Science for Sharing

E4S addresses the following challenges: 

• Lack of familiarity when teaching STEM topics: In the United States, teachers often face challenges when discussing complex topics such as STEM with their students. Hard data and statistics highlight the issues educators encounter. According to a survey conducted by the National Science Foundation (2018), only 29% of K-12 teachers felt adequately prepared to teach STEM subjects. This lack of preparation can hinder their ability to effectively communicate and engage students in STEM concepts. 

• Not integrating SDGs and Social-Emotional Skills in the educational curricula: Data reveals the need for integrating SDGs and social-emotional skills into K-12 classrooms. A study by CASEL (2021) found that only 44% of US schools prioritize social-emotional learning. Furthermore, the National Center for Education Statistics (2021) reported that less than half of K-12 teachers receive professional development on incorporating sustainability and global citizenship into their curriculum. These findings emphasize the importance of addressing this gap and equipping educators with the tools to teach SDGs and foster social-emotional skills, enhancing students' holistic development and preparing them to be active global citizens.

• Gender Disparities in STEM Fields: Despite progress in recent years, gender disparities persist in STEM fields. Women continue to be underrepresented in certain STEM disciplines and occupations. According to the National Girls Collaborative Project (2021), women make up a smaller proportion of the workforce in fields such as computer science, engineering, and physics.

• Educational Disparities: Disparities can be observed in STEM education. Studies have shown that girls often face implicit biases and stereotypes that discourage their interest and participation in STEM subjects (e.g., Moss-Racusin et al., 2012). These biases can result in lower confidence, reduced self-efficacy, and decreased pursuit of STEM-related careers.

• Interest and Perception of STEM: Research suggests that there may be differences in interest and perception of STEM subjects between girls and boys. While girls show equal ability and achievement in math and science, they often express less interest in pursuing STEM careers compared to their male counterparts (e.g., Eccles et al., 2019). Factors influencing this disparity include societal expectations, lack of female role models, and gender biases in educational settings.

Our solution is a comprehensive educational initiative designed to promote gender equity in STEM fields and address underrepresentation in STEM careers. What sets our solution apart is its integration of the SDGs and socio-emotional skills, ensuring a holistic approach to education that prepares students for the challenges and opportunities of the future.

By incorporating the SDGs (with a special focus on SDGs 4 and 5) into our curriculum, we aim to create awareness and understanding of the pressing global issues we face. The program includes a range of components, such as training in the E4S methodology and in the topics of this program,  ludic/scientific activities as well as special sessions with families and the community. These activities are interactive and engaging, incorporating hands-on learning experiences that help students develop critical thinking, problem-solving, and collaboration skills.

In addition to the SDGs, our Science for Sharing program places a strong emphasis on the development of socio-emotional skills which include self-awareness, self-management, social awareness, relationship skills, responsible decision-making and resilience. These skills focus on the social and emotional well-being of students. By integrating socio-emotional learning into STEM education, we recognize the importance of nurturing the whole child and equipping them with essential life skills  that will help them to recognize their strengths, interests, and values, and develop strategies for goal setting, time management, and resilience in the face of challenges. With the development of social emotional skills we also aim to encourage empathy, respect for diversity, and an understanding of social issues related to STEM as well as developing relationship skills, including effective communication, collaboration, and teamwork. 

By integrating the SDGs and socio-emotional skills into the Science for Sharing program, we will provide students with a well-rounded education that goes beyond academic knowledge. We believe that success in STEM fields requires not only technical skills but also the ability to navigate complex social dynamics, communicate effectively, think critically about the broader implications of their work, and be empathetic. 

Furthermore, our program provides opportunities for students to interact with role models and mentors who are successful in STEM careers. We believe that representation matters, and seeing individuals who look like them and have similar experiences can be a powerful motivator for students. By providing access to role models and mentors, we hope to inspire and guide students on their paths to success in STEM.

We also recognize the importance of collaboration and partnerships in achieving our goals. As such, we work closely with schools, community organizations, and STEM  partners to deliver our program effectively. By building strong partnerships with these stakeholders, we can leverage their expertise, resources, and networks to create a more comprehensive and impactful program.

Finally, we continuously evaluate and improve our program to ensure that it is meeting the needs of our students and achieving our goals. We collect data on students outcomes to measure the effectiveness of our program. We also gather feedback from students, teachers, and other stakeholders to identify areas for improvement and make adjustments to our program as needed.

