Learn without borders

1.Solve the difficulty of girls and women to access education

2.Through work guides, and using elements from their environment, get them to relate the sounds they already know with the letters they are going to learn. This is done at the rhythm of each one, and increasing the complexity of each exercise according to the time they have and the progress they achieve. A tutor will be necessary to handle the guides correctly, and he/she will meet with them in defined periods.

3.The guide is designed in a way that you will not learn isolated knowledge, but associated, which will allow you to learn complete words, and you will feel the satisfaction of the achievements. This will help your self-esteem and confidence, and allow you to access other information. Guides can be easily modified for any language, allowing global use.

Globally, the world accounts for 775 million illiterate adults (UNESCO data 2019), 2/3 of them women, in Latin America there are approximately 32 million illiterates, where society is still highly machista, and in Colombia despite the fact that It shows a high percentage of literacy, the reality is that there are many places due to violence and geography where consultants cannot enter to take the information. In Colombia, the first victim of violence is women, and their difficulties to survive exceed those of their desire to study. Also the mentality that the important thing is to get a husband, still persists in the thought.
One factor that contributes to the problem is Colombia's difficult geography, but it also allows its teaching to focus on caring for nature and enhancing its cultural values. With violence, educated women are a tool in pacification, and this has been seen lately with social leaders. I do not have the data on how many indigenous women are illiterate, but I have worked with small groups of them, where women rarely allow them to attend, and those who go some of them are illiterate.

A guide was developed that can be developed by computer or with pencil and paper, and which is based on the use of the elements of the environment (earth, coal, wood, leaves), where the person will have the objective of learning to write a word , linking the sound you already know with the letters you are going to learn.
But first of all you must do exercises for the hand, draw lines, circles, etc., you can do it on the ground or on any paper.
Then the tutor will teach her the sound that corresponds to the word to be learned, and then she must repeat that sound following the guide and making up a story. For example: "Mom hugs me because she loves me." Mom is written in the guide and the rest is made up according to the accompanying image.
Then you must follow the points to write the word, and then complete the words with what is missing. If the person reached the goal before meeting again with the tutor, then they can do the "EXTRA BONUS" which is to identify the sound in other words and draw them.

We have worked with girls and women from rural areas and indigenous communities, there we met their needs and desires, and we understood that when their achievements are reinforced, and their value is recognized, not only as women, but as intelligent beings, they respond to very favorable way. So this solution is designed for all types of women, with learning models based on neuro-education. Commitment is created with the satisfaction of learning complete words, you will not memorize series, and they stop them in a simple way, which will not allow you to give up on your desire to learn. The guides will feature stories drawn from women in the region who achieved their dreams, further reinforcing the idea that things can change.

illiteracy in women, due to violence in the area, geographic difficulty, or learning problems, can be mitigated with guides designed to stimulate students with full-word parenting, using creativity, and realizing for themselves how achievements are achieved. In my region the issue of violence prevents teachers from reaching many areas, so through a community leader we can enter with the material, explain it, guide it so that they can solve it almost independently on their own.

Different strategies have been designed, but all involve transfers of suitable personnel, improvement of infrastructure, technological and pedagogical resources for schools, all this is very good, but it is quite short for the required coverage, and the needs of each student, imparting a traditional education, not widely accepted for all abilities. In addition, we must bear in mind that these phrases include the ease of students being able to get to schools every day, or every eight days. Our strategy proposes a model, in which a community leader can do the work of a tutor, and meetings can be scheduled according to the facilities of the students, working from home with a guide designed for all types of people including people who have mild learning disorders, we rely on neuro-education, relying on the phonetic method, and the generating word, avoiding that the aluman must memorize series.

The internet is our key tool to deliver the materials and train the tutor, through a mooc platform. It is important to clarify that if the community has access to the internet, it can do part of their learning through the tool (since it is a digital card), but the main idea is to be in the homes of girls and women who do not have a connection point, or where they are prohibited from contacting the world, that is why it was designed in a quite simple way, allowing them to practice when they are cooking, caring for children, or doing other household chores, making them see their progress themselves in each exercise. The guide has graphics where only the color is placed on the dresses (avoiding the red color, which sometimes blocks some people with learning disorders), allowing them to be represented with their skin, hair, and eye colors, the digital guide it has sounds where the tones depend on the word that is being taught, for example, for the word mom, the recording is sweet and pleasant, in the print, the colors must be respected to convey the feeling that needs to be transmitted.

Our solution is based on the internet and mooc platform, as it is a prototype, we have carried out tests on 9-year-old girls and adolescents, where they have shared their experiences to improve the product. In Colombia, although the government has tried to "connect" people, in this quarantine it has been discovered that the rural area still does not have the basic elements to provide a virtual education, therefore the evidence we have is from the printable booklet .

I hope that our solution has an impact on the problem, since we are taking into account the real conditions of the homes to which they belong, limited or no internet access, full control of their activities, and obligations that cannot be neglected, giving the possibility that it can be handled digitally or in writing, and the tutor is the leader of the area, gives us the opportunity to reach more people. The teachers interviewed give us a positive part in the design of the guide, but they doubt the commitment that students can have when working independently; This is our mayor challenge, and we have faced it in a way that they see the results in a short time and in a relatively easy way. It should be noted that we have not tested on a considerable number of students.

