educated and may not see the benefit of their child being vaccinated and therefore not give permission (due to common misinformation and fake news).

Researching this topic will help us design interventions to improve girls’ access to HPV vaccinations and thereby reduce cases of cervical cancer amongst these vulnerable populations.

3) Assessing the needs and priorities for preventative men’s health interventions in Uganda.

The vast majority of K4C (and other NGOs) activities focus on improving women and children’s health and education, in line with the UN’s Sustainable Development Goals and priority groups. However, we are concerned about the non-positive (possibly detrimental) impact that this has on men’s health in low-and middle-income countries.

We are interested in assessing the health needs and priorities of neglected vulnerable male populations in order to improve health outcomes for these groups. Some neglected areas of health that we have initially identified are testicular and prostate cancers. Further research will support our planning of future interventions.

4) Assessing the impact of the Covid-19 pandemic on children’s education

Across the world, children’s education has suffered as a result of the Covid-19 pandemic. In Uganda, levels of pupil attendance have hit record lows, impacted directly by government restrictions and parent’s fears of virus transmission, but also indirectly as a result of reduced parental incomes and their ability to afford transport and/or essential scholastic materials. Prior to the pandemic, K4C had made strong progress in increasing school attendance for children with disabilities at Canon Apollo Primary School, however we are worried this may be reversed as a result of the Covid-19 pandemic.

Research into this area will support 2 key areas of activity. Firstly, it will help to highlight priority areas of the curricula for teachers to focus on once schools return. Secondly, it will inform K4C interventions and initiatives to maximise school attendance, particularly for those children with physical and mental disabilities.

SUPERVISION

All OsloMet MA students are co-supervised by Professor Louise Ackers (University of Salford, UK) and receive pastoral and academic support from K4C’s experienced research, project management and clinical staff in Uganda. After their period of fieldwork, students have the option of travelling back to Norway via the UK, where they may be asked to present their research to staff and stakeholders at K4C and Salford University.

COSTS AND FUNDING – 2022 estimate

Students are responsible for making their own flight, travel and subsistence arrangements in both Uganda (and the UK if applicable), ensuring they are covered by an appropriate insurance policy for the duration of their placement. K4C will assist students wherever possible in making these arrangements and will provide free airport transfers in Uganda.

K4C accommodation is provided at GBP200 (NOK2.340). There is an additional tuition fee of GBP1,225 (NOK14.280) to cover a 3-month fieldwork period in Uganda. Eligible students can apply to for Lånekassen support to cover these costs.

VOLUNTEER WORK

K4C facilitates students who want to undertake voluntary work during their fieldwork period in Uganda. This can be beneficial for local communities and also supports ethnographic research and gaining a rich understanding of culture and context. We have close links with various partners working in each of the research fields including schools, health facilities and community based organisations.

Contact person

For questions and application, please contact James Ackers-Johnson – email: j.ackers@salford.ac.uk