Global Massive Open Online Challenge 2021

The Challenge is a global COMPETITION for students, which requires massive CREATIVITY, encourages open COLLABORATION, and offers learning through online COURSES to help address the UN Sustainable Development Goals locally.

OFFICIAL LAUNCH ON JANUARY 2021.

What is the Challenge?

  • Compete as student teams
  • Create projects for achieving one of the SDG 4 targets
  • Gain knowledge (SDG 4) and skills (online teamwork & leadership) through online courses
  • Receive coaching from mentors around the world
  • Top 10 teams receive funding abd guidance to pilot ideas locally
  • Top 10 mentors receive awards
  • Winning teams will receive awards from UNESCO at International Day of Education 2022

Why join the Challenge?

  • Students will have access to free online MOOC courses on the UN Sustainable Development Goals and on leadership skills workshop.
  • Outstanding teams will also get additional funding and guidance to pilot their projects locally!
  • Did I mention that the winning teams will also receive awards and recognitions from UNESCO on the International Day of Education 2022 (January 24) too?!
STUDENTS WILL
  • Form a team with strong executive force to make things happen.
  • Provide a feasible solution to a real problem (SDG4 targets) that create unique values for your defined users.
  • Visualize solution by designing a prototype and validate it by collecting feedback from potential users.
  • Design business/ operational model for global scalability.
  • Demonstrate momentum in market traction (while learning to protect the critical aspects of IP in the early stages of development)
  • Monitor project finance, think creatively about sustainability strategy, pitch for funding to pilot your ideas!!
  • Work with mentors, be innovative and excel in the real world.
triple impact model of impactful projects
(adopted from the PPP/ triple bottom line)

When is the Challenge?

  • Jan: Challenge announced on International Day of Education (IDE) 2021
  • Jan – May: Application opens
  • Apr – May: MOOC on SDG 4
  • Jun – Jul: MOOC on leadership skills
  • Aug: Online Summer Bootcamp, pitching competition
  • Sep – Dec: Outstanding team will pilot solution locally
  • Jan: Announce winning team on IDE 2022

How do I get involved? What’s next?

The year-long Challenge was officially launched during the #LearningPlanet Festival, co-organized by CRI and UNESCO on the International Day of Education 2021.

Application to join the Challenge will be opened from Feburary 2021 until May 2021; and you will need to fulfil the following:

  • Form a team of 5 current students (from the same university/ school)
  • Have all the team members complete the MOOC on SDG 4 (Apr – May 2021)
  • Have the team captain to submit the project proposal to complete the application

By completing the MOOC on SDG 4 (Apr – May 2021), you will:

  • get an overview of the UN SDG: its essence and progress
  • learn about the SDG 4 targets and indicators, and choose the primary targets that your project is addressing
  • gain insights from best practices of SDG 4 projects
  • complete simple market research and brainstorm on potential solution
  • put together a winning project proposal for the Challenge, by following the step-by-step guide inside the MOOC.

** Team captains will be assigned extra tasks throughout the MOOC; for example, lead discussion with team members to make certain team decision

The 2030 Agenda for Sustainable Development

The Agenda is “a plan of action for people, planet and prosperity”.  It comprises of 17 Sustainable Development Goals (SDGs).  These goals are indivisible and encompass economic, social and environmental dimensions.

Sustainable Development Goal 4 (SDG 4) is the education goal 

It aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

SDG 4 is made up of 10 targets and their respective indicators:

FREE PRIMARY AND SECONDARY EDUCATION

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

EQUAL ACCESS TO QUALITY PRE-PRIMARY EDUCATION

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 under 5 years of age 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

EQUAL ACCESS TO AFFORDABLE TECHNICAL, VOCATIONAL AND HIGHER EDUCATION

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

INCREASE THE NUMBER OF PEOPLE WITH RELEVANT SKILLS FOR FINANCIAL SUCCESS

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

ELIMINATE ALL DISCRIMINATION IN EDUCATION

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.

4.5.1

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

UNIVERSAL LITERACY AND NUMERACY

By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.

4.6.1

Percentage 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

EDUCATION FOR SUSTAINABLE DEVELOPMENT AND GLOBAL CITIZENSHIP

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, including gender equality and human rights, are mainstreamed at all levels in: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment

BUILD AND UPGRADE INCLUSIVE AND SAFE SCHOOLS

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 with access to: (a) electricity; (b) the Internet for pedagogical purposes; (c) computers for pedagogical purposes; (d) adapted infrastructure and materials for students with disabilities; (e) basic drinking water; (f) single-sex basic sanitation facilities; and (g) basic handwashing facilities (as per the WASH indicator definitions)

EXPAND HIGHER EDUCATION SCHOLARSHIPS FOR DEVELOPING COUNTRIES

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.b.1

Volume of official development assistance flows for scholarships by sector and type of study

INCREASE THE SUPPLY OF QUALIFIED TEACHERS IN DEVELOPING COUNTRIES

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 StatesIndicators

4.c.1

Proportion of teachers in: (a) pre-primary; (b) primary; (c) lower secondary; and (d) upper secondary education who have received at least the minimum organized teacher training (e.g. pedagogical training) pre-service or in-service required for teaching at the relevant level in a given country

Any questions?

Get in touch at alliance@mooc.global