E4S's solution serves teachers, children, teenagers, families, and the community in general, with a particular focus on underserved communities. The solution aims to improve access to education, address mental health and well-being, and engage with local communities to create a more equitable and inclusive society. The impact of this solution is expected to be significant as it will help bridge the education gap, enhance learning opportunities, promote mental health awareness, and empower communities to take charge of their future.

The solution developed by E4S aims to directly and meaningfully improve the lives of individuals living in underserved communities. These communities often face systemic challenges that limit access to resources, quality education, and mental health services. Through its initiatives, E4S seeks to provide these communities with the necessary tools, resources, and support to overcome these challenges and improve their quality of life.

E4S’s solution targets underserved communities, which are often low-income, marginalized, and under-resourced. These communities consist of individuals who face significant barriers to accessing resources, quality education, and mental health services. E4S is engaging with these communities through extensive research and collaboration with local organizations and community members to better understand their needs and develop tailored solutions that address the most pressing issues. By doing so, E4S aims to empower these communities to take charge of their future and create a more equitable and inclusive society.

To understand the needs of the target population, E4S hires newly-graduated facilitators who are from the community we will be implementing in and who have a better understanding of the day-to-day context of it. Additionally, E4S works closely with local leaders, policymakers, and other stakeholders to identify the most pressing needs of the community and develop tailored solutions that address these needs.

E4S's solution will address the needs of the target population in several ways. Firstly, by providing access to educational resources and training for teachers and parents, E4S will help bridge the education gap and create a more inclusive learning environment for all students. Secondly, by providing mental health resources and support, E4S will address the mental health and wellbeing of children, teenagers, and families, which can have a significant impact on their long-term health outcomes. Finally, by engaging with local communities and empowering them to take charge of their future, E4S will help create a more equitable and inclusive society, where everyone has access to the resources and opportunities they need to thrive.

E4S USA is composed of a highly skilled and diverse team that is well-equipped to design and deliver solutions to underserved communities, including learning through play elements. Our collective experience and expertise in these areas enable us to develop and implement solutions that are tailored to the needs of the communities we serve, while also integrating fun and engaging activities that promote learning through play.

As a Team Lead, I have lived in and worked with underserved communities for many years. I have witnessed firsthand the power of learning through play in engaging and motivating children and teenagers to learn. Our team understands that access to quality education and play opportunities is limited for many children and teenagers in underserved communities. As such, we are committed to designing solutions that integrate learning through play elements to promote cognitive, social-emotional, and physical development.

We understand that designing effective solutions requires extensive research and engagement with the communities we serve. As such, we have been conducting community needs assessments, focus groups, and surveys to better understand the needs, challenges, and aspirations of the individuals and families in these communities, including their preferences for learning through play activities. Additionally, we are collaborating with local organizations and community members to develop solutions that are culturally responsive and aligned with the communities' values and beliefs while incorporating fun and engaging learning activities.

Community input, ideas, and agendas meaningfully guide our solutions. We ensure that the communities we serve have a voice in the design and implementation of our initiatives. We involve community members in every stage of the process, from identifying the problem to developing and implementing the solution, and we seek feedback from the communities we serve to ensure that our solutions are effective, sustainable, and fun. This approach ensures that our solutions integrate learning through play elements in a meaningful and enjoyable way for the children and teenagers in these underserved communities.

Outside the USA, E4S International also has a proven track record of making a positive impact in communities worldwide. To date, E4S has benefitted over 1.7 million children, teenagers, teachers, families, and communities in various countries including Mexico, Guatemala, Argentina, New Zealand, Bolivia, Panama, the Dominican Republic, as well as more recent expansions to Brazil, Colombia, Denmark, and Ecuador.

E4S International's dedication to expanding its reach to new regions and countries demonstrates our commitment to making a global impact. By continually adapting and improving its programs based on local needs and cultural contexts, we ensure the relevance and effectiveness of its initiatives in diverse communities. With each new partnership and expansion, we aim to extend our reach and enhance our ability to create lasting change. By leveraging the power of education and community engagement, we continue to positively impact the lives of children, teenagers, teachers, families, and communities around the world, contributing to a more inclusive, equitable, and sustainable future for all.

