Queen Elizabeth II Diamond Jubilee Scholarship
The Queen Elizabeth II Diamond Jubilee Scholarship (QES) allows you to complete a paid internship at an organization in a commonwealth country that focuses on social impact, literacy, scientific research, education or Indigenous advocacy.
We are currently recruiting for Summer 2019 internships. There will be no internships offered in Winter 2018. The start and end dates of QES opportunities vary by project location.
- Summer 2019 QES Internship application for CIE programs is due January 13, 2019.
- The Trinity College QES Program Application is TBA.
*Note: Submit all supporting documentation on or before the final deadline date.
There are three different components:
- 90-day Internship Component: Senior undergraduates or graduate students can work abroad with one of the projects below, for a minimum of 90 days.
- A Graduate Scholar Component: Graduate students can conduct research or study abroad to complement their own research interests, for a minimum of 90 days. The research must align with one of the QES Program Themes below.
- An International Graduate Scholar Component: Graduate students from the Commonwealth can engage in short-term research internships at the University of Toronto in the field of Education.
Undergraduate or graduate students are welcome to apply, and must be Canadian Citizens or Permanent Residents to be eligible. Students must complete the 90-day internship or graduate scholarship to be eligible for funding.
All applicants must meet these basic requirements:
- Entering or enrolled in their 3rd or 4th year of an undergraduate degree, or be enrolled in a graduate program
- Registered in a degree program at a Canadian institution
- 35 years of age or under at the time of their application
- Able to take a University of Toronto course for the duration of the internship
- Proficient in the language of instruction at the Commonwealth partner institution
- Participate in Community engagement activities in Canada and abroad
- Once accepted, applicants must work, study or conduct research on a full-time basis at the partner institution
Second-Year Undergraduate Students
Students who are in their second year of undergraduate studies are welcome to apply. Applicants who are not part of a practicum program must complete a course for the duration of their QE Internship. The course must be a directed studies course.
Undergraduate or Graduate Students graduating in Summer 2019
Graduating students applying for the Summer 2019 term must be willing to convocate in November 2019
Mandatory U of T Course for Credit
- All QE Scholars are required to take a course for credit while on internship. The course is usually a directed studies course.
International Graduate Student (outside of U of T) studying in a British commonwealth country (ONLY)
Graduate students outside of U of T, studying at a university in a commonwealth country, are eligible to engage in a short-term research internships in education with a professor at the University of Toronto.
Note: Carefully review the application process and eligibility requirements before you begin your application.
Instructions - QES Internship Component
Follow steps 1-4 to successfully complete your application for a 90-day internship.
Step 1: Select one or more projects & location of interest
Whether you want to complete an Internship or apply to be a Graduate Scholar, you must decide which project and location interests you. All projects and locations are listed below. You may select more than one project and location.
Step 2: Attend a QES Information Session
Fall 2018 Dates:
- November 7, 2018 - 5:30 p.m. to 6:30 p.m.
- November 14, 2018 - 5:30 p.m. to 6:30 p.m.
- November 21, 2018 - 3:00 p.m. to 4:00 p.m.
- November 26, 2018 - 5:30 p.m. to 6:30 p.m.
Step 3: Submit your Application (specific to the scholarship opportunty)
Submit an application based on the program and location of your interest. All application forms are provided under the Application section (below).*
- Procedures for each scholarship program differ, but those who are selected will be asked to provide more information and to interview for the positions. If you are selected, we will send you more information about requirements, including a mandatory Safety Abroad Workshop. You can apply for more than one opportunity.
* Non-U of T Graduate Students interested in research opportunities in Education: Non-U of T Graduate students interested in research opportunities in education at U of T, must apply using the Queen Elizabeth Scholarship - International Graduate Students in Education Research form (Eligibility section above), not the Queen Elizabeth Scholarship Application form link (below) or the Trinity Program Application form link (below).
Note: All outbound QES recipients will be required to take a directed studies course while on internship. This requirement is not negotiable.
Step 4: Manage Queen Elizabeth Scholarship Award while abroad
- Students who are accepted into the program will receive $6000 from the scholarship and an additional $1000 from the CIE to cover expenses. The internships are otherwise unpaid.
- Students are responsible for their transportation costs to and from the destination country and housing costs throughout their stay.
- The scholarship is not designed to be comprehensive, and to cover all costs of living and working or conducting research abroad.
- Students may need to subsidize the scholarship funds with their own contributions.
Inclusive Innovation for Development
Cape Town, South Africa - Various NGOs and social enterprises
Interns will work in a NGO or social enterprise in Cape Town that advances inclusive innovation in development work. These organizations work closely with the University of Cape Town Graduate School of Business.
