SCHOOL DIGITALIZATION

Providing young people with greater learning opportunities and greater job divergence. The constitution of Prosis has also been designed to make the local education system resilient, which will overcome the existing difficulties in the processing, transfer, enrollment (...). Our education continues to be analogical, which does not fit in with the current patterns demanded by the continuous growth of local technological consumption, being necessary to develop environments that allow more young people to have and make use of technology during their formative process. Thus, our goals are to make available tools that confront digital illiteracy, that improve the processes of treatment of educational documentation and that constitute a basis for efficient distance education at the local level.

ProSIS consists mainly of a software in SIS, CMS, LMS format to have the educational information of the students, the institutions and their possible protuberances as well as the logistic management of their documentation and intercommunication. The SIS (Student Information System), CMS (Content Management System) and LMS (Learning Management System) formats contribute to the complete digitization of education and lead to an LCMS that centralizes all information and activity. ProSIS is not only software for educational administration, since, part of the modules that integrate it also includes the management of curricula and study models; with ProSIS also includes technological integration programs dedicated preferably to rural areas.

While technology continues to grow steadily, its consumption and application is not the same in all countries. The concrete application of technology to education has benefited relatively all the locations where it has been implemented, but not only the institutions that have better teaching methodologies, but also the students who increasingly have the possibility of developing greater independent skills than those acquired during their training process. This initiative affects the bulk of existing public and private educational institutions, young people who are aware of the advantages they bring but more those who are unaware of them, it is important to strengthen and / or provide technological capabilities to improve competitiveness and skills.

Our team has conducted a study on the negative impact of the low consumption and technological knowledge that plagues us locally, for which we have preferred to analyze, design and manage tools that make up for most of the deficiencies that accompany digital illiteracy. The great expertise obtained in the management and implementation of such tools during the training process of the team members is a strong pillar from which the initiative was formed. The qualities obtained and continuously obtained in the design, development and implementation of digital platforms increased the expectations. Having overcome the deficiency makes us more familiar with the terms that suit this type of platforms in addition to our understanding of the requirements, consumption models and implementation at the local level. The pillars of our pre- and post-pandemic university education were already plagued with learning environments, management, design and implementation of telematic information processing. Being young and knowing the state of others like us, we also know that we must contribute to the development of their skills.

Part of the team's goal is to find sufficient grant funding for the development of the activities involved either through state funds earmarked for these purposes or funds from programs that support social entrepreneurship, for which MIT SOLVE became a candidate, we believe that winning a grant from an institution such as MIT would contribute to future applications. MIT's support becomes an important opportunity to demonstrate the relevance of our initiative in the search for support in its development. 

Over the past three years we have come to understand that technology is growing and that the education sector is not keeping pace; the initiative aims to use technology to promote an equitable education system, from which more than 98% - if not 100% - of the population can benefit. With this we understood that digitizing educational institutions will accelerate the process of adequacy of the educational staff and reduce not only digital illiteracy but illiteracy in general; by providing an environment in which all students and stakeholders in education can perform, we are creating a source of constant learning, as well as turning the lifestyles of young people in a constant of innovation by providing them not only with technological education but with the skills to understand and develop with it.
This proposal promotes the use of technology to reduce the illiteracy rate through the creation of youth concentration camps where young people learn through software to diversify their knowledge and skills; this environment will be accessible to all but particularly to the rural population, whose difficulty in handling this type of tools grows more than in urban areas.

Our team envisions improving educational performance, fostering digital education camps in rural areas, making existing educational institutions more resilient and more accepting of technology integration in their curricula, promoting technology education activities (e.g. BootCamps) mostly in rural areas, creating digital repositories (e.g. newspaper libraries) for local consumption to facilitate research consultations, etc.

We expect to have digitized all local educational institutions to 90%, making all applications available and semi-automated. Our objectives with also prioritize the consumption of digital education to all young people especially those in rural areas with which we intend to achieve in five years a zero rate of digital illiteracy in EQUATORIAL GUINEA, thanks to biannual surveys and to evaluate the rate of students interested in careers or technological training.

A. 

The main reason why our team has decided to carry out this type of initiative has had to do with the consumption of digital tools during their training period and the difficulties they have had in the beginning because they did not know how to use them; therefore, young people will mainly improve their effectiveness and efficiency in the use of new technologies that will help them to face new challenges in their educational process; educational institutions will be more resilient, effective and efficient in the treatment of their information and the government will have better control of the number of local institutions, the type, performance and other aspects.

The technologies involved in the development of these initiatives entail: 

Software development technologies -Programming languages
Systems analysis technology,
Machine Learning, Office automation..

We have formed a team of young people with the ambition to improve the local educational system by introducing tools, spaces and environments to share experiences and technological education among young people, preferably with a focus on inserting young people from rural areas. We have acquired experience in local and regional technological (TEGCAMPUS) events in which all staff members have participated and 5 of them have won more than once; in addition, our professions are related to technology and its daily consumption and our skills have been developed in this environment. Firmly committed to the concept of contributing to equal opportunities, our leaders include two young women, one of whom is the CEO and representative of the PROSIS project. Our newly formed initiative is a TECNOBOTS sub-company focused on telematics services technology and anti-pandemic theft monitoring with a strong relationship with the ZORABOTS company, with the support of UNDP and the Local Government. Our leaders have developed among many things an Electric Billing software, Robotic Cane, digitalization of a cultural game (AKONG) among others. .... Growing experience and motivation to share it is what leads us to model an initiative like PROSIS; understanding the requirements of provision, inclusion and re-inclusion of young people to the educational activity needs to evaluate the requirements on the current forms of education so PROSIS acquires the freedom to include in an equitable and non-discriminatory way to all young people to strengthen and capture their interest in the various forms of existing education, for which PROSIS works with several non-profit organizations (Bookia Foundation) to strengthen to the last possible corner and cross local borders for the distribution of educational management software that strengthens the sys

The greatest value we bring to our society is the fight against digital illiteracy and the strengthening of educational management by public and private institutions by providing them with a tool with a capacity for resilience, efficiency and effectiveness in the treatment of their educational information... For this we have built policies within the design of the software that makes it suitable for local consumption. The impressive management capacity of this type of system allows the modernization of educational institutions while making available tools for re-insertion through specialized and personalized education programs, better monitoring of students' educational and social skills. A policy of decent education for all is what accompanies this initiative. 

We have developed an internal policy that promotes grant applications from the state, participation in social entrepreneurship programs (Stattuper Totalenergies, Guinea ON...) in addition to credit applications and attracting investors.

Our main source of financing lies in our own funds from the Co-Founders of the initiative. We will offer free use of the software for the first three months, which will allow for higher interest and better monetization. Being a hybrid initiative, our team is working on a process plan that will allow us to apply for grants from the state for the development, implementation and maintenance of the system and the infrastructure in which it is hosted, thanks to the guarantee that the state promotes educational activities..