AIESEC in the Czech Republic - project EDISON
Description
The project will be delivered mostly by interactive presentations, lessons, activities and games.<br />
All those activities will be happening during classes at schools delivered by intern.<br />
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1st week: This week is primarly for giving the interns needed education to have the sessions. Interns will also get to know Czech culture and get some tips about living in the country. Big part of this week is to create final versions of presentations and activities. Interns will also get the schedule of whole project and all schools they are going to work at.<br />
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2-6th week: From the 2nd week interns will have their first touch points with the schools and students. Volunteers will spend one week at one school where they will deliver presentations base on their culture, history or current situation of their country. Interns will be also having every week one global village where they will represent their countries. Inters will be mostly accommodated at host families which are from the schools and thanks to this they will have chance to get to know also Czech culture.
Account management: since we have a lot of account schools which are running the project every year we would like to make it for them more interesting and set some themes for each year of the project<br />
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Marketing: We can use better promoters to have more schools and to implements pull strategy. Work more with host families which were satisfied. We can use their storytelling and get more families for another projects. <br />
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Measurements and reporting: After each year do report based on local committees reports. Evaluation of how many schools have we engaged from all schools in the region/country, how many students were engaged in the project, do survey of how many students we have changed their mindset and how many new host families do we have each year.<br />
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AIESEC team:<br />
1. recruiting international volunteers who will be the right candidates to deliver the presentations and sessions<br />
2. delivery of preparation seminar before 1st touch point with schools and students<br />
3. coordinating and communicating between schools and AIESEC<br />
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Schools:<br />
1. Creating schedule for the interns<br />
2. Provide accommodation<br />
3. Provide lunch during working days
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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Klara Onallah, -