Corporate Responsibility award entry

Global education needs are urgent, particularly in priority areas and developing economies where we have a presence. As a leader in global trade and logistics, we believe in the importance of ensuring our people and resources support education about trade and its role in everyday lives.

The GEP aims to reach 34,000 young people (age 8-14 yrs old) by 2020, with 70% reporting a positive impact. This goal is supported by our diverse workforce of employees from 103 countries, working in 40 countries, and by our Sustainability Champion Network who work in each region to galvanize and co-ordinate the GEP in local schools through DP World’s broader Our World Our Future sustainability programme.

The GEP is currently being implemented around the world, following the pilot study between March and May 2016. In 2017, 113 employees delivered GEP modules to 3094 students, across 14 countries and provided in fourteen languages: English, Arabic, Thai, Korean, Dutch, Romanian, Chinese, Spanish, Turkish, French, Indonesian, Vietnamese, Portuguese, Hind. In 2017 translation in an additional seven languages – Korean, Dutch, Romanian, Turkish, Vietnamese and Chinese – was completed.

The GEP supports our sustainability commitments to invest in our own people and ensure vibrant, resilient and secure societies where it operates. It is delivered by a wide range of employees to an array of pupils with differing cultural and learning needs. In attached Pdf, the first slide, shows our employees in Dakar, Senegal about to enter a school for boys to commence the GEP module on Correct Container Management practices.

As we continue to grow the GEP in 2017, it is apparent a better understanding of potential careers is vital for the industry, and is changing due to new technology and the skills needed. The Global Sustainability team is using the GEP to drive progress and change with increasing the variety of modules, and supporting the diverse needs of schools, communities and countries across the DP World network. For example, an oceans module will be launched by the GEP in 2018.

The GEP aims to further improve opportunities for all young people, so they can shape a better future for themselves and the world around them. To address such expansion, the GEP supports diversity and inclusion in such way as:
• Modules being delivered by men and women of all ethnicities, which shows young people that there are no barriers to entering our industry.
• Being gender inclusive, and as one employee in India – who participated in both the 2016 GEP pilot and regular offering in 2017 – explained “the excitement the girls showed when they realised that they could also become terminal operatives”.
• Supporting intergenerational and ongoing contact in terms of employees passing on insights to or mentoring a younger generation.
• Providing ongoing relationship building opportunities within the communities.
• Modules differentiated for younger students. We have developed a series of illustrated characters who represent DP World’s diverse workforce. The characters seen in the second slide of the attached Pdf  show how they help bring the GEP to life in a relatable way for younger students.

In 2017 the GEP also expanded by measuring impact, informing and improving stakeholder engagement. By posing the question, ‘how do we measure the impact of the GEP in a way which transcends digital, developmental and geographical barriers?’, we responded by producing an evaluation strategy where students, employee volunteers and teachers contribute feedback through tailored questionnaires for each specific audience, provided in the local language, and available online or on paper. The responses we received feed into one purpose-built education portal, and the impact of the GEP can be measured on a school, local and global level. For example, a class of students in Vancouver, Canada can be compared with a class participating in the same module in Manila, Philippines. We can use the insight accessed through the portal for ongoing improvement of the GEP and to ensure it is having the best impact on students, teachers and employees.

The GEP is also addressing gender equality and empowerment.

Modules are delivered by men and women of all ethnic groups, which shows young people there are no barriers to entering the maritime industry.

An example of the GEP addressing gender equality and empowerment is evident in the Subcontinent region, and can be seen in third slide of the attached PDF. Our Sustainability Champion, Bosco D’silva, in shared his experience in delivering the GEP from 2016 to 2017:

The Subcontinent region offers variety in every aspect of social life whether it be diversities of ethnic, linguistic, regional, economic, religious, class, and caste groups. All these diversities are often reflected in the school classroom as well. Across terminals, the medium of instruction for delivering of the program is in different regional languages. In Navi Mumbai it was delivered in Marathi, In Gujarat, in Gujarati, in Chennai, in Tamil, in Cochin in Malayalam and in Karachi (Pakistan) it was delivered in Urdu.

While delivering the modules the facilitators had to bear in mind the nuances of the region and be cautious not to impede on each school’s code of conduct. In the schools there is often a clear demarcation between the expected behaviour from boys and girls. Apart from sitting in separate rows of desks, when asked to participate in an active task, the boys would come to the front and the girls would be bystanders. To encourage girls to participate, the facilitators would have young engage in smaller groups, and then directly asked girls to respond to questions, to participate in activities and share with them in sometimes one-on-one the careers the port industry offers and supports.

