Kenya - Business creation project

Describe your project or startup in a few words

The purpose of this project proposal is to outline a comprehensive plan for implementing remote learning solutions to bring education directly to children who are unable to attend traditional schools due to various circumstances. The project aims to bridg

01.01 Describe your project in more detail

Project-based learning (PBL) involves students designing, developing, and constructing hands-on solutions to a problem. The educational value of PBL is that it aims to build students’ creative capacity to work through difficult or ill-structured problems, commonly in small teams. Typically, PBL takes students through the following phases or steps: 1.Identifying a problem 2.Agreeing on or devising a solution and potential solution path to the problem (i.e., how to achieve the solution) 3.Designing and developing a prototype of the solution 4.Refining the solution based on feedback from experts, instructors, and/or peers Depending on the goals of the instructor, the size and scope of the project can vary greatly. Students may complete the four phases listed above over the course of many weeks, or even several times within a single class period. Because of its focus on creativity and collaboration, PBL is enhanced when students experience opportunities to work across disciplines given by

01.02 What is the main problem you are trying to solve?

1.Reversing learning losses at home and at school_Most students living in households with incomes under the poverty line in the developing world, roughly the bottom 80% in low-income countries and the bottom 50% in middle-income countries, do not have the minimum conditions to learn at home. 2. Neuroscience should be integrated into education policies_ Policies considering neuroscience can help ensure that students get proper attention early to support brain development in the first 2-3 years of life. 3.. Use of evidence to improve teaching and learning We now know more about what works at scale to address the learning crisis. To help countries improve teaching and learning and make teaching an attractive profession, based on available empirical world-wide evidence, we need to improve its status, compensation policies and career progression structures; ensure pre-service education includes a strong practicum component so teachers are well equipped to transition and perform effective.

01.03 Tell us the major benefits and/or advantages of using the product/service that your project intends to provide (at least 3).

1.Project-Based Learning Promotes Independent Learning and Creativity _The hallmarks of independent learning and creativity are unique to project-based learning. In contrast, traditional education focuses on rote memorization and a singular curriculum. 2.Communication Development A presentation to the class or group at the end of a project-based learning exercise is just one of the ways that students are offered the opportunity to practice and grow in their writing, public speaking, and effective communication. They also continually hone these skills at the micro and interpersonal levels throughout their projects. 3.Fosters Creativity The difference in creative ideation and design is remarkable with project-based learning. In this approach, student agency is huge. We provide support and scaffolding, but students take charge of the project. The choices of what to use and how to present materials are left to the students. 4.Critical Thinking Almost every school recognizes the need for

01.04 Please describe who exactly your project is aimed at serving. Who are the targeted beneficiaries?

The direct beneficiaries of this project will be 500 children (25 children X 20 centres) for mainstreaming program. They are basically vulnerable group of Deprived Children, more specifically street children, slum children, working children, children of sex workers, children of families ‘ at risk’ (like orphan children, migrants, single parents), girl child. Indirectly we can ensure participation of community children & parents, formal schools, local authority, clubs and other NGOs. TF for the last 5 years are working with nearly 500 children for providing formal education. At present around 500 children are enlisted in the primary level education and higher education. We have created opportunities for these children to take formal education. From hundred percent participation from the community members is now the asset of this project. After an endless effort Tomorrow Foundation is succeed to make the community members understand that Education is the right of every child

01.05 When did you start working on your project?

2023-01-10

01.06 How many other partners are associated with your business venture?

10

01.07 Among the other partners, how many are female?

5

01.08 Please describe the profile of each of the other partners (skills, experience, etc.)

The School Board as a Stakeholder in Education School board members have key responsibilities as stakeholders in education. Some of these key responsibilities are: A legal responsibility to ensure schools within their district are meeting educational standards by providing a quality education for all students. A financial responsibility to use taxpayer money wisely and to have a good handle on other resources given to their schools. Often each member has a personal responsibility to ensure their schools are effectively helping students to succeed. For example, they can request that school administrators at each school within the district develop programs to meet specific educational goals of the school board. Students as Stakeholders in Education Students are the primary stakeholders in education. The primary purpose that the school was created for is student learning. Thus, students are directly impacted by the educational system and are the greatest stakeholders in education. Studen

