1. Girls and women's access-barriers to education.2. Loss of access to education -teachers, facilities, and material- due to temporal displacement or erosion of livelihoods.3. Short commitment patterns to volunteering.4. Disconnected individual efforts to help.
1 Card 1 Child is based in correspondence courses, design for play activities and talking with migrants at stop lights. The goal of this initiative is to activate educational activities through trustworthy enhaced, educational resources, providing an efficient and inexpensive access to them. It envisions using the capacity in place (humanitarian personnel and non-affiliate "volunteers") to maximize the coverage of educational activities.WHAT ARE YOU DOING THAT IS DIFFERENT FROM SIMILAR INITIATIVES?We bring together the mobility of knowledge and ease of delivery, characteristic particular to study cards, with the platform that links diverse, otherwise disconnected, volunteering efforts, into impactful actions.WHAT UNIQUE ADVANTAGES DO YOU HAVE TO IMPLEMENT THIS INNOVATION?Ability to approach and understand protracted-crises situations with System Dynamics expertise to laser-focus efforts on causes.WHAT ARE OTHER ORGANIZATIONS ADDRESSING THE CHALLENGE USING A SIMILAR APPROACH?Other initiatives have made efforts to deliver material about Emotional Intelligence (https://goo.gl/afek9r) and System Thinking through a similar approach (https://goo.gl/eMP6ji) (https://goo.gl/yD8FHt)WHAT IS DIFFERENT ABOUT YOUR IDEA AND WHY DO YOU BELIEVE YOURS WILL BE MORE SUCCESSFUL?Human-centered knowledge created by the beneficiaries instead of a top-down content which validates relevancy of the study cards contents.
Girls and women are usually disproportionately affected in crisis-situations. Considering that their experience is the result of collective action, we need to address the situation systemically. We intend to serve two populations, the nearest communities to the crises and the girls and women on it. The nearest communities will benefit from gaining civil abilities to face society's problems. And the girls and young women will take advantage of an organized effort to provide access to knowledge.For example in the case study presented in this proposal: youth that migrates through Mexico by foot from Central America to the USA. Two indicators will measure the success of the progress: 1. Growth on geographical volunteer density (volunteers per sq. km.)2. Perceived agency of migrating girls and young women to confront their experience.
Mission and Vision
we work to supply study-cards to girls and young women in displaced populations; handing them out by the closest agent of change
Study cards are one of the most common educational tools. They are affordable, easy to replace and a way to review key content. Moreover, they are not subject to schools, electricity, or teachers to be activated. They represent an excellent medium to deploy a -continuous- educational experience during emergency situations. One important feature to consider when filling emergency's educational gap is to develop enhanced knowledge that addresses the emotional needs and the time barriers to educational activities. In this regard, 1Card1Child will develop its content guided by Design for Play and System Thinking methods.Under the supervision of Dr. Kopainsky (https://goo.gl/DyFDbp) at University of Bergen, along the past two years and a half, 1Card1Child has built an understanding of change through educational applications of system thinking, specifically, using System Dynamics to tackle food security in protracted crises (https://goo.gl/qhqoiZ).With these two guiding lines: System Dynamics and Design for Play, and the firm belief that a tighter social fabric enables sustainable development, we have designed a framework to supply education to girls and young women in protracted crises:DEVELOP: We create relevant content to the situation by first generating a thorough understanding of it.ENGAGE: We transform the desire to help, into action by linking volunteers capacities.SUPPLY: We equip the nearest agent of change with trustworthy educational resources.
Relatively few refugee education projects focus on secondary education: most educational innovation takes place at either primary or tertiary level. Organisations such as Kiron and Jamiya Project that aim to increase access to higher education have experienced that the education gap for refugee students is so great that they need other interventions to help fill it. The Sky School Diploma, - a blended high school degree that aims to specifically serve refugee students - is our key innovation. Other initiatives leveraging technology at secondary level, e.g. Edraak aim to supplement national curriculums, but are unable to provide accredited courses leading to a high school diploma. Other independent initiatives may tackle this issue by building new secondary schools. Governments invest resources in creating double shits in public schools. While this is important, it is not easily adaptable and takes a considerable time and effort to reach the numbers of students who need educati