Simpli Ed
Description
It is to be carried out through a web based platform (website) through which youths can be endowed with easy and free to access learning material, grow the community both offline and online, explore and establish partnerships and relationships with various interested local and international parties in the quest to achieve sustainable development goal number four (4), that is to enhance quality education.
Through national and international partnerships with relevant or interested parties.
‘Simpli-Ed’ is a short form for ‘simplified education’ and is be a unique web-based platform created to equip various youths with free and easy to access learning materials. It will be organized in such a way that will enhance student access to the material they need in order to be able to do their work properly especially the local Zambian material that is usually kept in the hardcopy format that they can hardly access. This will include study materials from the youngest grade to the college and university level. <br />
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Simpli-Ed will also include live tutorials in various kinds of studies that can be undertaken. These video tutorials will include common topics and courses that a lot of students out there would find of importance and according to the syllabuses of various disciplines of the Zambian education sector.<br />
It comes with a built in social platform where users can create profiles, socialize through private and groups messaging, while enabling them to send and receive all various forms media content across the platform.<br />
Apart from that and many learning aids that simpli-ed will provide. <br />
This project will also include; A forum where students that sign up could ask questions about any subjects and could have various responses from trained moderators and also the admins who will guide and show them the correct materials and reviews they can undertake to find help.<br />
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
Mwemena Mukonde, Executive Director