01.09 If you have a website, a social media page (Facebook, Instagram, Linkedin…), or app, please provide the link here:

https://www.supportforall.com

01.10 Which industry best describes your project?

j) Public services

02.01.01 My project contributes to the No poverty goal

7 - Strongly Agree

02.01.02 No poverty - Justification

Studies show that increased access to education can contribute to economic growth and poverty eradication. Accordingly, acquired basic skills such as reading, writing and numeracy have a positive effect on marginalized populations’ incomes and the rate of return on the economy. The wish to eliminate poverty in Kenya has been articulated since independence through a number of enactments and policy papers. However rampant poverty still abounds. Abject poverty threatens access to essential services by about 38% of Kenyans living below the poverty line. In its effort to combat poverty, the government introduced free primary and free day secondary education with poverty alleviation as one of its objectives. However, the free basic education has so far not eliminated poverty as envisaged due to a number of challenges. This paper thus presents the successes, failures and challenges of the free basic education in Kenya against the need for it to help eliminate poverty by thematically examining

02.02.01 My project contributes to the Zero hunger goal

6

02.02.02 Zero hunger - Justification

School Agriculture Schools can directly improve food availability through school gardens where students grow food crops or raise livestock on school grounds. The food produced by the school can be consumed by students, increasing the aggregate food availability for children who may face limited quantities at home. In some cases, vegetables, milk, and other fresh foods produced in school gardens are added to staple foods, such as maize or rice, provided by government or private school feeding programs. These additions can signifi- cantly enhance the quality of the students’ diet. At the same time, vegetables, milk, eggs, meat, animal fodder, trees, honey, or other products from school agricultural programs can also be sold to meet cash needs for schools. In addition to the direct improvements in food availability, school gardens can pro- mote better utilization; for example, teaching children the importance of consuming a nutritionally balanced diet. Experimental learning activ

02.03.01 My project contributes to the Good health and well-being goal

7 - Strongly Agree

02.03.02 Good health and well-being - Justification

Nowadays, young people face several health challenges. As children and teenagers spend most of their time in the classroom, schools may have the opportunity to positively influence students’ quality of life, playing a crucial role in fostering their health. The aim of this review was to analyze evidence that demonstrated why school is the ideal setting for thepromotion of young generations’ wellbeing. Methods: We have reviewed the available literature about health promotion in school setting, searching for articles and books published from 1977 to 2020. A total of 74 articles and 17books were selected and assessed. Results: The promotion of students’ wellbeing could reduce the prevalence of measurable unhealthy outcomes and improve their academic achievements. At least 80% of all cases of heart diseases, strokes, type 2 diabetes and one third of all cancers can be prevented through health education. In this perspective, primary prevention and health promotion should start as early a

02.04.01 My project contributes to the Quality education goal

7 - Strongly Agree

02.04.02 Quality education - Justification

education is a fundamental tool for development, and its importance is perceived at both the individual and global levels. At the individual level, it is generally demonstrated that people with a good education are less likely to live in poverty (Hannum & Buchmann, 2005) and have more autonomy and good decision-making capacity (Sen, 1999). At the global level, research emphasizes that education is positively associated with innovation, human and technological development, and higher economic growth (Danquah & Amankwah-Amoah, 2017; Pelinescu, 2015). In this framework, Nelson and Phelps (1966) assume that if a country devotes more resources to education and thus increases its human capital stock, this will increase the growth rate of the economy. Azariadis and Drazen (1990) follow the same line by highlighting the importance of education for economic development. They argue that if developed countries are ahead in economic growth and development, it is because successive generations have

02.05.01 My project contributes to the Gender equality goal

7 - Strongly Agree

02.05.02 Gender equality - Justification

Schools play an important role in the fight for gender equality. Schools empower all students, serving as incubators where students can learn about their own potential and rights in the world around them. The education girls receive at schools plays a huge role in shaping their future. United Nations Sustainable Development Goal 4 commits to ensuring every child in the world receives a free, quality education. With the push to get every single girl in school, the potential for impact in creating gender equality through education is huge. The World Bank is the largest external financier of education worldwide. This note examines trends in girls’ education and spotlights interventions that support girls’ education. Key takeaways include the following: It is simply not enough to get girls into school. Efforts must ensure they stay in school, learn well, and are able to translate their schooling into future gains. Programs that focus on getting girls into school through scholarships, ca

