TAKMIL: SEL tools for OOSC in Remote & rural communities

The lack of access to Social and Emotional Learning (SEL) programs in under-served and digitally isolated communities in Pakistan is a pressing issue that requires immediate attention.  According to the UNESCO Institute of Statistics, there are an estimated 22.8 million out-of-school children in Pakistan, of which 52% are girls.  Approximately, 77% of them reside in rural areas. This is a significant problem that is further exacerbated by the COVID-19 pandemic and the 2021 floods in Pakistan, which affected an estimated 3.3 million people, including children, to loose their homes. This has left many children experiencing increased stress and anxiety due to the disruption of their education and daily routines.

The Education Commission's Learning Generation report found that investing in SEL can lead to significant long-term benefits, including increased civic engagement, improved mental health, and higher earnings. The report estimated that by 2030, investing in SEL could generate economic benefits of $11 for every $1 invested. However, despite this, SEL has  not yet been integrated into the formal education system in Pakistan. 

Furthermore, according to the World Bank, only 36.7%  of the total  population in Pakistan has access to the internet (at the start of 2023). Additionally, a study by the United Nations Development Programme (UNDP) found that 62% of people in rural Pakistan live below the poverty line, with limited access to resources and opportunities for growth. This lack of access is compounded by the digital divide, as only 29% of rural households have access to the internet, compared to 67% in urban areas, according to the Pakistan Telecommunication Authority. Therefore, there is a significant digital divide between urban and rural areas. This lack of access to technology and digital resources further hinders the implementation of SEL programs in remote and digitally isolated communities.

The lack of access to SEL programs particularly affects OOS children (who have never been to school)  in remote and rural communities, who may face significant cultural and economic barriers to education, making it challenging to access resources and opportunities for growth, limiting their opportunities for personal and civic development. Furthermore, these children struggle to develop essential life skills including  self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.  This can perpetuate cycles of poverty and marginalization, particularly for girls and other marginalized groups.

To address this issue, TAKMIL have successfully provided quality education and SEL programming to over 2,000 children in 78 rural communities across 5 provinces, the majority of which are considered hard-to-reach areas. However, scaling up TAKMIL's existing efforts to provide SEL programs to further communities is crucial. Expanding access to SEL programs in remote and rural communities can bridge the digital divide, promote civic engagement, and provide opportunities for personal and community development, particularly for girls who face additional cultural constraints. By doing so, we can help improve the quality of life for out-of-school children and become a responsible member of society

Our unique value proposition is that we provide social and emotional learning (SEL) education in areas where formal schools do not, ensuring that children who are not able to access education are equipped with the critical competencies they need to become responsible and engaged citizens. TAKMIL's solution is designed to fit the needs of multi-age children living in resource-limited communities. Our approach is low-cost, easily replicable, and highly scalable, as multiple programs can run into it.

TAKMIL has developed a unique and cost-effective solution to provide free and quality SEL education to out-of-school children (OOSC) living in resource-limited communities. Our solution harnesses the power of technology and is delivered through a "School in Box" model that combines training, digital content delivery, class management, digital assessment, monitoring, and performance dashboard.

One of the key features of the solution is the integration of video lessons focused on SEL, which are curated and aligned with learning objectives and are delivered through Raspberry Pi-embedded projectors (particularly where no network is available) and tablets powered by solar panels. These devices come preloaded with curricula (lesson-videos), student assessments, and other related digital materials, including video lessons on self-awareness, conflict management, decision-making, teamwork, civic engagement, and other SEL topics.

To ensure that the SEL learning process is effective, TAKMIL's solution first trains community-based facilitators from the local community on effectively using SEL resources and modifying them to fit local content. Following the training, the facilitator plays and implements these video lessons in TAKMIL schools. These videos lessons are further complimented by hands-on interactive group activities to reinforce the lessons learned. Additionally, students can access these videos on their mobile phones and tablets. Furthermore, the digital assessment application is used for monitoring the learning process of each child at regular intervals, and a machine learning platform is integrated with the progress tracking system to predict student performance in the future.

