The Bike Scouts' Volunteer Bicycle Messengers for community-based disaster preparedness, response, and social good participation.
Description
Volunteer Bicycle Messenger teams help save lives and provide hope and resilience by providing an alternative means of communication, information and support in the aftermath of natural disasters when traditional means of communication become unavailable and roads are inaccessible.
Volunteer Bicycle Messengers make lives better by using bicycles to access places that are in most need of quality education, data for community resilience, and social good for the less fortunate and the vulnerable.
The backbone of The Bike Scouts Project is the development of its community teams network, the idea behind the Bike Scouts is to localize the leadership, membership, and implementation of the Bike Scouts core principles, objectives, and projects. The most important part of forming local teams is organizing a Bike Scouts membership workshop that's called Hero School where volunteers or community members learn how they can use bicycles in tandem with portable technology like mobile apps to serve their own communities as Volunteer Bicycle Messengers or Bike Scouts. <br />
<br />
Hero School includes the basic members orientation, bicycle skills training on maintenance and road safety for cyclists, basic life-saving skills including CPR and AED operation, how to use technologies such as UAVs to support community resilience and preparedness, and a primer on organizing community projects related to cycling, disaster preparedness, and social good. <br />
<br />
Hero School focuses on community engagement and team dynamics because we believe that the only way to get people genuinely involved in anything is to help them gain a strong sense of community around what they need to accomplish. For the Bike Scouts, the goal is to develop an awareness of the value of bicycles for community participation that leads to involvement in bigger things. Hero School and Community Team membership is the foundation for large-scale participation in the Bike Scouts community-based disaster response.<br />
<br />
As a unique approach to disaster response with a focus on communication and data, the main objective of Bike Scouts that serve as Volunteer Bicycle Messengers in the aftermath of natural disasters is to bridge the gap in communications that isolate people and communities. We accomplish this by using bicycles to access remote places and areas severely affected by disasters to gather personal messages and information from survivors and evacuees that we post to the web using satellite access to the internet, where the data and information becomes available to their families outside the disaster area and to aid and rescue agencies that may require information about where they can be most effective.<br />
<br />
The success of the Bike Scouts community teams can be measured in the volume of recruitment and level of participation, while the success of the Volunteer Bicycle Messengers for disaster response can be measured with the volume of data collected and the number of people provided with the Bike Scouts unique bicycle messenger service for disaster response.
Bike Scouts is designed to be localized through its network of community-based teams. All knowledge, skills, and resources are shared from the very beginning of engagement through the Hero School project where all members and volunteers start by learning how they can be Bike Scouts and how they can contribute to the Bike Scouts community and the network. Hero School is designed to be a starting point and a platform for continuous training, education, collaboration, and sharing for all members of the Bike Scouts community and volunteer network.
The Bike Scouts Project is governed through a central dispatch composed of core volunteers that perform the work of management, community engagement, media production, training, and general administration. The implementation of projects and initiatives are done in collaboration with local Bike Scouts teams who "localize" projects depending on specific needs in their areas, with the support and assistance of the central dispatch and other community teams that can provide relevant support. Almost all coordination take advantage of digital platforms such as social media and work group platforms.
SDGS & Targets
Goal 9
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
9.1
9.1.1
Proportion of the rural population who live within 2 km of an all-season road
9.1.2
Passenger and freight volumes, by mode of transport
9.2
Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product, in line with national circumstances, and double its share in least developed countries
9.2.1
Manufacturing value added as a proportion of GDP and per capita
9.2.2
Manufacturing employment as a proportion of total employment
9.3
9.3.1
Proportion of small-scale industries in total industry value added
9.3.2
Proportion of small-scale industries with a loan or line of credit
9.4
By 2030, upgrade infrastructure and retrofit industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean and environmentally sound technologies and industrial processes, with all countries taking action in accordance with their respective capabilities
9.4.1
CO2 emission per unit of value added
9.5
9.5.1
Research and development expenditure as a proportion of GDP
9.5.2
Researchers (in full-time equivalent) per million inhabitants
9.a
9.a.1
Total official international support (official development assistance plus other official flows) to infrastructure
9.b
9.b.1
Proportion of medium and high-tech industry value added in total value added
9.c
Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020
9.c.1
Proportion of population covered by a mobile network, by technology
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 11
Make cities and human settlements inclusive, safe, resilient and sustainable
11.1
By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums
11.1.1
Proportion of urban population living in slums, informal settlements or inadequate housing
11.2
11.2.1
Proportion of population that has convenient access to public transport, by sex, age and persons with disabilities
11.3
11.3.1
Ratio of land consumption rate to population growth rate
11.3.2
Proportion of cities with a direct participation structure of civil society in urban planning and management that operate regularly and democratically
11.4
Strengthen efforts to protect and safeguard the world’s cultural and natural heritage
11.4.1
Total per capita expenditure on the preservation, protection and conservation of all cultural and natural heritage, by source of funding (public, private), type of heritage (cultural, natural) and level of government (national, regional, and local/municipal)
11.5
By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations
11.5.1
Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population
11.5.2
Direct economic loss attributed to disasters in relation to global domestic product (GDP)
11.5.3
(a) Damage to critical infrastructure and (b) number of disruptions to basic services, attributed to disasters
11.6
By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
11.6.1
Proportion of municipal solid waste collected and managed in controlled facilities out of total municipal waste generated, by cities
11.6.2
Annual mean levels of fine particulate matter (e.g. PM2.5 and PM10) in cities (population weighted)
11.7
11.7.1
Average share of the built-up area of cities that is open space for public use for all, by sex, age and persons with disabilities
11.7.2
Proportion of persons victim of non-sexual or sexual harassment, by sex, age, disability status and place of occurrence, in the previous 12 months
11.a
Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning
11.a.1
Number of countries that have national urban policies or regional development plans that (a) respond to population dynamics; (b) ensure balanced territorial development; and (c) increase local fiscal space
11.b
By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters, and develop and implement, in line with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk management at all levels
11.b.1
Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015–2030
11.b.2
Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies
11.c
Support least developed countries, including through financial and technical assistance, in building sustainable and resilient buildings utilizing local materials
Goal 13
Take urgent action to combat climate change and its impacts
13.1
Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries
13.1.1
Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population
13.1.2
Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015–2030
13.1.3
Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies
13.2
Integrate climate change measures into national policies, strategies and planning
13.2.1
Number of countries with nationally determined contributions, long-term strategies, national adaptation plans and adaptation communications, as reported to the secretariat of the United Nations Framework Convention on Climate Change
13.2.2
Total greenhouse gas emissions per year
13.3
Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning
13.3.1
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
13.a
Implement the commitment undertaken by developed-country parties to the United Nations Framework Convention on Climate Change to a goal of mobilizing jointly $100 billion annually by 2020 from all sources to address the needs of developing countries in the context of meaningful mitigation actions and transparency on implementation and fully operationalize the Green Climate Fund through its capitalization as soon as possible
13.a.1
Amounts provided and mobilized in United States dollars per year in relation to the continued existing collective mobilization goal of the $100 billion commitment through to 2025
13.b
Promote mechanisms for raising capacity for effective climate change-related planning and management in least developed countries and small island developing States, including focusing on women, youth and local and marginalized communities
13.b.1
Number of least developed countries and small island developing States with nationally determined contributions, long-term strategies, national adaptation plans and adaptation communications, as reported to the secretariat of the United Nations Framework Convention on Climate Change
SDG 14 targets covered
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
Feedback
Share
Timeline
Entity
Geographical coverage
More information
Countries
Contact Information
Myles Anthony Delfin, Founder