1000 children mini libraies for poor area of Asia
Description
1.Scale：Because of regional restrictions, we will build or rebuild no less than 10 square feet of one library .2. Equipped: We designed a safe bookshelf, a wide range of books and a bright lighting system.3. Book offerings: JunLia Education Group and malaysia fortune focus are the main book providers, and of course we also accept donations from charitable social organizations and individuals (book donations only).4. Manager: The daily management and maintenance of the local school where the Children's Library is located ensures that the type and content of the book is helpful to children.5. Additional: The most important thing is that we will take turns in different regions every six months, how to hinder sexual assault, boycott school violence and boycott domestic violence.
In addition, we will also conduct comprehensive cooperation with institutions in the Asian region to develop teachers and volunteer resources to help every child who comes to the Children's Library to access the world beyond the school textbook knowledge and break the development of children's education in poverty-stricken areas. Bottlenecks, lifting barriers to education.
Currently, we have 12 teachers and volunteers ready to plan for the Children's Library. Once we receive the nominal support of the Sustainability Organization, we will be more confident in recruiting more people to improve the project.We are not NGO system, but at the same time we are also Not a high-profit company, we can only rely on 6%-11% of our profitability to help more people in need. So there is no gorgeous facilities in the construction process, but there is definitely a perfect equipment.We have a clear schedule and We will complete the construction and opening of at least 10-50 children's libraries in December 2020.Our Children's Library will be managed and maintained by local schools that have long established a partnership with us, each with three senior students.This not only increases the child’s sense of responsibility but also allows the children in the lower grades to see a system of responsibility and democracy.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
| Title | Progress Status | Submitted |
|---|---|---|
| Partnership Progress 2021-05-19 | On track | |
| Partnership Progress 2020-05-19 | On track |
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Contact Information
Brenda Chen, CEO