We plan to reach 1 million children by 2024, and we believe that our solution has the potential to achieve this ambitious goal. Our solution does not require existing infrastructure such as traditional brick and mortar schools, making it ideal for resource-limited communities. 

In summary, TAKMIL's solution provides a technology-driven approach to making education accessible in underprivileged communities. It is tailored to the local context and aligned with learning objectives, and has the potential to have a significant impact on the education of out-of-school children in remote and underprivileged communities. By leveraging the power of technology, we have created a low-cost, easily replicable solution that is highly scalable and has the potential to transform the lives of millions of children.

TAKMIL's goal is to bring about a direct and meaningful improvement in the lives of out-of-school children (OOSC) between the ages of 5 and 16. These children come from a range of diverse backgrounds, encompassing different genders, socioeconomic statuses, cultures, and religions. The majority of these children live in marginalized, remote, and digitally isolated communities, where as many as 77% of the OOSC in Pakistan reside. These children often live in poverty, with the majority existing below the poverty line of less than $1 per day. Additionally, many of these OOSC are internally displaced persons (IDPs) who have been affected by natural disasters or conflicts. Without basic education and social and emotional learning (SEL) opportunities, these children are often neglected and left behind. TAKMIL recognizes that education and SEL are key factors in breaking the cycle of poverty and providing a brighter future for these children. It is especially important for girls, who are at a high risk of child labor and early marriage.Many of these OOSC have faced trauma, violence, or displacement in their lives, making their situation even more challenging. 

Our solution, the "School in a Box," is tailored to address the needs of the OOSC population, who face numerous challenges in accessing quality education and social and emotional support. The tailored SEL curriculum we provide emphasizes skills such as self-awareness, self-regulation, social awareness, relationship skills, conflict management, and responsible decision-making. By providing children with these skills, we aim to address specific issues faced by OOSC, such as the lack of SEL support, which can lead to mental health problems and difficulty forming positive relationships. Our goal is to equip children with the necessary tools to become responsible and engaged citizens who positively contribute to their communities.

Our unique approach to education leverages technology to reach OOSC in hard-to-reach areas where access to education is limited or non-existent. By utilizing technology, we can provide all children with SEL opportunities, regardless of their access to the internet. This allows us to provide SEL programming to children who would otherwise be excluded from traditional educational programs. 

Moreover, our community-based approach involves local community members in the solution, empowering them to take ownership of the education of their children and providing a sustainable solution to the lack of educational opportunities in the area. We work in areas where there are no schools, and our low-cost or no-cost solution is provided by community members who offer us space to open schools and conduct SEL activities, as well as provide us with facilitators. This approach ensures that the community takes ownership of the solution and ensures its sustainability. To date, we have established 78 community-based schools in all 5 provinces of Pakistan, reaching  2,000 children (44% girls).

We believe that our program will reach an even more diverse population, especially with the increasing number of OOSC due to the pandemic and floods 2023 in Pakistan. 

At TAKMIL, we are uniquely positioned to deliver effective solutions for Out-of-School-Children (OOSC) in rural Pakistan. Our diverse and experienced team comprises individuals with expertise in technology, education, curriculum development, digital marketing, program management, data collection, monitoring, data analytics, and business development. Our founders are educationists with extensive experience in non-formal education and a deep understanding of the issues facing OOSC. We are all locals from different regions of Pakistan, and our diversity allows us to tailor our Social and Emotional Learning (SEL) interventions to the local context.

At TAKMIL, we place a strong emphasis on community involvement and participation. Our intervention communities are identified by locals and invite TAKMIL to provide assistance. We engage with community influencers who play a key role in helping us  conduct extensive research and need assessments to understand the specific challenges faced by OOSC children in these areas. We work collaboratively with these communities and request their input on the data they have collected. Additionally, they provide us with space for intervention, recognizing that TAKMIL's approach is not a traditional brick-and-mortar school. To further involve the community, they identify a facilitator for their community, enhancing their sense of ownership and engagement. Our coordinators are all locals who have a deep understanding of the areas they serve, and they coordinate with multiple communities within their regions to stay connected and informed. By working closely with our intervention communities and their representatives, we are able to better understand their unique challenges and needs, and we can tailor our interventions to be as contextually relevant as possible.