Currently we have carried out the test with 10 people, in one year the objective is to reach 15% of the region's population (Chocó and Amazonía), and in 5 years 60%.  Chocó according to figures from the Dane of the year 2018 has approximately 75,000 women who cannot read or write, and that is the first department we want to reach.

Within a year we hope to reach the most remote places in Colombia, especially in the jungle areas of Colombia, to count on the support of an institution to financially support our tutor and to be able to reach more women in the area. In 5 years we hope to reach more women in Latin America, modifying our guide for the needs of each region, our dream is to reach totally different cultures from us, and help these women who still have worse conditions than in Latin America.

Currently our great barrier, and which we hope will be different in five years, is violence in our country, and women as the main victim of this conflict, in addition to the danger in which social leaders are constantly, fundamental for us to reach the community to which we want to help.

Our great barrier is violence, we could address this barrier by requesting help from the religious communities in the area, we also want to financially help the tutor who will collaborate with us in this task, we could overcome this barrier with the support of an institution, in addition to payment of the impressions that must be in color, and of the time on the internet.

full-time staff: two women

 part-time staff: two women

 contractors or other workers:The other people who would work in the project are the tutors, that the form of payment depends on the number of students they have, and on the professional who finally gets to cooperate in that area, because due to the violence, it may not be possible to enter Nobody, and a social leader supporting us with the task, how it can happen that the area has teachers or pedagogy students who can do a practice there.

We are both engineers with experience in education in areas where the infrastructure, materials, and social environment is not conducive to obtaining the best results, and that is evident when the government presents the evaluation results of the students, where the rural area in its Most occupy the last places. We have both investigated how to achieve a different learning model that involves the majority of people, recognizing all skills as important, and we have also faced the reality that although there is the possibility of studying, some women prefer to "search" for a husband and they are not projected as trained people doing their own projects. The people who collaborate with us are specialized teachers who are part of the national government's education system.

At this time with no organization, we have only implemented our model, as a personal job.

Key Resources: Development of a digital book, Tutor / Teacher Training, Tutor evaluation (conflict management).

Key Activities: Tutors / teachers, volunteers, pedagogical students in the internship or internship stage or complementary to some material, Investors. Ministry of Education, ICT Ministry Technology Providers, Parents or relatives.

Type of intervention: Digital card for population with technology and printed digital card for population without technology, Friendly treatment, Daily advice by the virtual tutor and weekly for the face-to-face tutors. 

Segments: Girls, Teenagers, women under 45, Pacific region of Colombia, Tutors.

Value Proposition:Printable digital card, which may be delivered by a tutor digitally or in print according to the technological conditions of their location, social problems or economic situation. Education will not be restricted by the limitations of the target population or by the tutor's education levels (you are not required to be only an education professional).

Impact Measures:Achieve levels of well-being in society, Improvements in self-esteem, autonomy and creativity increased participation in society, Self-determination and social inclusion. 

Costumer Value Proposition: Affordable education, learning to the rhythm of each girl, teenager or woman, accompaniment of tutor / teacher, schedule flexibility for women.

Channels: Mobile apps, virtual platform, Printed digital card.

Cost Structure: Fixed costs: digital card, virtual platform, wages.  Variable costs: Didactic material, printed digital primer, tutor salary, transport.

Revenue:National resources for educational projects, Promotion of the initiative through alliances with government institutions.

Customer: Girls with limited resources, with or without technology and in vulnerable conditions, Adolescents and women in vulnerable condition.

Our goal is to negotiate with the government the projects with the remote areas we want to reach, in order to not only give economic sustainability to our idea, but also purchasing power for the tutors.

Our great drawback is the violence that these areas of the country have, and yes, it can help us with the advice of how we can overcome that drawback that could be of great help, since although we have contacted the theories of how we could solve it, in the real events we have no security. And we chose to apply to this project, because we have realized how difficult it is for our gender to access and want to have certain opportunities.

Although we have experience in the area of education, we do not have experience in working in high areas of armed conflict, our partnership objective is not only economic, but also advisory, which allows us to more effectively reach the places where we want reach, and the people we want to positively impact.

Our first objective is to partner with universities, to also be a research tool for new professors who enter the country, and to be able to give us feedback on improving the project, ONU Women, it would also be ideal for them to advise us on how we can reach the women who are in the middle of the conflict, and to be able to make more accurate contacts.

Nuestro proyecto está enfatizado 100% a las mujeres pueden aprender a leer, pero no solo eso, sino también a incentivar su imaginación, a ser más autónomos en el trabajo que deben hacer, ya sentirse parte de la sociedad, aunque solo tenemos un piloto , creemos que esta es una herramienta que puede ser aún más desarrollada y accesible a todo tipo de persona, ganar un premio así nos ayudará a dar más valor y herramientas al tutor, mejorar la calidad sensible de la cartilla.