Making Children Smart & Confident
Description
We have tied up 30 schools for now & growing. We have permission from all the concerned authorities to carry out our initiative freely. We go to schools on a regular basis deliver lectures to students & make then do activities. <br />
Besides we hold a yearly olympiad named District Science & Creativity Olympiad to keep a check on the students whether they are improving or not.<br />
OUR MISSION<br />
To make children competent and confident to face the world by developing PERSONALITY + EQ (Emotional Quotient) + IQ (Intelligence Quotient)<br />
85% of financial success is determined by a good personality.<br />
Many schools are focussed on marks only and are not doing enough for personality development.<br />
Parents do not have adequate time and techniques for teaching these skills.<br />
For now, we are convincing children as well as parents that it is not only academics which your children needs. He/She also needs to learn other life skills. We have been successful in doing this till now and are getting a good response day by day.<br />
After that, we will be providing regular sunday classes to students
We have formed a team from some NGOs & Institutes which govern & manages the whole initiative. The team Comprises of one Chief Coordinator,<br />
8 Coordinators And 30 volunteers. We have identified 30 schools both government & private based. We have taken permission from all the government authorities to carry out this initiative, so we are able to go to schools and deliver lectures, activities through our volunteers. The coordinators are the incharges of one department each, surveillance, examination, management, accounts, coordination with schools, assignments respectively.<br />
Volunteers visit schools & deliver lectures to students to make them do activities as per the pre-designed syllabus.
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
Khawaja Itrat, Mr