Monterrey's technological Aid

Minors from the village of Bellevista, due to social distancing, high levels of poverty, and the lack of educational digital spaces in the school and families from the village of Bellavista. They do not have access to technological means so that from the confinement, the minors can continue with their educational process. It is proposed to establish a digital educational program, where the Institute is supplied with technological equipment and educational platforms, focused on promoting knowledge from sustainable development in the region. Beyond promoting the continuity of the educational process, we want educational processes to transcend on a larger scale in the future. With this, from the technological and educational training, based on sustainable development, it encourages these future generations to promote change, social, environmental and economic, not only in their locality, but on a global scale.

The project seeks to assist the rural population of minors in the Bellavista village of the Monterrey municipality, who due to the lack of technological means of the only school in the area, and due to the mandatory confinement due to COVID-19: their educational process is it has suspended and precarious. 

This has been especially potentiated since the teaching staff, due to the confinement and ignorance of the use of technological means, has ceased educational spaces. Likewise, due to the low economic level of the population, the families of minors in school do not have access or knowledge of alternative technological means to continue with the educational process of minors. In fact, in the municipality of 18,175 inhabitants, only 2.25% of inhabitants of rural areas - such as Bellavista - receive primary education, and more than half are in the lower half of the socioeconomic scale. In this way, the project seeks the establishment of a digital educational space, which reinforces an educational plan responsive to the context of the population, and which enhances teaching from sustainable development and allows these knowledge to be rooted and adopted by family nuclei, and future generations.

The solution consists of the establishment of a digital school environment in the educational headquarters of the Bellavista de Monterrey Casanare village. Which will not be limited to the provision of computers and technological elements for education, but also to the training of the teaching staff on ICT tools, and their use since they promote sustainable development that you can transcend from minors to their family nuclei. The initial process will consist of staffing and training - advanced by the mayor's office. The second process will be the immediate educational continuity of the minors. And the third process will be family outreach workshops on the use of these technological tools, and campaigns for responsible uses of the Internet. The technology that will be used are 50 Computers 4 GB RAM Memory, 256 Hard Disk, Intel Core I5 Processor, 14-inch Screen, with 50 Office program packages (Word, Excel, Power Point, Outlook, Acces). In addition to 50 units of educational software. Connectivity is assumed by the mayor's office through a fixed point of free internet access in the educational center and for students.

My initial target population are 50 children of the rural area in the vereda of Bellavista. The social economic status of the children is the lowest (strata 1), has a high illiteracy rates. According to DANE projections and according to the 2018 population census, 18,175 inhabitants are projected in Monterrey by 2021. Of the total population 49.60% are men and 50.40% are women. The main target population is 3580 students from elementary to grade eleven to thirteen, both urban (3171 students) and rural (409 students).

In relation to the urban and rural sector there is the following relationship of students enrolled for the year 2021 related by Educational Institution and for the case of the Higher Normal the number is 1641 users. The Municipality is the one that is typified with illiteracy since in Monterrey in 2021 it is 8.5% for 5 years and more and 9.7% for 15 years and more, a very high indicator, which is why the development of a technologically equipped school is very important, because it is in this space that the most important actions are carried out to support this vulnerable population.

Description of the problem:

Due to the Pandemic the education service has been restricted to the provision of the service through paper guides and access to classes through technological platforms. However, in these resource-poor rural populations, access to these technologies is almost impossible, leading to serious deficiencies in educational processes. This is because families are very poor and do not have the resources to access technologies and educational institutions are not prepared to access ICTs.

Therefore, this project has been proposed, having as its central problem the "Reduced digital school environment in educational headquarters and in the Vereda families Bellavista de Monterrey Casanare",  and among the possible causes that cause the central problem is:

·       Low appropriation of digital technologies in educational practices

·       Low appropriation of digital technologies in families

·       Insufficient access to digital technologies in public schools

·       Insufficient access to digital technologies in public schools

Description of the existing situation:

Monterey's rural educational institutions have a small digital environment in their headquarters as in almost all of these in our country, which are very deficient by: (i) low levels of connectivity; (ii) very low teaching training in technological areas; (iii) a lousy endowment in digital technologies in educational headquarters, and at the family level. Since most rural people have severe deficiencies in access to services and goods, which guarantees them a decent quality of life; (iv) a near-zero level of infrastructure for access to ICT (Access point, access to sustainable energy sources, electrical infrastructure, adequate and secure physical condition, etc.); (v) electrical and electronic elements that have fulfilled their useful life, and among others. With all of the above, we would like to point out that the current condition demonstrates the seriousness of the gap between urban and rural area in the Municipality of Monterrey Casanare.

