MingleLingo Foundation
Description
After the matching process, learners will be given the Manual, which are guidelines for the lessons according to the syllabus the student is following. The section on Basics will cover the alphabet, numbers, basic grammar/conjugation, colours; The section on Daily Life would go through common words/phrases, food, weather, transportation. The third integral component of this programme would be to encourage Cultural Exchange, where both students could talk about social issues, current events in their respective countries, slang, pop culture and all types of media. Lastly, the programme will offer Test Preparation / Academic Support, where students will be given a set of instructions beforehand to better prepare them to teach the other’s upcoming tests in a particular syllabus.\r\n\r\nLesson plans are entirely flexible with a student’s needs and progress. The manual is designed to be highly adaptable in accommodating the proficiency level of the learner. All students will also have to read and follow the teachers’ manual given at the beginning of the course to ensure quality education.\r\n\r\nTo abide by current (as of late July 2020 in HK) laws to protect the community from COVID-19, all activities will be held online. Students will get to message their study buddy for tips, or have a simple conversation in the language they want to learn. As the COVID-19 situation improves, social events, such as fundraisers, will be hosted to allow study buddies to meet each other in person. This will allow both parties to broaden their horizons and socialise as they talk about current issues in person. \r\n\r\nQuality Control \r\n\r\nSimple 5-minute feedback forms will be sent to students to make sure they are pleased with whom they are paired with at certain checkpoints.
The website will be used to promote activities of the programme, and collect information about volunteers and participants. As this is a pilot run, personal networks will be contacted to ensure that volunteers are all of high quality and that they are personally invested in this programme. \r\n\r\nIn the English department, there will be around 10 students who are interested in learning other languages. In the Chinese department, there will be around 15-20 students who have the same need to learn languages such as English, etc. Other language departments such as French, Spanish, Japanese, Korean and German will have 1-2 teachers each to facilitate the potential need, which should be small at the beginning.\r\n\r\nOnce the initiative gains momentum and grows bigger, the Manual / Structure for Teaching Pairings will continue to be developed, a completely integrated platform will be created to facilitate communication and allow the programme to be more accessible and hopefully we will have built a community so be so robust that any student can learn any language at any level.\r\n\r\nIt is expected that based on a positive loop of continuous feedback, the scalability of the program will increase due to increased user friendliness and growing size of community
In our pilot run, principal outreach will be our website, Schools, tutorial centres, personal networks may be approached to grow the number of students participating in the Summer 2020 pilot.\r\n\r\nStudents and Teachers - Structure and Coordination\r\n\r\nFrom intake, the sign-up form which will be used to match students together. Students can voluntarily sign up to be a ‘study buddy’ and be matched with one. For example, a native Chinese speaker who wants to learn French will be matched up with a native French speaker wanting to learn Chinese. \r\n\r\nIn the sign-up forms, information such as the current education, age, year, language(s) they want to teach, language(s) they want to learn, and additional information (reasons for learning, experience, test curricula, etc.). This will make sure matching processes run smoothly. [The information provided will be stored in a database to match students manually, a process which will be automated once the project gets big enough.] Scheduling confirmation will be done by administration to ensure that the lesson times are fairly decided upon by both parties. \r\n\r\nStudents will be matched based on their age, year group and the languages they are learning, so that the programme is mutually beneficial for both parties. It is mandatory for all participants to read the language teacher’s manual, so each student can prepare to best help their partner learn.\r\n\r\nEach 45-minute lesson will be in accordance with the pre-set lesson plans. Students who do not have the need for certain lessons may skip them after letting us know, which will require both learners’ agreements. Lesson plans will incorporate necessary exam preparation and give both learners the right resources (ie past papers). \r\n\r\nIn the pilot, we will have students work from all four different sections of the manual, to trial the materials. Ultimately, students can decide easily for themselves where in the manual they want to work.
