Beyond REAL School Metaverse

We are addressing the problem of mental health and educational inequity in first nations youth in Canada due to colonialism, residential schools, and systemic oppression.

To this aim, we have developed a culturally grounded and innovative learning model for Indigenous youth experiencing barriers to education.

The scale of the problem is significant, as Indigenous learners of all ages face a multitude of challenges and barriers to accessing high-quality education. These challenges include poor mental or emotional health, lack of funding and resources, underfunded schools and inadequate curriculum development, inadequate teacher training and distance learning. 

Our solution offers a student the opportunity for self-directed, culturally informed learning that encourages them to develop a deeper understanding of themselves, both as individuals and as members of their respective communities. By incorporating traditional knowledge and practices into our approach, we aim to empower Indigenous youth to build themselves up and actively work on their mental and emotional states in tandem with their intellectual development through access to the standard curriculum.

The scale of the problem we are working to solve is significant, with Indigenous youth in Canada experiencing disproportionately high rates of mental health challenges, including depression, anxiety, and suicide. Indigenous youth are at significantly higher risk of suicide, with rates as much as five to seven times higher than those of non-Indigenous youth.

These indigenous communities often lack access to culturally informed mental health services that are tailored to their unique needs and perspectives. This lack of access can exacerbate existing mental health challenges and make it more difficult for youth to achieve positive educational outcomes.

The problem of inadequate access to education is widespread and deeply affects Indigenous communities. These factors contribute to the perpetuation of poverty, marginalization, and underrepresentation of Indigenous peoples in higher education and the workforce.

Across Canada, Indigenous learners experience lower graduation rates, limited access to post-secondary education, and systemic underfunding of schools and educational programs. The graduation rate for Indigenous students is 50% compared to 86% for non-Indigenous students. Additionally, Indigenous peoples are underrepresented in higher education, with only 8% of Indigenous peoples in Canada holding a bachelor's degree or higher. Further, 47% of Indigenous peoples aged 25-64 have no post-secondary education, compared to 24% of non-Indigenous peoples.

The factors contributing to this problem are multifaceted and complex. Historical trauma, systemic racism, and ongoing oppression have led to the internalized marginalization of individuals the and underfunding of Indigenous communities and educational systems. 

Our solution addresses these challenges by offering culturally informed mental health services in tandem with access to their locally mandated curriculum while using innovative learning strategies. By integrating traditional knowledge and practices into our approach, we aim to empower youth to build resilience and improve their mental and emotional well-being, while also encouraging them to explore their cultural identities, connect with their communities and learn on par with their non-indigenous counterparts.

Beyond REAL School is a unique, innovative educational model that uses technology to provide access to a culturally grounded, relevant and high-quality education. This includes a mental health and wellness program that is specifically designed to support Indigenous youth and encourages them to get to know themselves better, both from a cultural and individual perspective. This addresses the problem of education and mental health for Indigenous youth by providing a comprehensive and holistic approach that supports students' mental, emotional, and intellectual well-being.

The technology rests upon four pillars: The Learning Management System and Student Information System is the first pillar. This integrated technology assists in the identification and tracking of a students knowledge, skills and progress. This information is available to parents, teachers, councillors and even school boards, so they can all be involved and empowered in their engagement with the students progress. Any gaps in knowledge are identified and revisited until minimum requirements are met. 

The second pillar is the adaptive learning model. Beyond has shaped the educational Metaverse to adjust the environment and exercises to a students special abilities, needs or preferences. This is based on the onboarding quizzes within the REAL school, which evaluates a students learning style, special needs and gifts. This technology serves a growing segment of the population experiencing sensory disorders like epilepsy and autism as our technology can avoid certain triggers. 

The third pillar is technical ‘Safety and Support’. We have a simple onboarding process and integrated IT support to assist students and teachers in the use of our technology. User information is encrypted using the highest level of encryption currently available (256 bit key encryption). 

Finally, the last pillar is that of cultural preservation, community building and personal development. REAL Schools tools for social and emotional learning support a classroom experience, even when students experience challenges to learning. Automated mental health check-ins and a robust self-development program nurtures a students self and cultural awareness.

REAL school has been teaching First Nations students Reality Education and Applied Life Skills for over 10 years. This program engages students in an interactive learning process that teaches a student to become the leader in their own life by removing self-limiting beliefs and getting to know themselves better. Students learn conscious choice, to nurture their curiosity, challenge themselves, be open to change, commit to their goals and communicate their needs. 

 We create a learning environment where students meet educational standards but also develop the self-awareness to empower and motivate them in everyday life. Within the self-development program, we integrate daily check-ins, mindfulness practices, breathing exercises and psychological counselling and care, that address physical, emotional and psychological impairments to learning. 

We provide an innovative, comprehensive and holistic approach to education and mental health for Indigenous youth. Our technology provides students with the support they need to succeed both academically and personally. Our educational model promotes student engagement, empowerment, and ownership of learning, while our mental health program supports students' emotional and mental well-being.

Beyond REAL School has the potential to serve Indigenous youth across the United States, Canada and the world. We are beginning by serving the community we are directly connected with, which is the First Nations groups in Ontario, Canada. Our students are disproportionately affected by poverty, health disparities, and limited access to resources, which impacts their educational outcomes and overall well-being. The current education system often neglects their cultural traditions and experiences, leading to a loss of identity and disconnection from their communities. We are entering the market by targeting northern Ontario First nations students, who have to face the choice of moving out of their family home or cease their education. Highschool is not available to youth in most remote northern communities. If they choose to pursue their education, they fly into communities where there is a high level of racism and where the suicide and murder rates are astronomical. Please reference Seven Fallen Feathers by Tanya Talaga for more information about this. This is the point of entry for our technology, which will allow students to stay within community while continuing their education and developing their sense of self. 