Furthermore, we have made it easy for locals to contact us through our social media pages and publicly available contact information. Our focus on regular feedback, evidence-based approach, and community-driven solutions make us uniquely qualified to deliver high-quality, contextually relevant solutions that improve social and emotional learning outcomes in rural Pakistan.

Our robust monitoring and evaluation system allows us to track the effectiveness of our solutions and make data-driven decisions to improve our programs. We regularly share our findings and learnings with our partner communities and work collaboratively to develop new solutions that are responsive to emerging challenges.

Additionally, we collaborate with civil society and government entities to stay informed about the latest research and data on SEL for OOSC children. This collaboration enables us to develop evidence-based solutions that are informed by the latest research and best practices in the field. We are committed to staying up-to-date with the latest trends and developments in the field of social and emotional learning outcomes for OOSC children, and we regularly attend conferences, workshops, and training sessions to enhance our knowledge and skills. By staying informed and proactive, we are able to deliver high-quality and contextually relevant solutions that have a lasting impact on the communities we serve.

As an organization committed to improving education outcomes for out-of-school children in Pakistan through Social and Emotional Learning (SEL), we recognize the importance of continuous improvement and the need to scale our initiative sustainably. Therefore, we seek mentorship, guidance, and partnership from Solve's network of experts to address specific technical, business, and market-related challenges that our organization is facing.

Specifically, we aim to develop a business model that is both viable and effective in supporting the growth and scalability of our program. We are also committed to improving the quality and relevance of our SEL content through the incorporation of best practices, research, and innovative approaches. In addition, we recognize the value of partnerships with other organizations, from which we can learn and exchange knowledge and expertise on delivering SEL effectively.

We seek non-monetary support, including access to Solve's network of experts and resources, mentorship, guidance, and partnership, to overcome our organizational barriers and accelerate our impact in improving education outcomes for out-of-school children.

In summary, we believe that our partnership with Solve can help us develop a sustainable business model, enhance our SEL content, and expand our network of partners to achieve our shared goal. We look forward to the opportunity to collaborate with Solve and its partners towards a future where every child, regardless of their circumstances, has access to quality education and opportunities to thrive.

Our innovative solution, TAKMIL, is focused on delivering social-emotional learning (SEL) to out-of-school children in a new and significantly improved way by leveraging technology. We recognize that traditional education methods are inadequate in meeting the unique needs of out-of-school children, especially in remote and underserved areas. Moreover, existing education technologies are designed for commercial purposes and require internet connectivity, which makes them inaccessible to children living in remote areas without basic facilities. Therefore, we have developed an innovative approach to address these challenges.

TAKMIL integrates technology in SEL educational delivery mechanisms specifically designed for out-of-school children, and it is community-led and tech-based. Our solution starts with community members collecting data on out-of-school children and their SEL needs. They then select suitable facilitators from within the community who are trained by TAKMIL to implement the SEL program. Our solution doesn't require any existing infrastructure; the community itself offers the space for non-formal schooling. Additionally, we work in areas that are digitally isolated and harsh environments, where traditional education is inaccessible.

We are proud to say that we are the first organization to integrate SEL as a core component of academic curriculum in Pakistan, and our solution is scalable and effective. Our innovative approach could inspire and influence other organizations or initiatives to adopt similar approaches or technologies. By partnering with us, other organizations and even governments can take this solution further and provide access to quality SEL education to out-of-school children.

Moreover, our solution has the potential to disrupt or challenge traditional models of education, especially in terms of addressing the infrastructural requirements and increasing the quality of education for out-of-school children. TAKMIL is not only effective but also scalable, and we believe that it could catalyze broader positive impacts in the space. We are confident that our solution could change the way people perceive and approach education for out-of-school children, and contribute to a larger societal shift towards prioritizing access to quality SEL education for all.

In conclusion, TAKMIL is an innovative, community-led, tech-based solution that approaches the problem of extending SEL education and tools to out-of-school children in a significantly improved way. We believe that our solution could catalyze broader positive impacts in the space, inspire other organizations or initiatives to adopt similar approaches or technologies, and change the market by disrupting traditional models of SEL education and challenging the limitations of existing solutions. We are excited about the potential of our solution and look forward to partnering with other organizations to create a larger movement towards providing quality SEL education to out-of-school children nationally and globally.