02.06.01 My project contributes to the Clean water and sanitation goal

7 - Strongly Agree

02.06.02 Clean water and sanitation - Justification

Access to safe and reliable water, sanitation and hygiene (WASH) is a critical precondition for providing a safe school environment that supports equal opportunities for high-quality education and healthy development of children. To create WASH-friendly and health-promoting schools, common problems beyond the provision of proper WASH infrastructure – such as toilets and taps – need to be addressed. Operation and maintenance, education and persisting taboos, such as talking about toilet use and menstrual hygiene matters, need to be tackled. This information package offers practical support for school staff on how to address common WASH problems and deliver improvements at the school level, alongside pupils and the entire school community. It will help schools strengthen health education and implement whole-school policies that promote the health, well-being and dignity of pupils and school staff, making every school a health-promoting school. Other stakeholders around the school

02.07.01 My project contributes to the Affordable and clean energy goal

7 - Strongly Agree

02.07.02 Affordable and clean energy - Justification

We can encourage students to view subjects through this global lens. Lesson plans could discuss these energy challenges and provide meaningful context for students. Furthermore, finding ways not just to inquire or research to enrich students’ background on the issues related to renewable energy, there are many opportunities to involve students in action-oriented projects that have a local or even global impact. Having an awareness of these issues will help students become global leaders.School contribution towards reaching this goal centres on working with partners to support sustainable energy, by providing solar lighting for schools, solar pumps in communities vulnerable to droughts and floods, and other off-grid energy solutions that improve children’s learning and health. Energy-related data on the sectors most relevant to children is scarce, specifically the health- and education sectors as well as infrastructure such as transport. Disaggregated data on children and their access t

02.08.01 My project contributes to the Decent work and economic growth

7 - Strongly Agree

02.08.02 Decent work and economic growth - Justification

There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically. The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information

02.09.01 My project contributes to the Industry innovation and infrastructure

7 - Strongly Agree

02.09.02 Industry innovation and infrastructure - Justification

By learning, taking action and teaching others about the need for investments in infrastructure, inclusive and sustainable industrial development and technological innovation, young people can play a valuable leadership role in helping to accomplish Goal 9, as well as the other Sustainable Development Goals. Infrastructure is often something we take for granted in the Country Kenya. When you turn on the faucet, clean water comes out; when you plug an appliance into the wall, there is electricity to power it; when you want to go somewhere, there are roads to take you there. Here are four important facts provided by the UN and some related educational ideas related to Goal 9 of the Sustainable Development Goals that can help youth learn and be engaged as global citizens. “Basic infrastructure like roads, information and communication technologies, sanitation, electrical power and water remain scarce in many developing countries,” according to the UN. Recent water infrastructure issues,

02.10.01 My project contributes to the Reduced inequalities goal

7 - Strongly Agree

02.10.02 Reduced inequalities - Justification

Conversely, good-quality public education for all can be a powerful engine for greater equality. Governments can take the cost of a good education away from families, with an immediate impact on the income gap between rich and poor, as the cash benefit is proportionately far greater for families on lower incomes. To find out more about these positive effects, Oxfam looked at available public spending data for primary education across 78 low-, middle- and high-income countries. The cash value of public education often exceeds the total income of the poorest families by a wide margin. For a single mother with two children both in primary school, for example, public spending on her children’s schooling exceeds her family income by three times in Colombia.14 Yet beyond this boost to incomes, good education is an engine of equality in other important ways, by: • Reducing poverty. A good education makes the likelihood of higher incomes and lower poverty much greater. It is estimate

02.11.01 My project contributes to the Sustainable cities and communities goal

7 - Strongly Agree

02.11.02 Sustainable cities and communities - Justification

The ideology of progress and growth, deep-rooted in western culture, not only justify Earth overexploitation (in the name of the continuous growth) but also affect the creation and collective construction of visions and narratives of a different and sustainable future for community. Transformative learning can benefit these approximations by stimulating students to critically reflect and question their assumptions and beliefs from traditional thinking. A shift from conformative or even reformative learning to transformative learning (a shift to higher order learning) will involve personal, institutional and political resistance by students that then poses a challenge to their beliefs and ideas, and a whole reconstruction of meaning (Starting, 2024). Lewin (1951) and even John Dewey (1933), set foundational ideas in train for transformative learning. Argyris and Schön (1996) provided double loop learning concepts. And then Peter (1990)) learning organization ideas are also relevant to e

