ScholarX and Student Ambassador Program
Description
ScholarX is an exclusive 3-month program aimed at providing mentoring support to a selected pool of high potential undergraduate students based in Sri Lanka ideally by a Sri Lankan expat. ScholarX became our free premium mentoring program by Sri Lankans for Sri Lankans working towards creating a culture of knowledge and expertise sharing without the limitation of geographical borders. Just like the OneLive program our mentors were from Fortune500 companies and top Universities. We have paired over 200+ students and mentors with more than 2500+ mentoring hours logged in.<br />
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Student Ambassadors program form are our student representation within the Universities in Sri Lanka. They act as our liaison, organising events to promote our programs with their fellow student communities. Our Student Ambassadors are then trained by a diverse group of industry experts over a 5 month free personal development program to equip them with high demand skills required by employers making them future ready by graduation, including time management, adaptability, collaboration and business communication. We have had 50+ student ambassadors in the past and in the 2019 cohort we have 20+ student ambassadors from majority of the Universities all around the country.
The program is overseen by the Executive Committee for the Sustainable Education Foundation and managed by the respective Program Owners of the ScholarX and Student Ambassador Programs. Both programs are run on zero budget and relies on the generosity of our volunteer network. Weekly formal meetings are held to assess progress of the program against set targets at the start of the program. Participants and Subject Matter Experts who volunteer as Mentors and Module Speakers are both provided opportunities to submit their feedback to identify what aspects of the program are most beneficial for the participants and also identify how we can improve the future delivery of the program. We publish the findings via blog posts and other social media networks to ensure transparency and also for knowledge sharing purposes for other grass roots organisations with similar interests.
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
Minuri Adasuriya, Secretary