 In this same line, we would like to point out that the level of internet connectivity in ICT access programs in education is measured by three fundamental aspects: (i) The level of coverage of connected educational sites, (ii) the type of connection available and, (iii) the perception that teachers have about the functioning of the connectivity service. But as mentioned in the previous paragraph, the situation of Bellavista's verada does not meet any of the three requirements, which undermines the educational and welfare situation of the population subject to the project. This is greatly compounded when the family nuclei of the projected population are also not gifted and do not have the perception of the importance of ICT.

In short: the rural population of the road has little access to desktop computers, laptops, tablets, digital boards, virtual reality viewers, among others. Low-end cell phones are rarely available, with serious deficiencies in connectivity, and ease of access to quality information or educational programs.

In addition, another major barrier to integrating digital technologies into learning or educational processes is the lack of internet connection. This situation is seriously and negatively affecting the school population of the Bellavista verdict. Since in addition to the lack of technical resources, the lack of appropriation of digital technologies in the field of education, and the lack of knowledge or training of teachers in the face of the use of technologies. This has led teachers to only show up at school once a week, make guide deliveries to students, without making clarifications or specifications of the subject. This results in insufficient student performance in their schoolwork. In addition, due to the situation generated by the Novel VIRUS COVID -19, as the school of the Bellavista vereda does not have access to the Internet: teachers do not carry out educational activities and processes in the classroom. 

However, the endowment of schools by being located in areas of extreme poverty; these elements are usually subject to theft, as there is no surveillance on them.

For all of the above, children are provided with the necessary elements, to train them together with their family centres, as a complementary measure to the lack of infrastructure for access to ICT, which involves access to equipment, access to necessary software, access to connectivity and training of children , teachers and families.

As statistics the average life cycle of a team is estimated at 3 years, time that could be extended until children complete their primary basic studies, because by accessing the schools where the secondary basic educational process is completed, these if they have technology appropriations, however, these institutions are not rural but urban. With that we found that this vulnerable population of school-age children lags behind in educational processes and educational quality levels are poor. This is because:

·        The population does not have the technical tools, nor the pedagogical accompaniment necessary to make a positive impact on quality in education.

·       Children on the Bellavista vereda do not have technological endowment and access to ICT services: such as the Internet, that allows them to carry out interactive educational processes and that learning is strengthened using technology, both in the official educational headquarters IETD BELLAVISTA and in the family centers.

·       As electronic equipment is not available, children have serious deficiencies in training and accompaniment programmed. This was aggravated by the pandemic.

·       In households there is no provision of technological elements, computers or tablets that enable a minimum technical capacity, together with the fact that families are stratum 1 and are engaged in agricultural activities or services that generate very low incomes in families, in this way financial capacity limits the possibilities to access ICT tools, internet connectivity , digital content, training processes, among other aspects.

All these factors become an obstacle to impacting quality in education, developing adequate skills for this population, and making it impossible to close socio-economic gaps suffered by this population.

Identification and description of the problem.

To understand the  needs of the population, the first thing that has been done is to use the data support on the socio-economic conditions of the population collected by the Mayor's Office and the Central Government. The second element that has been carried out, was to recognize through immediately  speaking with the directors and faculty of the educational institution about the conditions of the technological equipment of the school.  Finally, and the most important part of the identification of the need was to visit the families and possible beneficiaries of the project. The visit would consist in to ask about their educational and socio-economic conditions after and before the pandemic; ask for their knowledge in the technological area, and ask for their main interest in the educational area.

Now, the essential way that we want to engage the beneficiary’s population is initially by training programs for those who are part of the teaching staff, and the invitation to minors and families to these technological spaces, where access to educational media is ensured at no cost.

The way to engage the population in the project is that the beneficiaries themselves will be in charge of developing it. Initially, the school's faculty is expected to direct the digital education process. Even so, with time when minors acquire more technological knowledge and notions about sustainable development; It is expected that what they have learned will take root and not only be able to extend it in the territory of the village, but that in the future they will generate improvements to their community from this knowledge.

The Challenge has a dimensional focus on equitable an educational development for children population of the village of Bellavista. The challenge  is developed by the members of the territory (the family nuclei, teachers and the children), to respond to conditions of regional educational inequality; aggravated by the armed conflict and the pandemic. The digital education program is low cost, safe, with quality and hybrid learning environment, that allows the continuation of education. Where from the support and participation of the family nucleus and dynamic collaborative projects, it is promoted the sustainable development and the responsible use of the internet.

https://youtu.be/3RDjKFhIry0

We are in the concept stage. Since although the problem has been identified, the beneficiary population, the solution of the problem, the development methodology and each element for its materialization. We have not been able to materialize the initial section of the project due to lack of economic sources to obtain the basic elements of the budget and inputs for its development.