02.12.01 My project contributes to the Responsible consumption and production goal

6

02.12.02 Responsible consumption and production - Justification

Teachers play a key role in the construction of a more equal, fairer and sustainable world. Incorporating education for sustainable consumption into teacher training should therefore be a priority. This education should aim to develop students’ awareness of environmental issues, to encourage lifestyle changes, and to promote reducing their personal ecological footprint (EF). Training processes will hence lead to active learning approaches promoting critical thinking about production and consumption patterns, linking the curriculum content to real life, and involving students in activities that reduce their EF. This paper presents research carried out at three Spanish faculties of education. The main goal is to analyse the relationship between active teaching and learning strategies, and the reduction of the students’ individual EF. Pre- and post-test questionnaires were used to collect data. A total of 93 primary education degree students took part in this study. The results show the s

02.13.01 My project contributes to the Climate action goal

6

02.13.02 Climate action - Justification

This study examined how the regional manifestations of climate change effects and students’ involvement in various climate-related clubs and activities influenced their knowledge and awareness of climate change. Key knowledge gaps and their implications for climate action were also examined. A cross-sectional survey was adopted for the study whilst a snowball sampling technique was used to select the respondents. A total of 300 students from 26 African countries participated in the survey. Descriptive statistics, relative importance index (RII) method and the chi-square test of independence were used to analyze the data. Results showed that regional manifestations of climate change effects and students’ involvement in climate change-related workshops and campaigns significantly influenced their knowledge levels whilst their membership of climate-related student clubs had no significant influence. Key knowledge gaps with regards to how factors such as meat consumption and waste generati

02.14.01 My project contributes to the Life below water goal

6

02.14.02 Life below water - Justification

The environment is facing serious challenges like climate change and pollution. Education plays a crucial role in addressing these challenges by raising awareness, promoting sustainable practices, and developing skilled citizens for environmental conservation and sustainable development. This article explores how much three geography textbooks used in Kenya primary schools include environmental education topics. The focus of the research is on four main environmental education themes: ecosystems and cycles, pollution, use of resources, and environment preservation, as well as their subtopics. The research is based on the theoretical framework of the BIOHEAD-CITIZEN project, which aimed to understand how environmental education can encourage citizenship. The research used a mixed-method design that combined content analysis with a convergent parallel approach to examine how much environmental education content is present in daily lessons and reading materials. Generally, water conservat

02.15.01 My project contributes to the Life on land goal

7 - Strongly Agree

02.15.02 Life on land - Justification

Responsible action is taken to better the environment EE helps students understand how their decisions and actions affect the environment, builds knowledge and skills necessary to address complex environmental issues, as well as ways we can take action to keep our environment healthy and sustainable for the future. Service-learning programs offered by PLT and other EE organizations provide students and teachers with support through grants and other resources for action projects. Biophobia and nature deficit disorder decline By exposing students to nature and allowing them to learn and play outside, EE fosters sensitivity, appreciation, and respect for the environment. It combats “nature deficit disorder” … and it’s FUN! Healthy lifestyles are encouraged EE gets students outside and active, and helps address some of the health issues we are seeing in children today, such as obesity, attention deficit disorders, and depression. Good nutrition is often emphasized through EE and stress

02.16.01 My project contributes to the Peace justice and strong institutions goal

7 - Strongly Agree

02.16.02 Peace justice and strong institutions - Justification

REDUCE VIOLENCE EVERYWHERE Significantly reduce all forms of violence and related death rates everywhere. PROTECT CHILDREN FROM ABUSE, EXPLOITATION, TRAFFICKING AND VIOLENCE End abuse, exploitation, trafficking and all forms of violence against and torture of children. PROMOTE THE RULE OF LAW AND ENSURE EQUAL ACCESS TO JUSTICE Promote the rule of law at the national and international levels and ensure equal access to justice for all. COMBAT ORGANIZED CRIME AND ILLICIT FINANCIAL AND ARMS FLOWS By 2030, significantly reduce illicit financial and arms flows, strengthen the recovery and return of stolen assets and combat all forms of organized crime. SUBSTANTIALLY REDUCE CORRUPTION AND BRIBERY Substantially reduce corruption and bribery in all their forms. ENSURE PUBLIC ACCESS TO INFORMATION AND PROTECT FUNDAMENTAL FREEDOMS Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements. PROMOTE AND ENFORCE NON-DIS

