Technology For A Cause Enhancing Skills Empowering Kids
Description
Technology For A Cause initiative is a step towards implementing the UN SDGs, particularly UN SDG 4 related to quality education.
I have been involved with teaching and training for quite a number of years, have worked with a very prestigious education system of our country Beaconhouse School System. I have observed a marked difference between curriculum taught at public and private sector schools in Pakistan. There is no standardized education system. This project is for underprivileged kids who deserve the same quality education experiences extended to kids in elite schools,a step towards decreasing the gap that exist between schools.
Weekly 3 to 4, 90 min interactive sessions with kids, kids are divided into 4 groups based on skills/grade-wise (SOS Children Village)<br />
I have developed a full curriculum over this one year, kids are engaged in different interactive activities that help build enhance different skills<br />
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Scheme of Work<br />
https://docs.google.com/document/d/1-bEzDN_G9xc9Kb647Tvrs9W0uh6Sz4ElHOA… />
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Action Plan <br />
https://docs.google.com/document/d/1u5vuRSiFEucRG35GZThGZUNEHn-15fI65g5… />
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Lesson Breakup:<br />
Whole class activity 15 - 20 mins (can be video watch, read a story, draw a mind map etc)<br />
Pair or group work 15 - 20 mins (construct a bridge using blocks, record story in Flipgrid etc)<br />
Individual task on computer or tablets 20 mins (worksheets, online game using abcya.com, mind mapping in Popplet, art work etc)<br />
Recap 10 mins or so<br />
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With the Second School, we communicate online and share activities through Google Doc (find attached), and we try to connect them to global peers through various online projects , first is the Global Art Exchange Project with Oneworldclassrooms<br />
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Action Plan <br />
https://docs.google.com/document/d/1R03lrF3kp5xxg624cSKK2uNsLUUHY8u3DvA… />
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Online through email/whatsapp/drive with Ran'aa Child Welfare Foundation
There are 5 Android Tablets handed over to the SOS Director, which are used according to the activity planned. Its a smooth transfer.<br />
The elder kids are trained to work as Internees , they help with younger kids during class (some times)
Both the SOS Director Mrs Kokab Qureshi and Head Ran'aa Child Welfare Foundation Mrs Mehwish Javed are taken on board before enrolling kids in different projects and activities. Details regarding projects and various activities are shared through emails and google docs with all concerned. We have been using Google Docs, Drive for the Oneworldclassroom project<br />
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Once we have the approval of all concerned, the project is carried on with the kids. Communication is done through emails, whatsapp, telephone throughout to ensure smooth working at both ends. The end products are shared with all concerned. feedback is taken to improve in future activities.<br />
Ran'aa Child Welfare Foundation
Mathletics, abcya.com
iEARN International Education and Resource Network
Popplet
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
| Name | Description |
|---|
Deliverables & Timeline
Resources mobilized
Partnership Progress
| Title | Progress Status | Submitted |
|---|---|---|
| Partnership Progress 2018-05-07 | On track |
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Entity
SDGs
Geographical coverage
More information
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Contact Information
Sheeba Ajmal, Ms