** Master of Global Affairs Students have priority for all Inclusive Innovation for Development opportunities.**
Cenfri is one of the leading independent think tanks in the global field of financial inclusion. Based in Cape Town, Cenfri’s mission is to support financial inclusion and financial sector development in all developing countries through facilitating better regulation and market provision of financial services. This vision is achieved through research, providing advice and developing capacity-building programmes for regulators, donors, financial service providers and other parties operating in the low-income market. Cenfri operates in developing countries throughout Africa, Asia, and Latin America. Interns at Cenfri form a crucial part on research teams and work closely with all other team members to achieve project outcomes. There is therefore significant opportunities for interns to learn from experienced researchers, and to contribute towards reaching project, programme and company level objectives. For more information, visit www.cenfri.org.
Raymond Ackerman Academy
The Raymond Ackerman Academy of Entrepreneurial Development (RAA) is a tertiary-level, post-high school level academy based at the University of Cape Town’s Graduate School of Business and at the Soweto Campus of the University of Johannesburg. The RAA offers an inclusive, inspiring, innovative and practical programme in entrepreneurial development to young people who do not have the opportunity to access tertiary education but are passionate about business and personal development.
The RAA team is looking for an intern to research, advise and pilot the best administrative, M&E and technology systems that can be put in place in order to create an efficient, organised and enabling environment for the GESS team. The GESS team is looking to implement systems that will support reporting, monitoring and tracking of entrepreneurs across its Cape Town and Soweto campuses, especially as the program starts to scale and bring more entrepreneurs on board. For more information, visit http://www.ackermanacademy.co.za/.
CodeSpace for Cape Town
Innovate the Cape (ITC)
Innovate South Africa provides a platform to ignite creative thinking, to nurture invention and encourage entrepreneurship among young people. Innovate the Cape is a high school social innovation challenge that inspires and empowers learners to solve local challenges. ITC looking for an innovation consultant for who can evaluate and guide groups, as well as develop curriculum for the prototyping phase and monitoring and evaluation initiatives for the program. For more information, visit http://innovatethecape.org/.
Ikamva Youth is a South African NGO focusing on the empowerment of township youth through education, e-literacy training and career guidance. Ikamva Youth provides after school homework assistance and weekend tutoring to learners in grades 8-12. Ikamva also provides computer literacy to learners. Ikamva Youth’s mission is to reduce poverty through education, peer to peer learning and support from interns. Interns will help with program implementation and evaluation. Ikamva Youth programs are free to the learners, and intern would work with staff in order to provide mentorship, guidance, tutoring and assistance to learners. For more informaiton, visit http://ikamvayouth.org/.
Fix-Forward is a non-profit social enterprise that connects tradesmen from the townships with homeowners and businesses wanting to undertake renovations or maintenance. Fix-Forward as an online platform serves a two-sided market. The one side of the market is the tradesmen from the townships, who are also beneficiaries of our work. We market their service under the Fix-Forward brand and provide business and life skills training support, enabling them to grow successful businesses and improve their standard of living. The other side of the market is the client wanting to renovate their home or office.
To become more effective in our work we need to better understand both sides of the market, as well as to better understand our competitors in the renovation industry. The Fix-Forward team is looking for one intern to undertake initial research to conduct a thorough market and competitor analysis. For more information, visit http://fixforward.com.
The application deadline for all Inclusive Innovation for Development opportunities is January 13, 2019.
Kenya & UK
Enhancing Health and Science Education and Research
The University of Toronto is working with the University of Nairobi to enhance education in health and basic sciences by increasing opportunities for students to engage in collaborative research at both institutions.
The program will greatly contribute to student global awareness, and help students enhance their skills in inter-cultural and in interdisciplinary collaboration. Students will be exposed to a variety of health issues, research approaches and techniques that are different from those in their home institution, challenging them to apply their skills in new and unexpected ways.
Students will be hosted by the Department of Human Pathology, College of Health Sciences, University of Nairobi. Students will participate in a research project that matches their skills and interests, while meeting the strategic research goals of the department.
The Projects are ideal for students with experience/skills in health promotion, knowledge translation, genetics and/or global health.
Knowledge Translation and Exchange Project
Nairobi, Kenya - University of Nairobi
Students will develop and implement a knowledge dissemination and exchange strategy for research conducted by QES students during summer 2016. The research uncovered the knowledge, experiences and attitudes of the heritable cancer survivors (breast cancer, and eye cancer) and their families about genetic testing and counseling. The students will evaluate the knowledge translation strategy, and define next steps for further research.
Development and Testing of Genetics Education Materials Project
Nairobi, Kenya - University of Nairobi
Students will pilot test a genetics ‘flip-book’ with families affected by the childhood cancer retinoblastoma.
