Proliferating equality of opportunity, educational equality and economic empowerment to all children through our revolutionary financial and entrepreneurship education technology
Description
Through our Initiative "Hub for Every Child", we partner with private corporations, financial institutions, industry groups, education foundations, government organizations, schools, educators, and sports and entertainment personalities and organizations to distribute the world's most advanced youth financial and entrepreneurship education technology to family households around the world including the US, EU, Canada, Australia, New Zealand, Colombia, India, Pakistan, South Africa, and MENA at no cost to them.
Although financial literacy is one of the most critical social and economic issues of our time, current practices and methodologies being used by schools and industry organizations to educate children financial skills have been largely unsuccessful as studies clearly show - and for many reasons. As examples, providing children with academic (knowledge-based) courses for a few hours over a semester has not proven to make them financially capable. Further, participation in a two-week financial literacy summer camp will not make children financially capable and neither will playing video games or using apps on mobile devices result any meaningful skills development.<br />
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Instead, practical or experiential learning using tangible objects over many years starting at a young age is crucial to forming positive behaviors that will then result in financially aware and truly capable individuals. In order to ensure children form those positive behaviors, they must also engage with real monetary assets on a daily basis, fail in-a-safe environment and then succeed and that’s precisely raison d’etre underpinning our technology.<br />
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Life Hub Learning Center is the world’s first home-based fully-integrated computer system, specifically designed to engage and teach children aged 3 to 14 money management, entrepreneurship, and life management skills by empowering them to manage real monetary assets and business projects on a daily and consistent basis so positive behaviors and habits are formed by their teenage years.
We provide unique and progressive educational approaches and experiences for children because we believe that they need to be taught how to think rather than what to think. We believe that within every child lies an inherent potential that needs to be nurtured and cultivated.<br />
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Providing an engaging way for children to learn how to learn and behave financially and professionally, and consequently instilling a habit of learning, is the cornerstone of the education that we deliver. We’re preparing children for our rapidly changing world by equipping them with critical thinking skills, practical real-world readiness, valuable knowledge, a global perspective, and an understanding and respect for core values.<br />
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This understanding provides balance to children and empowers them to take charge of their choices and actions and guides them through personal and<br />
professional challenges.<br />
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When they have the education and knowledge and are empowered to act upon it, children grow to exhibit independence, capability, and confidence as<br />
brilliant young adults. It's only through effectively educating our children that the future of our world can be impacted and transformed.<br />
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Our technologies and processes present an opportunity to broaden horizons and facilitate the building of knowledge, skills and responsible behaviors in an effortless, inspirational, and enjoyable manner. We strongly believe that this creates a new realm in education resulting in enjoyable, meaningful and effective learning.
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
SDG 14 targets covered
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Contact Information
Kamal Moumneh, CEO