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 10
Reduce inequality within and among countries
10.1
By 2030, progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national average
10.1.1
Growth rates of household expenditure or income per capita among the bottom 40 per cent of the population and the total population
10.2
By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
10.2.1
Proportion of people living below 50 per cent of median income, by sex, age and persons with disabilities
10.3
Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard
10.3.1
Proportion of population reporting having personally felt discriminated against or harassed within the previous 12 months on the basis of a ground of discrimination prohibited under international human rights law
10.4
Adopt policies, especially fiscal, wage and social protection policies, and progressively achieve greater equality
10.4.1
Labour share of GDP
10.4.2
Redistributive impact of fiscal policy
10.5
Improve the regulation and monitoring of global financial markets and institutions and strengthen the implementation of such regulations
10.5.1
Financial Soundness Indicators
10.6
10.6.1
Proportion of members and voting rights of developing countries in international organizations
10.7
Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies
10.7.1
Recruitment cost borne by employee as a proportion of montlhy income earned in country of destination
10.7.2
Number of countries with migration policies that facilitate orderly, safe, regular and responsible migration and mobility of people
10.7.3
Number of people who died or disappeared in the process of migration towards an international destination
10.7.4
Proportion of the population who are refugees, by country of origin
10.a
10.a.1
Proportion of tariff lines applied to imports from least developed countries and developing countries with zero-tariff
10.b
10.b.1
Total resource flows for development, by recipient and donor countries and type of flow (e.g. official development assistance, foreign direct investment and other flows)
10.c
By 2030, reduce to less than 3 per cent the transaction costs of migrant remittances and eliminate remittance corridors with costs higher than 5 per cent
10.c.1
Remittance costs as a proportion of the amount remitted
Goal 1
End poverty in all its forms everywhere
1.1
By 2030, eradicate extreme poverty for all people everywhere, currently measured as people living on less than $1.25 a day
1.1.1
Proportion of the population living below the international poverty line by sex, age, employment status and geographical location (urban/rural)
1.2
By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions
1.2.1
Proportion of population living below the national poverty line, by sex and age
1.2.2
Proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions
1.3
Implement nationally appropriate social protection systems and measures for all, including floors, and by 2030 achieve substantial coverage of the poor and the vulnerable
1.3.1
Proportion of population covered by social protection floors/systems, by sex, distinguishing children, unemployed persons, older persons, persons with disabilities, pregnant women, newborns, work-injury victims and the poor and the vulnerable
1.4
By 2030, ensure that all men and women, in particular the poor and the vulnerable, have equal rights to economic resources, as well as access to basic services, ownership and control over land and other forms of property, inheritance, natural resources, appropriate new technology and financial services, including microfinance
1.4.1
Proportion of population living in households with access to basic services
1.4.2
Proportion of total adult population with secure tenure rights to land, (a) with legally recognized documentation, and (b) who perceive their rights to land as secure, by sex and by type of tenure
1.5
By 2030, build the resilience of the poor and those in vulnerable situations and reduce their exposure and vulnerability to climate-related extreme events and other economic, social and environmental shocks and disasters
1.5.1
Number of deaths, missing persons and directly affected persons attributed to disasters per 100,000 population
1.5.2
Direct economic loss attributed to disasters in relation to global gross domestic product (GDP)
1.5.3
Number of countries that adopt and implement national disaster risk reduction strategies in line with the Sendai Framework for Disaster Risk Reduction 2015-2030
1.5.4
Proportion of local governments that adopt and implement local disaster risk reduction strategies in line with national disaster risk reduction strategies
1.a
Ensure significant mobilization of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions
1.a.1
Total official development assistance grants from all donors that focus on poverty reduction as a share of the recipient country's gross national income
1.a.2
Proportion of total government spending on essential services (education, health and social protection)
1.b
Create sound policy frameworks at the national, regional and international levels, based on pro-poor and gender-sensitive development strategies, to support accelerated investment in poverty eradication actions
1.b.1
Pro-poor public social spending
SDG 14 targets covered
Deliverables & Timeline
Resources mobilized
Partnership Progress
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Contact Information
Claudia Yin, Founder
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