Our impact goals for the next five years are to reach and provide quality SEL education to 1 million out-of-school children in Pakistan, partner with the Pakistani government and other organizations to integrate TAKMIL's SEL program into the formal education system for out-of-school children in the country, develop and deploy advanced technology solutions to support TAKMIL's SEL program, conduct research and collaborate with academic institutions to measure the long-term impact of TAKMIL's SEL program, and build a sustainable model for TAKMIL's operations and funding.

To achieve these goals, TAKMIL will continue to leverage its innovative, community-led, and tech-based approach to extend SEL education to out-of-school children in remote and harsh environments. TAKMIL will also work collaboratively with the Pakistani government, other NGOs, and academic institutions to advocate for the integration of SEL into formal education systems and improve the access and quality of education for out-of-school children.

TAKMIL will further develop and deploy advanced technology solutions, such as AI-based assessment tools , to enhance the effectiveness and scalability of the SEL program. We will also conduct rigorous research and collaborate with academic institutions to measure the long-term impact of TAKMIL's SEL program on children's academic performance, mental health, and social outcomes and share the findings with the wider education community.

To build a sustainable model for TAKMIL's operations and funding, we will diversify our revenue sources and develop strategic partnerships with corporations, foundations, and philanthropists who share TAKMIL's vision of providing quality SEL education to out-of-school children in Pakistan. Through these efforts, we hope to create a lasting impact on the lives of millions of out-of-school children in Pakistan and contribute to a larger societal shift towards prioritizing access to quality SEL education for all.

At TAKMIL, we are committed to measuring our progress towards achieving our impact goals through a range of indicators. These indicators include:

1. Number of out-of-school children reached with our quality SEL education program: We track the number of children who have access to our program and monitor the progress of each child through regular assessments and evaluations.

2. Impact of our program on children's academic performance, mental health, and social outcomes: Through our evidence (data collected on weekly, quarterly and annual basis) conduct rigorous research on the long-term impact of our program. We use a variety of quantitative and qualitative methods to measure changes in children's academic performance, mental health, and social outcomes, such as improved attendance, better grades, increased confidence, and reduced anxiety.

3. Partnership with other organization on improving  SEL curriculum: We track and work with the number of organizations that are willing to work and improve our SEL curriculum.

4. Effectiveness of our technology solutions: We use a range of tools and technologies, such as AI-based assessment and predictive analysis tools , to enhance the effectiveness and scalability of our program. We track the usage and impact of these tools to ensure they are meeting our objectives.

By tracking these indicators, we are assessing our progress towards achieving our impact goals and make data-driven decisions to improve our program. We are also aligned with the UN Sustainable Development Goals, and regularly review the associated indicators to ensure that we are measuring our progress towards achieving these global goals.

Our theory of change for TAKMIL's SEL program is based on the belief that providing quality SEL education/tool as core part of academic curriculum  to out-of-school children in Pakistan can have a transformational impact on their lives, enabling them to develop the social and emotional skills needed to become an engaged and responsible citizen of Pakistan. Our theory of change is grounded in the following assumptions:

Access to quality SEL education can improve the mental health and well-being of out-of-school children, reducing stress, anxiety, and depression, and enhancing their overall resilience and coping abilities.

Developing social and emotional skills, such as self-awareness, self-management, social awareness, relationship building, and responsible decision-making, can enable children to navigate complex social situations, build positive relationships, and make responsible choices.

Improving social and emotional skills can lead to better academic performance, as students who are more self-aware and self-managed are better able to focus on their studies and regulate their behavior.

Developing social and emotional skills can also lead to improved social outcomes, such as reduced aggression, violence, and substance abuse, and increased civic engagement, empathy, and cooperation.

Based on these assumptions, our theory of change is that by providing quality SEL education to out-of-school children in Pakistan, we can help them develop the skills needed to thrive academically, socially, and emotionally, breaking the cycle of poverty and improving their overall life outcomes. We measure our progress towards this theory of change through the indicators mentioned earlier, including student assessments, attendance rates, and academic and social outcomes.

