BOOX Project- the Dyslexia Social Awareness Campaign through Augmented Reality
Description
The BOOX Initiative provides continuous mentoring as long as the relationship prevails with the partners and the expansion towards more educators nationwide and international educator engagement. <br />
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1. UCSI University through De Institute of Creative Arts and Design (ICAD), is the educational institution who provide the expertise in innovating the BOOX Project (educational kit and technology application) and promoting the dissemination of dyslexia awareness to current stakeholders for educators in Malaysia. ICAD as the main initiator responsible in conducting the initiatives, together with Universitas Multimedia Nusantara (UMN) and Idrissi International School and the Idrissi Secondary School. <br />
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2. The Persatuan Dyslexia Malaysia (PDM) will provide data and information regarding the current status and level of dyslexia and learning challenges in Malaysia specifically in the Klang Valley. <br />
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3.The mobilisation of the campaign and the awareness are absolutely a must towards the progression of learning methods to adapt to the condition and the difficulties as needed for educators and parents. Gathering enough information and the appropriate schools in private and later towards the much needed areas in public schools will be the ambition in progression of improvements of education dissemination.
The country's program host, its partners, and BOOX Project local partners decide collaboratively on aspiration, strategies, and implementation of the peace and unity education and the capacity building of the local facilitators and trainers. <br />
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BOOX Project provides its teaching-learning content, delivers the education through continuous campaign, and raise and empowers local facilitators, educators, trainers, and parents; to gradually take the leading role in running this education and awareness program towards learning difficulties (dyslexia). The local hosts normally organize and host the programs with the team members lead guidance, and increasingly move towards independence. Key leaders from various stakeholders (of the listed collaborators) will meet each other during annual meetings, or when corresponding parties at an arranged meet-ups locally and in different countries. The fund is raised through training fees, sponsorship, and volunteerism.
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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Contact Information
Khairul Azril Ismail, Asst. Prof. Dr.