Education is Empowerment
Description
First, the executive team for JMA will reach out to an international nonprofit/NGO with the mission to advance educational access for students in disadvantaged countries. <br />
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Second, The executive team will have video calls with every international chapter to provide a orientation presentation on teaching philosophies, mechanisms to teach, and how to properly utilize the resources JMA provides. This will include an overview of each and every single resource provided, including all 10 medical biology lessons, teacher guides, review transcripts/supplemental handouts, and the teaching process. Any questions that aspiring teachers (of any age) have will be addressed in these calls. <br />
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Third, a teaching orientation will be held (over video conference) with all aspiring teachers. Any questions that aspiring teachers (of any age) have will be addressed in these calls. This meeting will cover teaching philosophies, methodologies, and tips/tricks to help gauge and optimize student retention.<br />
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Fourth, the first lesson will be taught shortly after the teacher orientation and will serve as an evaluation for both JMA and the international nonprofit/NGO to gauge the nature of the lessons. The lesson is taught by having the teachers follow JMA's fully free and electronically accessible lesson power points and guides. For locations without internet access, JMA delivers physical printouts of all its lessons to the location. If possible, the heads of the nonprofit/NGO's can print out the lesson guides themselves to shorten time constraints.<br />
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Fifth, the JMA executive team also check in weekly with each international location and gives aid as necessary (with inconsistencies/structural challenges when implementing lessons.)
All JMA would require is the emails of international nonprofits/NGO's (that have at least 1 electronic device with functional internet connection) to facilitate the transfer of our educational resources (available on a comprehensive google drive folder). As long as the other organizations have the capacity to view the JMA Google drive link which holds all the resources and supplies needed to teach the entire class, the educational administration will be well set.
This initiative is coordinated and monitored through multiple hierarchies of regulation via our existing teaching hierarchy. JMA has developed a proprietary 50+ page comprehensive teacher guide which contains instruction sheets to ensure consistent teaching quality, even with instructions who do not have prior/existing knowledge of medical biology. Furthermore, all of JMA's resources that are needed in the teaching process (including teacher guides, all lesson presentations, extra materials, supplemental handouts/transcripts, and more) all all included in a google drive folder which JMA distributes to its partners. These materials have been developed by the executive team and have been subject to scrutinous review and modification (as they have been tested in the teaching environment of multiple countries including rural villages in Pakistan, multiple provinces in Zimbabwe,the Democratic Republic of the Congo, and India).<br />
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The google drive folder is then administered to partners (typically international nonprofits/NGO's) that implement the curriculum within their own existing teaching structures. For organizations that don't have a preexisting teaching structure, JMA has a guide on how to implement our recommended leadership infrastructure. <br />
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The 3 following divisions are to be created for the proper functionality of remote chapters:<br />
1. Fundraising: Fundraising team will meet with the treasurer (for service hours) and brainstorm ideas, call locations, and determine logistics of fundraising events to help raise money to buy materials, prizes, and food for the sessions. Any decisions made are to be relayed to the Chapter Ambassador for approval.<br />
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2. Volunteers and Fellows: They are to help out with sessions and are responsible for coming to sessions and helping out. More specifically, they are to help teach Divisions that are assigned to them, manage the children, ensure good behavior during sessions, help publicize attend fundraisers, and help manage session logistics.<br />
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3. Teachers: either adults or students that have a reading proficiency (in english) that can read the teacher guide (that include in depth 1 page summaries of each lesson, with teaching directions for each and every single slide of every lesson).<br />
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The executive team will have video calls with every international chapter to provide a orientation presentation on teaching philosophies, mechanisms to teach, and how to properly utilize the resources JMA provides. The executive team also check in weekly with each international location and gives aid as necessary (with inconsistencies/structural challenges when implementing lessons.)
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 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
SDG 14 targets covered
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Reetam Ganguli, Mr.