E4S USA was founded as a non-profit 501(c)(3) status chapter in Washington DC in 2014. To this day, we have worked with 26 schools and community centers developing after-school and curricular programs for 3,400 girls and boys, 120 teachers and 6,120 parents and tutors. In 2018, E4S relocated to New York City where we have been operating since 2019.  In 2020, E4S started piloting various diversity and inclusion activities with a partner public school in Brooklyn, NY, we have also partnered with the LEGO Foundation to work in museums with excellent results (2022) and we will soon start implementing our methodology in a scholar district in New York.

E4S is applying to the Challenge because we believe that our approach to addressing educational inequity through learning through play has the potential to make a significant impact on the lives of children and teenagers in underserved communities. As a non-profit organization, we face several financial, technical, legal, cultural, and market barriers that we hope to overcome with the support of this challenge.

Financially, we require funding to sustain and expand our initiatives. The Challenge's financial support would enable us to scale our efforts and reach more underserved communities. Regarding technical challenges, we face limited access to technology and digital infrastructure in the communities we serve. We hope to receive technical support and resources to help us develop and implement innovative solutions that work with the available technology and infrastructure in these communities.

Navigating the complex regulatory landscape and complying with laws and regulations can be challenging and time-consuming for non-profit organizations like ours. We hope to receive legal support and expertise to navigate these challenges effectively. Culturally, we recognize the importance of understanding and respecting the cultural values and beliefs of the communities we serve. We hope to develop a culturally responsive approach to our solutions, ensuring that they align with the values and beliefs of the communities we serve.

Finally, regarding market barriers, we need to develop sustainable solutions that can be scaled and replicated in other underserved communities. We hope to receive market insights, resources, and networks to help us develop and implement sustainable solutions that have a lasting impact.

As a cultural juggler with a diverse background I deeply understand the challenges underserved communities face. Although I live in New York, my multicultural upbringing and experiences have given me a unique perspective on meaningfully connecting with and serving the communities that E4S works with.

E4S stands out for its innovative approach to addressing the challenges of gender equity in STEM fields and promoting inclusive education. We have developed a comprehensive educational program that combines several key elements to create a unique and impactful solution.

Firstly, E4S integrates the use of play, civic values, awareness of the SDGs, and social-emotional skills into our curriculum. By incorporating play and hands-on learning experiences, we make STEM education engaging and enjoyable for students, fostering their curiosity and passion for these subjects. Civic values and SDG awareness instill a sense of social responsibility and empower students to contribute to positive change in their communities.

Secondly, E4S places a strong emphasis on diversity and inclusion. We actively promote gender equity in STEM fields by providing equal opportunities and support to girls and underrepresented groups. By challenging stereotypes, biases, and societal expectations, we aim to break down barriers and create a more inclusive environment where everyone feels welcome and valued.

Another innovative aspect of our solution is our focus on social-emotional skills. We recognize that academic success and personal well-being go hand in hand. By nurturing social-emotional skills, we equip students with the tools they need to navigate challenges, build healthy relationships, and thrive in all aspects of their lives.

Furthermore, our program goes beyond traditional classroom settings. We actively engage families and the broader community in our initiatives, recognizing their crucial role in supporting and reinforcing students' learning. 

E4S's innovative approach has the potential to catalyze broader positive impacts within the education and STEM fields. By demonstrating the effectiveness of our comprehensive program, we can inspire and influence other organizations, schools, and policymakers to adopt similar approaches. Our emphasis on diversity, inclusion, and social-emotional skills can serve as a model for creating more equitable and inclusive educational environments worldwide.

Moreover, our solution has the power to change the market by reshaping societal perceptions and norms regarding gender roles and STEM education. Through our efforts, we aim to close the gender gap in STEM fields and increase representation from underrepresented groups. By doing so, we create a more diverse talent pool, unlocking innovative perspectives and solutions to address complex global challenges.

Our impact goals for the next year and the next five years revolve around creating a transformative and sustainable change in the lives of individuals, communities, and society as a whole. We aim to achieve the following impact goals:

Next Year:

1. Reach and empower a larger number of underserved communities: In the next year, our goal is to expand our reach and impact by implementing our Science for Sharing program in additional K-12 schools across the United States. We aim to provide access to quality STEM education and resources to a broader range of students, particularly those in underprivileged communities. Through partnerships with schools and community centers, we will increase our reach and ensure that our program reaches those who need it the most.