Our SEL program is powered by a variety of technology solutions that help us deliver high-quality education to out-of-school children in remote and underprivileged communities in Pakistan. We leverage existing technology solutions like digital content and mobile labs for content delivery, as well as AI-based tools for student assessment and attendance tracking. We also use solar panels to power our technology solutions and make them accessible in areas with limited access to electricity.

To develop and support our SEL program, we use a mix of software technologies, including Android, Apache, Java Script, MySQL, PHP, and Python, among others. By incorporating technology into our program, we aim to enhance its effectiveness and scalability, and provide children with a comprehensive and engaging learning experience that promotes their social-emotional development and long-term well-being.

At TAKMIL, we believe that diversity, equity, and inclusion are essential values for achieving our mission of improving access to quality education for all children in Pakistan. We understand that education is a powerful tool for social mobility and that providing equitable opportunities to children from diverse backgrounds is crucial for achieving a just and thriving society.

We have taken several steps to ensure that our work is inclusive and equitable. Our team is diverse and inclusive, consisting of individuals from diverse ethnic, linguistic, and cultural backgrounds. We actively seek out and recruit talent from underrepresented communities to ensure that our team is reflective of the communities we serve.

We are also committed to creating an equitable and inclusive work environment. We offer flexible work arrangements and provide equal opportunities for professional development and career growth to all team members. We conduct regular diversity, equity, and inclusion training for our team to ensure that we are aware of our own biases and work to eliminate them.

In terms of our solution, we recognize that access to technology and digital resources is not equitable in Pakistan, and that many children from marginalized communities may not have access to the internet or digital devices. Therefore, we have designed our program to be accessible to all children, regardless of their access to technology. Our curriculum is designed to be delivered through a variety of mediums, including offline digital content, in-person teaching, and printed materials. We also conduct community outreach to ensure that children and families from all backgrounds are aware of our program and have access to our resources.

In summary, our approach to diversity, equity, and inclusion is holistic and comprehensive. We recognize that creating a just and equitable society requires a concerted effort to ensure that our work is reflective of the communities we serve, and we are committed to continuing to improve our practices in this area.

Our business model is based on providing a comprehensive and sustainable solution to address the education gap in remote and underprivileged communities. We offer a hybrid offline/online system that can be used by schools with or without internet access. Our system includes features such as renewable energy sources, AI-based attendance tracking, and digital assessments that provide detailed information on student progress.

We will generate revenue by offering our solution to already developed schools and providing training to their staff members. This revenue will be used to make our system accessible to out-of-school children, creating a self-sustainable model that ensures long-term impact. Our goal is to make quality education accessible to everyone, regardless of their location or socio-economic status, and our business model supports this mission.

Our plan for becoming financially sustainable involves diversifying our funding sources to ensure long-term stability. We will continue to rely on community-based fundraising, which has been a significant source of funding for us. Additionally, we will pursue partnership projects with NGOs and apply for various grant programs to generate revenue. We also plan to explore corporate social responsibility (CSR) options and have started networking with potential partners to establish a partnership model.

To supplement our funding, we will commercialize our TAKMIL products and services in public and private schools. This will allow us to generate a sustainable stream of revenue to support the finances of our beneficiaries. Our business model emphasizes the use of technology to provide efficient and cost-effective solutions, which will help us maintain a competitive edge in the education sector.

As we expand our reach, we will continue to prioritize the needs of our beneficiaries and ensure that our revenue streams cover our expected expenses. By combining community support, strategic partnerships, and innovative business strategies, we are confident that we can achieve financial sustainability while continuing to make a positive impact in the lives of out-of-school children.

While we are unable to publicly share specific information about our funding sources, we can confidently say that our financial sustainability plan has been successful so far. We have received support from friends and family who believe in our mission and have provided us with the necessary resources to continue our work. Their contributions have allowed us to focus on developing and implementing our solution without worrying about financial stability. As we move forward, we will continue to explore additional funding opportunities to ensure the long-term sustainability of our solution.