In Santos Port, Brazil, Sustainability Champion, Paulo Gabriel Setten, shared his thoughts on delivering the GEP:

The GEP has shown our GEP (in Brazil) how important it is for all young people to have:
• Services that support healthy development
• Education systems designed to meet diverse needs
• Advocates who challenge the injustices
• The tools to navigate—and lead— in the future.
Furthermore, the obstacles young people face—poverty, hunger, discrimination, trauma, and school systems that do not provide them with the education they need— are overwhelming. And when you people aren’t learning, it affects all of us.

The fourth slide in the attached PDF, shows a class of young people in Santos, Brazil “graduating” from the GEP’s nine modules in 2107. In 2016, six girls participated in the GEP, and in 2017 twelve girls participated with eight shown here.

To find out more how the DP World Brazil delivered the GEP, press here.

The key challenges for the GEP to beyond 2017 is addressing the global dynamics of delivery, such as:

• Added complexity comes through the non-standard terminology common to the port industry but not to translators, and ensuring the language is simple enough for 8-14 years old. To engage younger audiences, we also created visual character, who represent DP World’s diverse workforce. You can see them on our dedicated webpage found here:
• A wider range of employees will deliver the GEP, and a further array of young people with differing needs and abilities will be participating too. DP World aims to take such needs and abilities into account, and to support and deliver tailored GEP modules to both schools and students.
• Allowing for local individuality and input, but also ensuring the integrity of the content and level of standardization.
• Engaging local educational authorities to promote the GEP. In the UAE DP World is currently working with the Knowledge and Human Development Authority to promote the GEP in Dubai based schools. This engagement has increased interest in the GEP with demand outstripping DP World’s volunteer resources to deliver modules.

The GEP’s evaluation findings will continue to play an important role in ensuring the future of the GEP in years to come. It is essential to make our business fit for the future and to promote a professional, skilled and motivated workforce, while continuing to invest in initiatives that improve and build a vibrant and resilient society. Initiatives like the GEP will continue to play a major role in both securing the talent pipeline and engaging the local communities about the benefits of our work. We aim to give young people an insight into the possibilities for a fulfilling and successful career in trade and logistics, while also giving them the key skills the industry will be looking for in entry-level recruits both now and in the future.

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In the Port and Logistics sector it can be hard to recruit. Initiatives like our GEP will continue to play a role in both securing the talent pipeline and engaging our local communities and employees about the benefits of our work. We aim to give young people an insight into the possibilities for a fulfilling and successful career in trade and logistics, while also giving them key skills industry will be looking for in entry-level recruits both now and in the future.

The following statistics show the success of the GEP to date:

Employees said:
• 96% are more likely to speak positively about DP World after taking part; the same amount increased their communication skills.
• 93% increased job satisfaction
• 91% improved commitment to DP World
• 79% of employees in the pilot said they would do their jobs better as a result of being involved
• Modules are delivered by men and women of all ethnicities, showing there are no barrier in our industry.

In 2017, DP World set a target or Global Volunteer Week of 4000 volunteering house in work time based on this trend:


  1. 2016-3824
  2. 2015-3250
  3. 2014-2338

However, we smashed the original 2017 target and achieved a total of 5028 volunteer hours in work time – well above the target.

Students said:
• 95% of young people said they made a connection to the material
• 81% of young people said they made an improvement in skills

Schools said:
• 95% of schools said the GEP offered something different for students that their school could not provide
• 94% of teachers said they would be likely to recommend DP World as an employer
• Teacher describe the benefits in the following video clip.

GEP goes above and beyond standard sustainability practices through our new monitoring evaluation dashboard implemented in 2015 and updated in 2017. It measures, feedback from our employees, students and teachers. After every session, responses are given through tailored and translated questionnaires, available online or on paper transcending digital, developmental and geographical barriers. Furthermore, constant monitoring is available through access to live data.

A step by step visual process showing what and how the sustainability champions update the portal after each GEP session is shown in the photographs below. The GEP portal helps with categorizing the feedback received and is then updates in the Global Sustainability Management system on a quarterly basis. In addition, this information has been useful especially as a tool for both measuring feedback, and pulling information based on criteria like year, quarter, region and port.

4 part series GEP Monitoring and Sustainability Management System

After taking part in the GEP, employees found not only did they gain satisfaction from working to inspire young people about their futures, but learnt about the positive impact day-to-day work has on local communities and the importance of our port operations on them. The results of our internal survey spoke for themselves: 85% of respondents agreed their self-confidence and job satisfaction were improved by the experience of taking part in the GEP. Each employee who took part agreed their commitment to DP World was improved and 77% were more motivated in their everyday jobs as a result of the experience. Employees elaborate on experiences in the following video clip.

Additional feedback received from young people who participated in the GEP about the best aspects of the session were:
“How to improve our economy”
“What sustainability means and how important it is”
“Learning about solar energy”

Teachers on best aspect of the session were:
“The interactivity, the communications skill, the quality of experience showed”
“A higher level of awareness on sustainability and global trade”

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