Next Five Years:

1. Scale our impact globally: Over the next five years, we aim to expand our reach beyond the United States and establish partnerships with organizations and schools in various countries. By leveraging our successful Science for Sharing program, we will adapt and tailor our initiatives to different cultural contexts, empowering students globally to pursue STEM education and careers.

2. Develop sustainable local ecosystems: Our long-term goal is to foster sustainable local ecosystems in underserved communities. We will work closely with local organizations, governments, and community leaders to build capacity and ensure the continued success of our programs. By training and empowering local teachers, we will enable them to sustain and replicate our approach, creating a ripple effect of positive change within their communities.

3. Increase gender equity in STEM fields: Our goal is to significantly increase the representation of girls and women in STEM fields. We will actively promote gender equity by providing targeted support, mentorship, and resources to girls interested in STEM careers. We will collaborate with industry partners to create internship and career development opportunities, enabling girls to envision themselves as future STEM leaders.

4. Advocate for policy changes: We will actively engage in advocacy efforts to influence policies and create systemic change. By partnering with policymakers and education stakeholders, we aim to shape policies that prioritize gender equity, inclusive education, and access to quality STEM resources. Through our research and data collection, we will provide evidence-based recommendations and contribute to broader discussions on education reform.

To achieve these impact goals, we will employ a multi-faceted approach. We will continue to refine and enhance our Science for Sharing program, incorporating feedback and best practices from our partner schools and organizations.  Additionally, we will leverage technology to scale our reach, developing online resources and platforms that ensure equitable access to STEM education regardless of geographical location.

Collaboration will be a key strategy in achieving our impact goals. We will forge strategic partnerships with government entities, corporations, NGOs, and academic institutions to pool resources, expertise, and networks. By mobilizing a broad coalition of stakeholders, we will amplify our impact and drive meaningful change in the field of STEM education.

At E4S, we have a dedicated evaluation team responsible for measuring and assessing the progress of our workshops, programs, and special projects. The evaluation process begins by establishing a clear objective for each project, identifying the specific concept that will be transmitted to the beneficiaries.

To measure our progress, we use indicators that are derived from collaboration between the evaluation and operational teams. To ensure comprehensive evaluation, we employ various methods. Before implementation, we gather qualitative and quantitative data through questionnaires from students, educators, and families, capturing their beliefs, habits, and skills. We repeat these studies at the midpoint and conclusion of the program. Additionally, we conduct in-person follow-ups and monitoring throughout the implementation phase.

The evaluation process is crucial as it not only collects data but also gives students a voice. We strive to make them feel involved and empowered. The evaluation covers a wide range of indicators, including social emotional learning, understanding of SDGs, and civic values.

By utilizing this robust evaluation approach, we are able to continuously assess our impact and make data-driven improvements. It enables us to demonstrate the effectiveness of our programs, identify areas for growth, and ensure that we are achieving our desired outcomes.

The E4S Theory of Change is based on the long-term goal of children becoming global citizens with habits, attitudes, skills and behaviors that contribute to sustainable development, practice values for healthy coexistence (such as empathy and tolerance), have a solid development of their socioemotional skills and become involved individually and collectively in actions and initiatives for global and local wellbeing. 

The Science for Sharing program plays a vital role in realizing our Theory of Change. By providing training in our methodology, we equip educators with the tools and knowledge to foster an inclusive and engaging learning environment. The ludic/scientific activities incorporated in the program provide hands-on learning experiences that develop critical thinking, problem-solving, and collaboration skills. Additionally, the program includes special sessions with families and the community, ensuring that the support and involvement of all stakeholders are integrated into the educational journey.

Through our comprehensive evaluation process, we continuously measure our progress toward our impact goals. This includes collecting qualitative and quantitative data through surveys and in-person follow-ups. We assess not only the students' comprehension of key concepts, such as the SDGs and , but also their social emotional skills. 

The core technology that powers our solution at E4S is rooted in the methodology and in socio-constructivism, which views learning as a process of discovering knowledge through social interaction rather than simply replicating information. Inspired by the insights of psychologist Jean Piaget, we believe that play serves as the foundation for cognitive and socio-moral development in children.