02.17.01 My project contributes to the Partnerships for the goal

6

02.17.02 Partnerships for the goal - Justification

When schools and community organizations work together to support learning, everyone benefits. Partnerships can serve to strengthen, support, and even transform individual partners, resulting in improved program quality, more efficient use of resources, and better alignment of goals and curricula (Harvard Family Research Project, 2010). 
 First and foremost, learning partnerships can support student outcomes (see, for example, Little, Wimer, & Weiss, 2008). For example, the Massachusetts Afterschool Research Study found that afterschool programs with stronger relationships with school teachers and principals were more successful at improving students’ homework completion, homework effort, positive behavior, and initiative. This may be because positive relationships with schools can foster high quality, engaging, and challenging activities, along with promoting staff engagement (Miller, 2005).
 In addition to supporting student learning directly, partnerships can have additional benef

05.01 There are a large number of customers who already use a product/service very similar to the product/service we envision creating.

7 - Strongly Agree

05.02 The product/service we envision creating represents an entirely new type of product/service.

2

05.03 The product/service we envision creating could be described as a new technology.

3

05.04 The product/service we envision creating is an improvement on an existing product or service.

7 - Strongly Agree

05.05 The product/service we envision creating could be described as an extension of a range of products or services.

5

05.06 The product/service we envision creating responds to a demand or need that has not been satisfied by other products/services.

7 - Strongly Agree

05.07 The product/service we envision creating is a new version of an old product/service.

4

05.08 Justification

Creating New Markets Through Service Innovation Many companies make incremental improvements to their service offerings, but few succeed in creating service innovations that generate new markets or reshape existing ones. To move in that direction, executives must understand the different types of market-creating service innovations as well as the nine factors that enable these innovations. For decades, the importance of services to the global economy has grown steadily while the importance of goods has declined. In fact, services now dominate, making up about 70% of the aggregate production and employment in the Organization for Economic Cooperation and Development (OECD) nations and contributing about 75% of the GDP in the United States.1 It’s only natural, then, that companies are constantly seeking to provide better services, regardless of whether they are in a “pure” service business or in a manufacturing industry that must increasingly rely on its service operations for continued

05.09 Who are your main potential competitors and what makes you stand out from them?

Provide the best customer service Providing good customer serviceis not only important for customer satisfaction, customer retention and additional sales, but also for attracting new customers. Do not underestimate the effect of Word of Mouth! Satisfied customers often become good ambassadors and recommend your training to others. Highlight good customer reviews Your customer reviews are unique, and no business can steal these from you. Make sure to collect customer reviews from your participants, so that you can highlight the very best ones on your own website and other places you advertise your courses. Nothing is more credible than reviews from previous participants. Be innovative Innovation is all about creating something new. Being innovative can be both unpredictable and risky, yet also one of the smartest ways to differentiate yourself. If you manage to offer something brand new, something that no other providers offer, you can really hit the nail on the head (or miss completely

10.06 Are you initiating actions within your community to promote the role of female entrepreneurs?

Yes. Raise awareness about Women’s Entrepreneurship and acknowledge the importance of women entrepreneurs: Inclusiveness and gender equality are central to all WeRin activities. The WeRin project has spotlighted 29 great examples of diverse women entrepreneurs across Europe and celebrated their success through social media and the project website. This provides an excellent example of sharing good practice and it also provides relevant examples of real-world advice from women who are making their entrepreneurial journeys and who share their insights and advice in our exemplar Changemaker role models ).The table banking Project awareness-raising work was recently acknowledged by the project securing award! 2. Ensure life-long entrepreneurial learning, especially for women: Through their international and five regional Think Tanks, the table project has identified that there are gaps within existing entrepreneurship education for women. Improve access to finance for women entrepre