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United Nations Department of Economic and Social Affairs Sustainable Development

Garidzanai Solar library project

(
Philanthropic organization
)
#SDGAction43574
Description
Description
Due to outbreak of the pandemic a lot has changed the way we live and this has greatly affected the education accessibility for learners. More often than not, learners have been requested to practice social distancing which means they are currently not able to access libraries and school facilities and have been introduced to the concept of online learning, which, in Africa, is still a new thing hence most learners have been left without any access to educational platforms such as the internet, online classes because of the unavailability of IT tools as most vulnerable societies such as rural communities cannot afford these tools therefore creating a huge societal gap. The initiative therefore comes in response to this gap to bring forth a call out for donations in IT equipment that will be distributed to vulnerable societies and communities of the country to help these learners access online education platforms. This in turn will help improve the accessibility of education platforms to the communities that desperately need them and also help improve quality of learning and education in rural homes in Africa
Expected Impact

This initiative will help learners access online education platforms. This in turn will help improve the accessibility of education platforms to the communities that desperately need them and also help improve quality of learning and education in these vulnerable communities and this will also accelerate the SDG goal on equal and quality education for all children regardless of background.

This initiative is not only going to act as a response to the pandemic but it is going to help address a long overdue problem of lack of equality in accessibility of educational facilities in the country and in Africa at large. This is because the initiative intends to develop IT centers in all Rural community libraries and schools so that it is always available for learners to access educational information in a faster and better way. This will also help us increase the levels of IT literacy for Rural communities which has always been lagging behind because of lack of IT tools. In turn this will have an impact on the quality of rural education

Partners
Achieve it Africa

Goal 4

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Goal 4

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

By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
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

By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
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

Name Description
Solar run libraries
Garidzanai Gadget raiser
Financing (in USD)
Use of solar run structures as study structures
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False
Action Network
SDG Acceleration Actions
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Timeline
06 May 2020 (start date)
01 December 2029 (date of completion)
Entity
Achieve it Africa
SDGs
4
Region
  1. Africa
Geographical coverage
7576 Mkosana T/ Ship Victoria Falls Zimbabwe
Other beneficiaries
School dropouts and learners across
Countries
Zimbabwe
Zimbabwe
Contact Information

Marlvern T F Ndhlovu, Director

marlvernpictus@gmail.com