Faced with an educational space for minors of school age, where currently all digital or technological systems are obsolete; The introduction of a specialized space for inclusive digital education based on sustainable development and the promotion of the continuity of the educational process, this project is innovative.

We see this in three axes:

1. The educational system of the school in the village of Bellavista is deficient and outdated, and generates gaps compared to the educational system of the municipality. For this reason, with the introduction of this technological space in the village, a new service is being provided that allows promoting not only the educational continuity of minors, but also promoting quality education to guarantee their comprehensive training.

2. The community of the vereda has a low level of education. Faced with the introduction of technological and digital spaces, through activities with family units, we seek the extension of this knowledge not only to minors, but to the community.

3. The educational system is limited to traditional education. With the introduction of these technological spaces, and training in the principles of sustainable development, minors will be encouraged to develop creative activities that can benefit and respond to the needs of the community. Therefore, it is innovative for the municipality. Since as mentioned, currently the village does not have access to any source of technology for education and due to the mandatory distancing required by the Covid, minors do not have access to continuous education.

The primary focus is on 50 minors between the ages of 5 and 13. 25 girls and 25 boys from the School of the Instituto Educativo Técnico Diversificado de BELLAVISTA.

Now, the number expected to be served next year after applying the project is expected to be doubled, equivalent to the total number of school-age minors in the municipality of Monterrey. Therefore, an approximate of 100 people is expected.

On the other hand, the population that will directly affect this action is not only limited to the 50 minors of school age, but also their family nucleus, and the school's teaching staff. Therefore, it expects to intervene on a large scale approximately a population of 250 people.

There are two types of indicators, quantitative and qualitative:

Project Evaluation System - Quantitative:

To calculate the school digital evolution index, the following indicators are required:

to. Access indicator = (Equipment in operation / Student enrollment) X 0.35

b. Appropriation Indicator = Teachers trained / Total teachers X 0.3

c. Connectivity indicator = (1.6 + Connection type) x 0.2

Connection type = A. Satellite = 0.2 B. Wireless- Fiber = 0.4

C. No service = 0

d. Indicator for New technologies = (New technological elements X 0.1)

and. Indicator for Electricity: (Headquarters with electricity X 0.05) Electricity Status = A. With service = 1 B. Without service = 0

Access indicator

Appropriation Indicator

Evolution Index Connectivity Indicator

school digital Indicator for new technologies

Indicator for electricity.

GENERAL INDICATORS: 

1- Growth and development of an optimal school digital environment in the educational campus and in the families of Bellavista de Monterrey Casanare-to.

Indicator: Increase in the school-age population with basic knowledge about technological management. Increase in the school population that knows how to handle technological and digital study instruments.

2- There is technical training to adopt the use of the appropriate means for the provision of digital study spaces

Indicators: Increase the training of the teaching staff to improve the educational process of these digital spaces.

3- Resource management for the construction of digital study spaces. Indicators: Achieve 100% of the resources established in the project.

The mayor's office as an organization, within the Colombian administrative system is an administrative body of the demarcation, as the city council is of the municipality. It has the function of generating well-being for all people, it is also in charge of ensuring that these resources are used and of managing the resources of each municipality of Monterrey - Casanare (Colombia). Now the village of BELLAVISTA, as part of the municipality of Monterrey, must also be administered by the Mayor's Office of Monterrey.

1- Monterrey Casanare Municipal Authorities:

- Mayor: Carlos Iván Díaz Solano

- Secretary Environment and Development: Ricardo Alarcón

2- Group of teachers: Professors of courses form 1. To 6th level.

3. Minors:- 25 girls and 25 boys (5 to 13 years old).
4. Family nuclei: - Approx. 250 ppl-

Our experience precedes the fact that we are an entity focused on the constant improvement of the quality of life of the Regiomontunos, based on the efficiency, effectiveness and effectiveness of governance as a new political dimension with a tendency to serve: supported by the contribution of the productive sectors oriented to the socioeconomic growth of the region. We have a diversified group of professionals. On the one hand, we work as public administrators, professionals in careers in social sciences and environmental engineering. They are all part of the municipality and have had to experience first-hand the deficiency of the educational system. Therefore, with the capacities of each member of the team, it was proposed to break down barriers to education, in an active and strategic way that responds to the needs of the population. 

Due to the fact that the mayor's office has not had a budget and due to the pandemic the budget has been cut even more, within the municipality there is no knowledge of similar projects. Even so, within the community, the mayor's office has developed educational campaigns that give us experience to know how to introduce attractive spaces to the community. from Monterrey.

