Better Life for the Unreached (BLUe)
Description
We have 5 patners as stated above, each carries out their saddle responsibilities as agreed in our plan and as stated above.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Better Life for the Unreached (BLUe) carries out her passionate engagement by drawing timetables for our patners to be able to carry out their responsibility to the full length.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Better Life for the Unreached has a GPM; general program manager who oversees all our projects with his team on behalf of BLUe.
On our Timetables there is regular capacity building on each alloted time for our projects and patners to empower our target audience on the use of technology provided for them.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* We have five distinctive capacity building and technology transfer provided by our five patners.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* D- Genius Education Consultancy provides thorough education on how literacy, and collaboration that ties education to technology and agriculture.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Lami Edibles implements what D-Genius Education Consultancy introduce by making use of the knowledge on the field.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Our five patners work hand in hand with one another in our capacity building and technology transfer.
Better Life for the Unreached, BLUe, is an initiative born out of passion for the unreached and the less privilege of the society especially for the rural settlements and the very low income earners in the suburbs. The initiative is coordinated by Mr Akinlolu Solademi who had his 25 years in the both suburb and rural areas of Ibadan where his parents struggled to make ends meet. Thus having scaled through life he remembered his roots and decided to uplift and bring out many out of illiteracy and poverty. He cannot do this alone. He has to invite other young-hearted and purpose-driven private organization to achieve his aims. \\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* D-Genius Educational Consultancy is saddled with responsibility of educational programs: agricultural education, vocational education, social education and technological education\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Maths-Helper Company is saddled with responsibility of creating and providing instructional materials plus vocational and scientific education for all schools under our reach.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* EdPower network is saddled with responsibility of impacting lives in other areas of motivation and provision of incentives for our rural areas teachers who are discouraged due to lack of encouragement from government.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Lami Edibles is saddled with responsibility of providing valued added chain for agricultural produce for farmers to have good returns for their agricultural products. Turning other agricultural products to other use. Buying at good price from farmers with a lot of incentives.\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n\\\\\\\\\\\\\\\\r\\\\\\\\\\\\\\\\n* Nutrition Lifecycle is our nutrition expert who coordinate consultation for our unreached.
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
Goal 2
End hunger, achieve food security and improved nutrition and promote sustainable agriculture
2.1
By 2030, end hunger and ensure access by all people, in particular the poor and people in vulnerable situations, including infants, to safe, nutritious and sufficient food all year round
2.1.1
Prevalence of undernourishment
2.1.2
Prevalence of moderate or severe food insecurity in the population, based on the Food Insecurity Experience Scale (FIES)
2.2
By 2030, end all forms of malnutrition, including achieving, by 2025, the internationally agreed targets on stunting and wasting in children under 5 years of age, and address the nutritional needs of adolescent girls, pregnant and lactating women and older persons
2.2.1
Prevalence of stunting (height for age <-2 standard deviation from the median of the World Health Organization (WHO) Child Growth Standards) among children under 5 years of age
2.2.2
Prevalence of malnutrition (weight for height >+2 or <-2 standard deviation from the median of the WHO Child Growth Standards) among children under 5 years of age, by type (wasting and overweight)
2.2.3
Prevalence of anaemia in women aged 15 to 49 years, by pregnancy status (percentage)
2.3
2.3.1
Volume of production per labour unit by classes of farming/pastoral/forestry enterprise size
2.3.2
Average income of small-scale food producers, by sex and indigenous status
2.4
By 2030, ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production, that help maintain ecosystems, that strengthen capacity for adaptation to climate change, extreme weather, drought, flooding and other disasters and that progressively improve land and soil quality
2.4.1
Proportion of agricultural area under productive and sustainable agriculture
2.5
By 2020, maintain the genetic diversity of seeds, cultivated plants and farmed and domesticated animals and their related wild species, including through soundly managed and diversified seed and plant banks at the national, regional and international levels, and promote access to and fair and equitable sharing of benefits arising from the utilization of genetic resources and associated traditional knowledge, as internationally agreed
2.5.1
Number of (a) plant and (b) animal genetic resources for food and agriculture secured in either medium- or long-term conservation facilities
2.5.2
Proportion of local breeds classified as being at risk of extinction
2.a
2.a.1
The agriculture orientation index for government expenditures
2.a.2
Total official flows (official development assistance plus other official flows) to the agriculture sector
2.b
Correct and prevent trade restrictions and distortions in world agricultural markets, including through the parallel elimination of all forms of agricultural export subsidies and all export measures with equivalent effect, in accordance with the mandate of the Doha Development Round
2.b.1
Agricultural export subsidies
2.c
Adopt measures to ensure the proper functioning of food commodity markets and their derivatives and facilitate timely access to market information, including on food reserves, in order to help limit extreme food price volatility
2.c.1
Indicator of food price anomalies
Goal 1
End poverty in all its forms everywhere
1.1
By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than $1.25 a day
1.1.1
Proportion of the population living below the international poverty line by sex, age, employment status and geographical location (urban/rural)
1.2
By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions
1.2.1
Proportion of population living below the national poverty line, by sex and age
1.2.2
Proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions
1.3
Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable
1.3.1
Proportion of population covered by social protection floors/systems, by sex, distinguishing children, unemployed persons, older persons, persons with disabilities, pregnant women, newborns, work-injury victims and the poor and the vulnerable
1.4
By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance
1.4.1
Proportion of population living in households with access to basic services
1.4.2
Proportion of total adult population with secure tenure rights to land, (a) with legally recognized documentation, and (b) who perceive their rights to land as secure, by sex and by type of tenure
1.5
By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters
1.5.1
Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population
1.5.2
Direct economic loss attributed to disasters in relation to global gross domestic product (GDP)
1.5.3
Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015-2030
1.5.4
Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies
1.a
Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions
1.a.1
Total official development assistance grants from all donors that focus on poverty reduction as a share of the recipient country's gross national income
1.a.2
Proportion of total government spending on essential services (education, health and social protection)
1.b
Create sound policy frameworks at the national, regional and international levels, based on pro-poor and gender-sensitive development strategies, to support accelerated investment in poverty eradication actions
1.b.1
Pro-poor public social spending
SDG 14 targets covered
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Contact Information
Akinlolu Solademi, Mr