Currently we have 105 staff members working in E4S office

E4S USA has 9 years

At E4S USA, we deeply value diversity, equity, and inclusivity, and we are committed to incorporating these principles into our work. Our leadership team recognizes the importance of diverse perspectives, experiences, and backgrounds in driving innovation and addressing the complex challenges we face.

Our team is comprised of individuals from diverse cultural, ethnic, and professional backgrounds. We believe that diversity within our team enriches our decision-making processes and allows us to better understand and address the needs of the communities we serve.

We have set clear goals for increasing diversity, equity, and inclusion within our organization. We actively seek to recruit and retain team members from underrepresented groups, ensuring that our team reflects the diverse populations we aim to support. We are committed to fostering an inclusive work environment where all team members feel valued, respected, and empowered to contribute their unique perspectives.

To achieve our diversity goals, we have implemented inclusive hiring practices and established partnerships with organizations that specialize in promoting diversity and inclusion. We actively seek out diverse talent pools and provide equal opportunities for all applicants throughout our recruitment process.

In addition to our internal efforts, we prioritize diversity, equity, and inclusion in our programs and initiatives. We strive to ensure that our educational resources, activities, and learning materials are culturally responsive, inclusive, and representative of diverse voices and perspectives. We actively engage with community members and stakeholders to understand their specific needs and incorporate their input into the development of our programs.

Furthermore, we emphasize the importance of creating safe and inclusive learning environments within schools and communities. We provide training and resources to educators and caregivers to promote inclusive practices, address biases, and foster equitable opportunities for all students. We encourage open dialogue and collaboration among students from different backgrounds to cultivate empathy, respect, and understanding.

Our business model is centered around creating value for the populations we serve, both in terms of impact and revenue. We provide a range of products and services to our key customers and beneficiaries, which include students, educators, schools, and community organizations. Our offerings are designed to empower individuals and promote social emotional learning, gender equity in STEM and SDGs. The E4S educational offer comprises the development and operation of educational programs, implementation of workshops and CSR activities. 

Our plan for achieving financial sustainability is based on a diversified approach to funding that encompasses multiple revenue streams. We recognize the importance of having a sustainable financial model to ensure the continuity and scalability of our work. Our strategy includes the following elements:

1. Grants and Donations: We actively seek grants and donations from foundations, corporations, and individuals who share our vision and mission. These funds provide essential support for our programs, research, and operational expenses. We maintain strong relationships with existing donors and continuously explore opportunities to secure new funding partnerships.

2. Corporate Partnerships: We seek strategic partnerships with corporations that align with our values and objectives. These partnerships may include sponsorships, cause-marketing collaborations, and joint initiatives that benefit both parties.

3. Collaboration and Partnerships: We collaborate with governmental agencies, educational institutions, and non-profit organizations to access funding opportunities, joint grant applications, and shared resources. By fostering strategic partnerships, we can maximize the impact of our initiatives while pooling resources and expertise.

To achieve long-term sustainability, the organization offers several programs and services with the E4S methodology that could be sponsored by companies, governments, international agencies, schools, museums, and other spaces. For the next years, the organization is aiming to have the following projects based on the experience and conversations already in motion:

1. Content Development: The organization has a strong arm in content development, and for 2023 we are looking to develop one paid content with
E4S methodology. In 2022 we piloted our first content development project with Arizona State University, and for 2023 we aim to replicate the experience with them, and we are in conversations with other organizations to accomplish our objective.

2. Summer camp: E4S methodology is adapted to be implemented in summer camps. In 2022 we had one experience in Roosevelt Island; in 2023, we look to replicate that experience.

3. Museums: In 2022, the organization had the first experience adapting and implementing the E4S methodology for museum educators with a good response and much interest in replicating it in other parts. In 2023 we aim for four more museums. We are in conversations with LEGO Foundation and History Co:Lab for a three year project.

4. Capacity building donation: In 2022, the organization received an important contribution to strengthen the E4S team in the US. With this donation, we are hiring a development manager who will be looking for funds. Additionally, we are hiring the services of two consultant organizations
focused on development.

5. School programs: We are looking to collaborate with three schools in New York City. We are currently conversing with District councils to bring E4S programs to the schools. We are aiming to start in the second semester of the year.

2023 expected income: $ 273,600