In the school, the Diversified Technical Educational Institute of the Village of BELLAVISTA of the Municipality of Monterrey, has the necessary technological material to guarantee optimal educational development, thus avoiding widening the socio-economic gap that the rural population lives, compared to the urban population of the municipality. To guarantee diversity, we rely on an equal number of women and men selected to benefit from the project. Also, it is said that it is a diverse project, since within this affected rural population there are both peasants and indigenous people from the area. Where the educational benefit is wanted in equal conditions.

Second, recognizing that the lack of these educational technological systems can generate inter-municipal gaps in the education of minors; Putting them at a disadvantage not only at the local and regional level but also at the national level, the idea of creating these spaces was introduced. 

In this case, we put equity as a priority. Given such a wide gap in education and the socio-economic development of the municipality. The village of Bellavista needs efficient and effective incentives specially designed for these vulnerable populations. Where you have a treatment especially for your needs to close the gap.

These technological processes are thought to bring inclusion and equity to create social fabric in the community. Since the population of Bella seen to be a victim of violence, and be beaten down by all its lags, it is expected to generate peaceful educational spaces, inclusive of each member of the community.

We are applying to Solve because we have an innovative proposal, which from the management of technology seeks to change and improve the educational conditions of minors (from 6 to 13 years old) in the community of Bellavista de Monterrey Colombia. The use of digital technologies and spaces for education has been thought in conjunction with the needs and difficulties of the community. Therefore, the implementation of the project the same population will be in charge of directing the project; of course, with supports and educational training aids. In this way, the population is encouraged to be an active actor throughout the entire process. This provides us with the possibility of being rooted in technological education, where the community is the one that promotes the continuity of the project.

From the training activities to the teaching staff, we will avoid generating a technological gap in the classrooms, where teachers feel distanced from the new educational dynamics. Instead they will emerge as directing actors of the educational project.
Second, given the generation gap between family nuclei and technology, we seek that the families of the minors are part of the project from the beginning of inclusion activities. With this, we hope that from the same educational processes with minors, children will also act as a guide for the approach of their families to technology.

The last barrier occurs with the financing elements for the purchase of computers and software tools. That is why we propose the presentation of this project to Solve.

Financial support: As a state entity, the mayor's office has the duty of guaranteeing the welfare and economic and social development of the community. Education for the growth of a community is a fundamental pillar, since it generates employability and the possibility of development in the territory. However, within the income generated by the mayor's office, there is not enough budget for the development of these activities. Thus, in the face of a population that suffers from a high level of poverty and illiteracy, and that has previously experienced the Colombian armed conflict firsthand: the mayor's office has urged to present from projects and calls at the international level, search for non-reimbursable financing means for the development of projects.

Solve arises as a possible response to the need for financing support. Since it not only guarantees us the necessary funds, but also to expand the impact of our project and future educational activities based on it.
On the other hand, we need support in accessing material and technological training such as software and hardware for the growth and development of the project. Although the mayor's office has a team advised on ICT knowledge; We want for the future, to expand the basic knowledge and give them a more specific and specialized approach in educational technological spaces to these areas of technological knowledge.

From MIT solve, among the participants, we would be interested in working together with Project Rangeet, by Mr Simran Mulchandani. Following the interests of our project to empower teachers in the educational classroom, this selected project supports educators to connect brains with hearts using play-based social-emotional and ecological knowledge developed around multiple intelligences, using an app.

On the other hand, we would like to work with the Yiya AirScience project. Which focuses on providing educational accessibility from the increasing of equitable access to remote, offline, interactive STEM learning experiences that help children solve community-specific problems and build resilience. This for a population with limited access to technological instruments, can facilitate the educational process of minors.

We also want one of our possible partners the Computed Aid foundation to support computer access, responding to the needs of the population.

We consider that we could be relevant candidates for the project since we are creating a tecnological space, based on generating equitable access to education. Our primary interest is in breaking any socio-economic gap that limits access to quality education for minors in the village of Belllavista, in the municipality of Monterrey. Likewise, we seek to develop an inclusive space for all members of the community. In a population where technology is an unknown instrument. In this way, from the introduction of knowledge workshops and approaches for minors and families, we not only seek roots in technological knowledge, but also the introduction of knowledge on sustainable development.
In addition, to avoid intergenerational gaps, it seeks to enhance the possibility of training spaces for teachers in charge of teaching classes. So that they are the ones who empower their classrooms and lead the learning processes.

No, our program is not focused in this kind of tecnological developments.