Learnkit
(
Private sector
)
#SDGAction43560
Description
To ensure the continuation of education in the event of a prolonged school closure or student absence, for example due to lack of fees, lack of sanitary wear during menstrual periods or due to global pandemics such as the recent COVID-19. Learning continuity is a critical component of school emergency management that a lot of African education systems can’t provide for their learners. Learning continuity promotes the continuation of teaching and learning despite circumstances that interrupt normal school attendance for one or more students. Thus through our offline solution learners can access learning material anywhere and at anytime. To ensure inclusive and equitable quality education for all learners According to UNICEF, an education system is inclusive if it includes all students and supports them to learn. No one should be excluded. Also according to UNESCO, inclusion is a dynamic approach of responding positively to pupil diversity and seeing individual differences not as problems, but as opportunities for enriching learning. By providing an offline learning application, our solution not only makes provisions for ensuring for parity or equality in access to education in quantitative terms, but also pushes for the qualitative property of equity or fairness in access to education. To ensure inclusivity, our solution also caters to learners with visual and hearing impairments. To ensure digital literacy which means breaking the digital divide. As, digital literacy has become almost as important as traditional literacy, our solution seeks to break the digital divide and improve the digital literacy of learners from disadvantaged communities so as to prepare them for a digital future. We realize that two persons with the same capabilities and goals may end up with different outcomes because of differences in access to digital technology. Therefore, learners on the wrong side of the digital divide may be increasingly excluded from knowledge based societies and economies. To ensure access to quality education that is curriculum and technology based even for learners from disadvantaged backgrounds.
The Learnkit will make learning easier for learners by providing them with an alternative to the traditional methods of learning that are failing to ensure learning continuity and inclusivity, as well as digital literacy and quality education. If more learners are able to access learning material anywhere and anytime there will be a drastic reduction in the number of children who have no access to educational facilities. For Africa to capitalize on its demographic dividend, the future workforce must first of all be educated, and our solution avails itself to ensuring, for example that, every young African boy who cannot go to school because their fees haven’t been paid or every young African girl child who cannot go to school because they are on their period but don’t have sanitary wear can access learning content offline via their mobile phones at home.
• Natural resource management
• Climate change mitigation and adaptation
• Sustainable agriculture and food security
• Health and well-being
• Quality education
• Ensuring digital inclusion
Our company mission is framed around community problems, because we understand that, we are not just part of community, but, we are also part of the solutions to problems faced by community. Therefore, at Davar, we are driven by the 3P’s, of People, Planet and Profits. We hold ourselves accountable to being environmentally friendly and socially responsible in our profit making, ensuring that we inspire innovative solutions with long lasting impacts.
Our Products and Services can be characterized under two broad categories:
Innovations for Community (B2C) and Innovations for Government (B2B)
Under Innovations for Community we seek to come up with disruptive innovations for direct community uptake, that have far reaching implications for nearly every aspect of people’s lives. Examples of innovations we are currently working on include the Learnkit (an offline learning management system that seeks to ensure inclusive and equitable quality education for all learners).
Under Innovations for Government, we seek to come up with innovations for Governments to use for social good. Thus, we come up with cutting edge technology to help Governments keep up with the pace of change. Examples of innovations we are currently working on include an Environmental Monitoring System which will be used by various Government Departments.
Teconica Technologies (Partner)
Our partner is a UK based tech company that is built around the goal of reducing costs, maximizing support. and easing the path for groundbreaking IT software.Teconica proudly works in partnership with several African companies and is working on bringing data center opportunities to Africa.
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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Deliverables & Timeline
Resources mobilized
Partnership Progress
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Entity
SDGs
Region
- Africa
Geographical coverage
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Contact Information
Dorcas Stella Shumba, Dr