TakenMind
Description
This Initiative is carried out over the Internet as well as offline. Students and youths are approached by both offline and online to pass on the information about the Internships and Project initiatives provided by TakenMind Organisation. As soon as a student gets interested in learning a new set of skills via TakenMind, all necessary details are collected and a specific date for the Internship is provided to the student. This way, TakenMind keeps in touch with the student at necessary times. During the Start of the Program for Youth and Students, TakenMind exercises great care to deliver high-quality lectures and ensure critical understanding of concepts among the youth.<br />
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The information spread over Internet involves contacting volunteers, updating volunteers of the new programs via e-mails, SMS. This way volunteers feel engaged and are also more concerned towards the development of youth community.
The Arrangements taken by TakenMind include forming a global community for youth and ensuring that the services of TakenMind is wide-spread. Using Technology to drive major updates in communication include usage of amazon aws, SMS and Email services. The volunteers of TakenMind contribute from their own places remotely and ensure the proper run of the organisation.
The co-ordination mechanism provided by TakenMind include teaching of life-skill concepts, assignments to students, evaluation of assignments, project proposal, proof-of-concept evaluation of projects and project evaluation. All these activities are performed by volunteers from different parts of India who make up TakenMind Organisation. The Initiative is governed by a specific set of rules driven by TakenMind Organisation that is aimed at the provision for sustainable student skills development. Each Project developed by the student is analysed to understand all possibilities of project deployment in real-life scenario. Volunteers across the country donate, initiate teaching, help the students to learn more concepts to build their own project.
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
Siranjeevi D, Chief Executive