Rwanda & India
Literacy and Indigenous Language Education
Ubumwe Community Centre (UCC) Project
The Ubumwe Community Center (UCC) in Gisenyi, Rwanda is a not-for-profit organization serving more than 800 children and adults with counseling, inclusive preschool and primary education, vocational training and workshop employment.
The work of UCC is concentrated in three main areas:
- Community Center programs, including skills and special needs programs.
- The Inclusive Pre-School and Primary school.
- Community-based living program for young adults with profound disabilities, who came to the UCC from orphanages.
Note: The scholars/interns, depending on their experience and training, will be placed in one of the three areas. All scholars will live with a host family in Gisenyi. Additionally, students will have the flexibility to explore different areas.
Mary Ward Development Centre Project
Darjeeling and Kolkata, India
Loreto in India is a pioneer in child-centred and child-friendly education. Since 1841, they have been providing inclusive education to millions of young girls through our formal and non-formal education centres. These centres are located not only in the urban areas of India but spread out to the rural areas as well. With 8.15 million out-of-school children in India, they are focused on including children and young adults who are out of school, living on the streets or in rural areas with few opportunities.
Major areas of focus include: early literacy, primary/intermediate schooling and community development.
Mary Ward Development Office was set up in 2014 in the Loreto Provincialate office, to assist in supporting the development initiatives of the Province as well as coordinate the Volunteer Programme with the help of the two Development Centres (Darjeeling Mary Ward Development Centre and Kolkata Mary Ward Development Centre). Scholars live in the guest rooms of Mary Ward convents.
Australia, Belize, New Zealand & Guyana
Establishing Right Relations for Indigenous and Settler Populations in the Commonwealth
This QES program is coordinated by Trinity College. All students may apply, as applications are not restricted to Trinity College students.
- Canberra , Australia - Australian National University, Centre for Aboriginal Economic Policy Research
- Auckland, New Zealand - University of Auckland, Ngā Pae o te Māramatanga
- Perth, Australia - University of Western Australia
- San Ignacio, Belize – Centre for Engaged Learning Abroad (CELA)
- Herstelling, Guyana – Trent Centre for Biomaterials Research
- Wellington, New Zealand – University of Otago
Interns will work with host institutions on effective advocacy strategies for indigenous peoples and economic development, and will expand their knowledge and experience of indigenous issues in a global context.
Note: Applications are now closed for Summer 2018.
Establishing Right Relations Program: TBA
- Find out more and apply for the Development for Indigenous and Settler Populations in the Commonwealth Program
- Questions? Contact Kiran Sahota at email@example.com.
The Queen Elizabeth Scholarship accepts applications for the following programs on a rolling basis: Inclusive Innovation for Development, Literacy and Indigenous Language Education and Enhancing Health and Science Education.
Applications are only evaluated once the application deadline has closed. Applicants are encouraged to attend a QES information session and/or contact the Global Initiatives Officer prior to applying to these programs.
For Inclusive Innovation for Development, Literacy and Indigenous Language Education and Enhancing Health and Science Education opportunities:
Date & Time: January 13, 2019 at 11:59 p.m.
If you wish to apply for more than one opportunity, email additional cover letters/personal statements for each additional opportunity to the Global Initiatives Officer. You are required to submit just one recommendation letter.
Reference Letter Deadline
Date & Time: January 18, 2019 at 12:00 p.m.
If you are applying to several opportunities, ensure your referee offers support for your application to the Queen Elizabeth Scholarship as a whole, rather than focusing on one opportunity
Queen Elizabeth Scholar Experiences
Finding Myself in Atlantis
Sydney Piggott, Intern at IkamvaYouth, Cape Town, South Africa
Sydney reminds us of the impact that education can hold, and gives us a glimpse into an amazing experience with Ikamva Youth in Cape Town, South Africa. Continue reading Sydney's story...
A Ride of Self-Reflection
Min Jo, Intern at the University of Nairobi, Kenya, Summer 2017
For Min, the Kenyan matatu is as an embodiment of the hustle culture in Nairobi, and a conduit for reflections around the role of power and privilege. Continue reading Min's story...
From discovering long-lost family, to commuting to work in the chaos of matatus and cars in bustling African cities, to cultivating presence and stillness in mountain communities, Queen Elizabeth Scholars have so many incredible experiences to share.
If you have any questions or concerns about any of the information on this page, or need clarification on application instructions, contact the Global Initiatives Officer, Aziza Virani at firstname.lastname@example.org or phone 416-978-8774.
If you are not able to attend a QES Information Session or would like further information, schedule a phone or in-person meeting with Aziza Virani.