[IMPACT]
There are more than 30 countrywide hubs. Associating with the bodies that are mandated to set them up such as the Association of countrywide hubs and the Ministry of Youth and ICT is a more feasible way growing the knowledge about Cardano.
We believe we will have bigger impact as more people get to know and we leverage on existing hubs which understand information delivery.
By working with many hubs we increase delivery nodes as information can go from these hubs to people who would otherwise not have the information
More people will benefit from the solutions offered and it is a way of bringing in the tech community as well as the local community as all the hubs have some form of community outreach
The major barriers of outreach to hubs is also the risk faced when trying to work with them namely; lack of genuine software, inadequate computers or hardware, low speed internet, lack of motivation from the community to use ICT, lack of proper training skills, unavailability of latest ICT equipment, lack of expert technical staff, poor administrative support to name a few.
[FEASIBILITY]
May 2022:. Work with about 30 countrywide community hubs in 4 to 6 months
May 2022: Identify the hubs
May June 2022: Mobilize the of hub management teams to buy into the idea of running Cardano programs there
June July 2022: Organize and planning meetings on how to go about itRunning the following programs over a period of 4 to 6 months
June 2022: Run biweekly training Programs for sensitization and onboarding onto the Cardano ecosystem
July 2022:One exhibition of Cardano and Catalyst (Cardano day)
August 2022: Run a Cardano workshop
Aug 2022: Create teams of developers and community members of ideate on Project catalyst to design fabricate products and solve problems on Project Catalyst
Develop a lecture series where selected Catalyst community and IOG experts can speak and convey the Cardano vision
Aug 2022: Convey results of different activities through presentation events at which members of the community and key stakeholders such as government officials are invited
1 Run biweekly training Programs for sensitization and onboarding onto the Cardano ecosystem Trainer for 8 sessions online 2000
4.2 One exhibition of Cardano and Catalyst (Cardano day) 2000
4.3 Run a Cardano workshop 3000
4.4 Create teams of developers and community members of ideate on Project catalyst to design fabricate products and solve problems on Project Catalyst 2000
4.5 Develop a lecture series where selected Catalyst community and IOG experts can speak and convey the Cardano vision (Part of operational cost)
4.6 Convey results of different activities through presentation events at which members of the community and key stakeholders such as government officials are invited 3000
The team has mor than 20 years collective experience in the ICT education space and a reach with many teachers in the East African region
Anne has
worked on various projects that support the integration of ICT in education as
an Ed tech expert and education advisor ICT. Also an active community member
and a funded proposer in fund 7 and a Community advisor <https://www.linkedin.com/in/anne-gatende-a89791158/>
Victor
is an education technologist in Strathmore University, Kenya. He is a
Ph.D candidate in Computer Science with a research interest in Security
Monitoring in Industrial Control Systems. He is currently involved in the
creation of digital learning content and configuration / administration of open
source Learning Management Systems and School Management Systems. He is
passionate about cyber-security and digital forensics, <https://www.linkedin.com/in/malombe/>
Antony is a
Computer Technologist, focusing on Open Source solutions for corporate
enterprises.
Currently a system developer and corporate consultant at Aero
Dimensions Africa.
Member: Python Community, Nairobi Ruby Community(Nairuby),
Nairobi SharePoint User Group and Red Hat Developers community <https://www.linkedin.com/in/oantony/>
Angela is a Haskell/Plutus developer and course creator and Lecturer at the European Business University of Luxemburg. She is also a Plutus pioneer and Atalla Prism pioneer. An active community member, co-host at Eastern Town hall and Fund 7 Idea Fest co-cost. CA and VCA
[AUDITABILITY]
Work with about 30 countrywide community hubs in 4 to 6 months
May 2022 Identify the hubs
May 2022 Mobilize the of hub management teams to buy into the idea of running Cardano programs
June 2022 Organize and planning meetings on how to go about it
July 2022 Run biweekly training Programs for sensitization and onboarding onto the Cardano ecosystem
July 2022 Create teams of developers and community members of ideate on Project catalyst to design fabricate products and solve problems on Project Catalyst
July 2022 One exhibition of Cardano and Catalyst (Cardano day)
Aug 2022 Run a Cardano workshop
Aug 2022Develop a lecture series where selected Catalyst community and IOG experts can speak and convey the Cardano vision
Sept 2022 Convey results of different activities through presentation events at which members of the community and key stakeholders such as government officials are invited
Oct 2022 Project close out
30 hubs in Kenya reached sensitized and mobilized into the Cardano ecosystem. In a country where about 75% of the population is aged below 25, the future of Cardano is in this country, region and continent
No
SDG Rating
SDG goals:
Goal 1. End poverty in all its forms everywhere
Goal 2. End hunger, achieve food security and improved nutrition and promote sustainable agriculture
Goal 4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Goal 8. Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
Goal 9. Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation
Goal 10. Reduce inequality within and among countries
Goal 11. Make cities and human settlements inclusive, safe, resilient and sustainable
Goal 12. Ensure sustainable consumption and production patterns
Goal 17. Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development
SDG subgoals:
10.b Encourage official development assistance and financial flows, including foreign direct investment, to States where the need is greatest, in particular least developed countries, African countries, small island developing States and landlocked developing countries, in accordance with their national plans and programmes
17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology
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
4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
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.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.b By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
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
8.1 Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent gross domestic product growth per annum in the least developed countries
8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation, and encourage the formalization and growth of micro-, small- and medium-sized enterprises, including through access to financial services
8.6 By 2020, substantially reduce the proportion of youth not in employment, education or training
9.2 Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and gross domestic product, in line with national circumstances, and double its share in least developed countries
9.5 Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries, in particular developing countries, including, by 2030, encouraging innovation and substantially increasing the number of research and development workers per 1 million people and public and private research and development spending
9.b Support domestic technology development, research and innovation in developing countries, including by ensuring a conducive policy environment for, inter alia, industrial diversification and value addition to commodities
9.c Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020
Key Performance Indicator (KPI):
17.8.1 Proportion of individuals using the Internet
4.4.1 Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
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
4.7.1 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.1 Proportion of schools offering basic services, by type of service
4.b.1 Volume of official development assistance flows for scholarships by sector and type of study
4.c.1 Proportion of teachers with the minimum required qualifications, by education level
8.1.1 Annual growth rate of real GDP per capita
8.3.1 Proportion of informal employment in total employment, by sector and sex
8.6.1 Proportion of youth (aged 15–24 years) not in education, employment or training
9.2.1 Manufacturing value added as a proportion of GDP and per capita
9.2.2 Manufacturing employment as a proportion of total employment
9.5.1 Research and development expenditure as a proportion of GDP
9.5.2 Researchers (in full-time equivalent) per million inhabitants
9.c.1 Proportion of population covered by a mobile network, by technology
#proposertoolsdg
