Sagan
Description
Steps for match making to companies through schools: \\\\r\\\\n1. Schools with partner up with STEM companies to do these programs for a duration of a semester. Students will take an "apprenticeship/co op course" given by the school for a school semester\\\\r\\\\n\\\\r\\\\n2. Students will be choosing their top 3 STEM companies they wish to be an apprentice at & hand in in their "profiles" (shortened resume). The school will submit the requests from the students and STEM companies will interview the students who's profiles they like best and can add value to their company\\\\r\\\\n\\\\r\\\\n3. Students accepted will undergo a one month training time with the company and complete the apprenticeship over the duration. An apprenticeship is the type of employment where a person is learning from a skilled employer, having agreed to work for a fixed period at low wages. It is not considered permanent, so students can work their for a designated time (based on semesters). According to the Industrial Training Act, minors may work as an apprentice without setting a minimum wage. Working with the community helps build trust, ensure cultural considerations are accounted for, and helps to empower the local community which directly correlates with improving STEM education. One of our focuses in the early stages of Sagan are to build and maintain good relationships with the local communities we pilot Sagan in and work with local partners to make our project sustainable. We also want to employ locals within the communities we work in, to help uplift the economy and empower the community. One partnership we’d love to do is with WE Charity’s schools in their WE Villages. One of their five pillars of Sustainable Development is Education, which includes various school locations, teacher accommodations, and libraries. WE Schools focuses on primary and secondary schools. They recently (Summer 2019) opened their first ever College - WE College. We’re looking to partner with their secondary school for girls - Kisaruni and WE College to pilot our apprenticeship opportunities and digital education.
The core technology that powers our solutions is programming! We'll be programming our apprenticeship platform and in the future our digital toolbox. Our team has experience with programming and will be growing our team to build out our project over the next couple of months. Both founders also are adept in exponential technologies and always use a technology perspective when problem-solving. If there are other areas in this project that need technological innovation in the future it will be incorporated. For now we're sticking to programming as the core technology to power Sagan (AI & IoT based technology). For our solution, this digital platform will serve as an online mentorship community for these girls in STEM; where they can access strong female mentors to help guide them through our website during the duration of their placement. Through school or our website, girls can sign up for the apprenticeship program which includes filling out a profile on themselves or making a resume. Within the western world, co-op placements are usually done manually through the schools, but this is not efficient as technology can not only help speed up the process, but include personalized suggestions just as we are trying to do. For example; the platform will have a way to initially match young girls with institutions based on preferences, questionnaires they fill out, which will help to connect them to companies who might be a good fit. \\\\r\\\\n\\\\r\\\\nGirls will put in 3 requests for companies they believe are the best suited for them, and the companies will filter through the profiles to ensure they want to proceed with an interview (check slide 10 on our deck pitch for interview questions). We wish to instill a strong sense of community by connecting girls from different apprenticeships through our platform to interact and have a community of boss women supporting each other in the STEM field for the duration of their apprentice semester.
This solution is being governed and facilitated through our existing partners, Futureshot Factory, Government of Canada and more who are investing in our program to take it to new heights and help other young girls recieve proper education in East African Countries. Once the program is piloted, the collaboration will be between the schools, our current partners and companies helping us to bring apprentices to their institutions. Companies will offer students benefits to ensure proper care such as (counseling services, a feeding program for breakfast and lunch, and possibly even bursaries. If the university feels that students excelled in the program, they can give them a bursary reward/pay their tuition for STEM education in school (like a scholarship). One of our focuses in the early stages of Sagan are to build and maintain good relationships with the local communities we pilot Sagan in and work with local partners to make our project sustainable. Within the western world, co-op placements are usually done manually through the schools, but this is not efficient as technology can not only help speed up the process, but include personalized suggestions just as we are trying to do. For example; the platform will have a way to initially match young girls with institutions based on preferences, questionnaires they fill out, which will help to connect them to companies who might be a good fit. \\\\r\\\\n\\\\r\\\\nWhat makes Sagan stand out amongst other platforms and possible competitors is our niche and ability to adapt to the East African environment, rather than adapt it to how we operate solutions in our western world.
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 5
Achieve gender equality and empower all women and girls
5.1
End all forms of discrimination against all women and girls everywhere
5.1.1
Whether or not legal frameworks are in place to promote, enforce and monitor equality and non‑discrimination on the basis of sex
5.2
5.2.1
Proportion of ever-partnered women and girls aged 15 years and older subjected to physical, sexual or psychological violence by a current or former intimate partner in the previous 12 months, by form of violence and by age
5.2.2
Proportion of women and girls aged 15 years and older subjected to sexual violence by persons other than an intimate partner in the previous 12 months, by age and place of occurrence
5.3
5.3.1
Proportion of women aged 20-24 years who were married or in a union before age 15 and before age 18
5.3.2
Proportion of girls and women aged 15-49 years who have undergone female genital mutilation/cutting, by age
5.4
Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
5.4.1
Proportion of time spent on unpaid domestic and care work, by sex, age and location
5.5
Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life
5.5.1
Proportion of seats held by women in (a) national parliaments and (b) local governments
5.5.2
Proportion of women in managerial positions
5.6
Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
5.6.1
Proportion of women aged 15-49 years who make their own informed decisions regarding sexual relations, contraceptive use and reproductive health care
5.6.2
Number of countries with laws and regulations that guarantee full and equal access to women and men aged 15 years and older to sexual and reproductive health care, information and education
5.a
Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
5.a.1
(a) Proportion of total agricultural population with ownership or secure rights over agricultural land, by sex; and (b) share of women among owners or rights-bearers of agricultural land, by type of tenure
5.a.2
Proportion of countries where the legal framework (including customary law) guarantees women’s equal rights to land ownership and/or control
5.b
5.b.1
Proportion of individuals who own a mobile telephone, by sex
5.c
Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
5.c.1
Proportion of countries with systems to track and make public allocations for gender equality and women’s empowerment
SDG 14 targets covered
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Riya Mehta, Co-Founder