Accelerating access to education by building sustainable school infrastructures
Diaspora Global Initiative
(
Non-governmental organization (NGO)
)
#SDGAction50371
Description
Building a Platform
The mission of the Diaspora World Cup is to build and modernize educational institutions adapted to the needs of children and to provide safe, non-violent, inclusive and effective learning environments for all, especially girls. The Diaspora World Cup understands this basic reality and has built a social football platform with a bold mission to eradicate illiteracy in the world's poorest countries through the power of the game.
Improving the education system
Achieving quality education is the foundation for improving the lives of children. Major advances have been made in increasing access to education at all levels and increasing enrollment rates in schools. Basic literacy skills have improved considerably, but more aggressive efforts are needed to make even greater progress towards achieving universal education goals.
Global School construction
Although the basic skills in the education system in some countries have improved considerably, more aggressive efforts are needed to make even greater progress towards the universal goals of education. One of these efforts is our major goal of building schools in the poorest countries of the world. We are in a mission to eradicate illiteracy in the poorest countries of the world thanks to the power of the soccer game.
Our focus will be completing school infrastructures in remote regions of the selected countries (Cameroon, Niger, Burkina Faso, Mali, Benin).
The Diaspora Global Initiative is confident that sustainable educational infrastructures is key in the reaching sustainable development goals on education.
We are focusing on children, particularly young girls' education, our objective is to build ten schools in remote areas of the selected countries by 2030.
Enabling access to education will lead to knowledge gain including vocational training, both in turn will lead to the ability for citizens to earn income and therefore reducing poverty levels by addressing goal1. By focusing on young girls' access to education, our outlook will be to reduce gender inequality, subsequently, education/knowledge gained by the young girls will empower them for a better life and therefore reduce the gender equality gaps.
As we build sustainable weather resilient infrastructures, we are contributing to expansion of resilient infrastructures thus helping meet goal 9.
Diaspora Global Initiative
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
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Deliverables & Timeline
Resources mobilized
Partnership Progress
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Timeline
Entity
SDGs
Region
- Africa
Other beneficiaries
Countries with low rates of literacy
More information
Countries
Contact Information
Omar, Chief Operating Officer