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“We’re building societies through community organizations, and diverse groups of people in the communities are coming together to overcome differences. We bring people out to talk about child protection rights, gender equality, and health issues like clean water. The program inherently has a convening power.”

Johann Olav Koss, Founder and CEO of Right To Play

About Johann Olav Koss

In late 1993, just a few months before the opening ceremonies of the 1994 Lillehammer Winter Olympics, a young speed skater by the name of Johann Olav Koss led a humanitarian trip to the small African country of Eritrea. Working as an ambassador of the organization Olympic Aid (later to become Right To Play), the Norwegian athlete found himself face-to-face with the realities of life in a country emerging from decades of war.

Seven years later, Koss, a four-time Olympic gold medalist and social entrepreneur, founded Right To Play. Through sports and games, the nonprofit helps children build essential life skills and better futures, while driving social change in their communities with lasting impact. Right To Play works in the most disadvantaged areas of the world, engaging with girls, persons with disabilities, children affected by HIV/AIDS, street children, former child combatants, and refugees. Right To Play’s mission is to improve the lives of children in the most disadvantages areas of the world by using the power of sport and play for development, health, and peace.

After his initial trip to Eritrea, Norwegian speed-skating legend Johann Olav Koss made world headlines when he won three Gold Medals at the 1994 Lillehammer Olympic Games, breaking a total of 10 world records over the course of his career. Koss has gone to win numerous accolades, including honorary doctorates from the University of Calgary and Brock University, and was named “One of 100 Future Leaders of Tomorrow” by TIME Magazine, and a Young Global Leader by the World Economic Forum in 2006. Johann completed his undergraduate medical training at the University of Queensland, and completed his Executive MBA at the Joseph L. Rotman School of Management, University of Toronto.

Current Operations of Right To Play

Working in both the humanitarian and development context, Right To Play is a global organization, training local community leaders as coaches to deliver its programs in more than 20 countries affected by war, poverty, and disease. Right To Play reaches 1 million children and youth through weekly activities, and has trained nearly 12,000 volunteer coaches and 5,000 Junior Leaders to help run its weekly programs.

Approach and Distinguishing Features

Right To Play’s global impact benefits one million children weekly, with play and sports programs that improve life skills, health knowledge, behavior, and classroom engagement, to name a few.  Nearly 50 percent of the children and half of the volunteer coaches, teachers, and leaders are female. Right To Play involves entire communities by working with local agencies, parents, teachers, and community volunteers to implement their programs. By training community leaders as coaches that deliver its programs through its coach-teacher model, local volunteers build leadership skills and meaningful connections between youth and adults.

Right To Play also involves more than 300 Athlete Ambassadors, who are professional and Olympic athletes from more than 40 countries, and who serve as role models to the children, as well as fundraise and promote awareness.

Koss has leveraged his experience and organizational capacity by working with the United Nations to include sports in the Millennium Development Goals, and by helping national governments include sports in their social development policies.

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2013 Kravis Prize


A mission begins with a knotted-up shirt: Right To Play

In late 1993, just a few months before the opening ceremonies of the 1994 Lillehammer Winter Olympics, a young speed skater by the name of Johann Olav Koss led a humanitarian trip to the small African country of Eritrea. Working as an ambassador of the organization Olympic Aid (later to become Right To Play), the Norwegian athlete found himself face-to-face with the realities of life in a country emerging from decades of war. As children played amidst burned-out tanks, under the watchful eyes of war martyrs exalted in surrounding posters and murals, it was one boy who crystallized the epiphany for Johann that would inspire the future of Right To Play. “I met a group of boys, who were about 12 years old, and one of them was very popular,” says Johann. “I asked, ‘Why are you so popular?’ and he said, ‘Can’t you see? I have long sleeves.’ ” The boy then took off his shirt, rolled it up, and, using the sleeves to tie a knot, he turned the shirt into a ball that they used to play in the streets. The game ended when it was time for the boy with the long sleeves to go home. Traumatized, these children had lost family and friends to the violence, and yet, surrounded by a legacy of war, they only wanted one thing: the opportunity to play.  Johann promised the boys he would return after the Olympics with a proper ball for them to play with, and in that experience the idea that would become Right To Play was born. RELATED Visit here to learn more about Right To...

Sakena Yacoobi: ‘Education is not a threat’

In the pages of the Christian Science Monitor, Afghan Institute of Learning founder Sakena Yacoobi offers a passionate commentary about lowering the cultural barriers to educating women and girls with outreach that includes males, too. “The women who come to our centers feel the same way,” she says of AIL’s centers, whose health and education efforts were recognized with the Henry R. Kravis Prize in Nonprofit Leadership in 2009.  “Men and boys need to be educated, not ignored.” Development efforts in disadvantaged countries can cut two ways, especially when those efforts highlight and publicize one group to such a degree that another group feels forgotten.  Yacoobi’s Monitor article, “In Afghanistan, teaching men that education is not a threat,” points out that while AIL’s work has focused on one specific segment, the actual goal is more universal, more all-embracing than her organization’s stated mission. “Educated, wise men,” she writes, thinking of her own father, who supported her pursuit of an education (she holds U.S. degrees from the University of the Pacific and Loma Linda University), “do not abuse women or children and recognize the worth and value of women and children.” Since AIL’s founding in 1995, the lives of more than 10 million people have been affected by the organization’s work.  Yacoobi, however, acknowledges that this impact must be broader, and more inclusive, as she shares in the following anecdote, which is included in the Monitor article: One day in early 2002, I went with my female staff to visit one of our Women’s Learning Centers in rural Kabul.  Suddenly a group of teenage boys with weapons appeared, blocking the...

Education gains checked by challenges, new Pratham report shows

Are education efforts and outreach to children in rural India producing positive results? The answer is both encouraging and troubling, according to NGO Pratham’s 10th Annual Status of Education Report (ASER), released this week in New Delhi. “While more than 96 percent of children in the 6-14 age group are attending school,” reports Indian media site IBN, Pratham’s analysis suggests that “there are still some worrying signs as reading and mathematical abilities are still not up to the mark.” Pratham was honored in 2010 with the Henry R. Kravis Prize in Nonprofit Leadership for its literacy efforts throughout the country, particularly the program Read India, which has reached more than 34 million children. But as the organization’s latest ASER indicates, much work remains to be done even though the report presents substantial success. Among the findings announced this week: for the 6-14 age group, the percentage of children enrolled in schools across the nation remains at more than 96% for the sixth year in a row; the percentage of children not enrolled for that age group is 3.3% in older age groups, particularly for 15- and 16-year-olds, the number of children not enrolled in school jumps to much higher percentages: 15.9% for boys, 17.3% for girls simple reading and basic arithmetic skills continue to be “a serious and major source of concern,” with increases in various age groups of children struggling with number and character recognition daily attendance percentages for primary and upper primary schools continue to climb, which is a hopeful sign, as are improvements in facilities (availability of clean drinking water, toilets, equipment) which is improving the...