Our mental health and wellness program addresses the need for emotional and psychological support, which is critical to Indigenous youth, who face higher rates of suicide than the general population. By incorporating regular mental health check-ins, mindfulness practices, and counselling, we provide students with the tools they need to address any physical, emotional, or psychological impairments. This, in turn, fosters self-awareness, self-esteem, and resilience, allowing students to overcome obstacles and succeed academically, personally, and in their communities.

Our solution directly impacts the lives of Indigenous youth by offering them access to a culturally grounded, high-quality education that meets their unique needs and supports their overall well-being. By addressing their current educational and mental health disparities, we strive to empower Indigenous youth to succeed both academically and personally, while nurturing their cultural identity and connection to their communities.

Although Beyond REAL School is designed to serve Indigenous youth across Canada, we have developed the model based on our local Ontario partnerships. The solution is specifically tailored to meet the needs of Indigenous youth who are currently underserved by traditional educational models and who face significant challenges to their mental, emotional, and intellectual well-being.

In order to develop our solution, we have engaged with Indigenous communities directly to understand their unique needs and challenges. We have worked with Elders, community leaders, and educators to design an innovative educational model that is culturally grounded, relevant, and high-quality. We have also engaged with Indigenous youth themselves to understand their experiences and to ensure that our solution meets their needs and supports their goals.

Our solution is designed to address the needs of Indigenous youth by providing a comprehensive and holistic approach to education and mental health. We recognize that these youth face significant challenges, including high rates of poverty, trauma, and mental health issues. Our solution addresses these challenges by providing a safe and supportive learning environment that promotes engagement, empowerment, and ownership of learning.

We strongly believe that our solution is best led by Indigenous communities themselves. That is why our Director of Education, our Creative Director and Executive Director are members of the First Nations community and have been deploying culturally relevant educational programming for over 60 years cumulatively.  This is the culmination of a decade of work within this space. REAL school has been deploying its leadership and self-development programs in communities all throughout Canada, the United States and the world, and is digitizing that knowledge in combination with local educational standards. 

We are committed to continuing to work in partnership with communities to ensure that our solution is culturally appropriate, relevant, and effective. We are also committed to providing opportunities for Indigenous youth to take leadership roles in the development and implementation of our solution, and to ensure that their voices are heard and their needs are met. It's important to partner with pre-existing educational models, and Beyond REAL school is simply providing technology that streamlines available resources with access to a local curriculum and a program for self-discovery.

Beyond REAL School is designed to serve Indigenous youth across Canada and eventually the world, and our solution is specifically tailored to meet their unique needs and challenges. 

Our executive team is well-positioned to design and deliver this solution to the target population based on our deep and extensive experience working with Indigenous communities and our personal connections to these communities. 

Our CEO and Executive Director, Diane Hill, is a member of the Oneida Nation and has spent her career working to improve the lives of Indigenous people through community-based programs and services. She holds a Master's degree in Social Work and has over 20 years of experience working with Indigenous communities. She has extensive experience in program development, community engagement, and leadership training for Indigenous youth and adults and has established strong relationships with leaders and members of Indigenous communities across Canada, including those in the target population for this solution.

Similarly, our CEO and Creative Director, Jordan Miller, is a member of the Mohawk Nation, Bear Clan, and is from the Six Nations of the Grand River Territory. He has spent over a decade developing and delivering the R.E.A.L. School program, which engages Indigenous youth and adults in interactive activities and promotes self-discovery, personal development, and empowerment. Jordan's experience in developing and delivering educational programs and services makes him an ideal candidate to lead the design and implementation of this solution.

Our Project Director, Veronique Audette, has extensive experience in start-up businesses and deploying programming to communities, including first nations community members. Her work founding the Ascension Foundation, a non-profit organization focused on education, environmental restoration and sustainable development, has given her insights into the unique needs and challenges facing Indigenous communities, particularly those related to land-based learning programs and projects.

Our Director of Education, Dr. Rhonda L. Paulsen, has expertise in restorative justice and conflict resolution, which are key components of the solution we are designing. she holds a Ph.D. in Education and has over 25 years of experience working with Indigenous communities. She is a leading expert in restorative justice and has authored several publications on the topic.  Dr. Paulsen has worked with native communities across Canada and has a deep understanding of the cultural context and sensitivities required to deliver effective and respectful programs and services.

To ensure that our solution is guided by the needs and ideas of the communities we are serving, we have developed a comprehensive community engagement strategy. This includes consultation with community leaders, elders, and members to understand their unique needs, challenges, and aspirations. We are also working with community members to co-create the solution, incorporating their ideas and perspectives at every stage of the design and implementation process. We are committed to ensuring that the final product is culturally appropriate, responsive to community needs, and meaningful in advancing the goals and priorities of the communities we serve.

We are applying to Solve because we believe that the program's network and resources can help us overcome several barriers that we currently face in implementing our solution. As a team, we have identified a number of financial, technical, and cultural barriers that are impeding our progress, and we believe that Solve can help us address these challenges.

One of the primary barriers that we face is limited funding. As a nonprofit organization, we rely heavily on donations and grants to fund our work. We are constantly seeking new sources of funding to support our programs and initiatives, and we believe that Solve can help us connect with potential partners and funders who share our vision and values.

Another challenge that we face is technical in nature. Our solution relies heavily on technology and digital tools, and although we have made great advancements in building the technology and developing the app, we need to continue to develop and maintain these tools. MIT has the most innovative and credible thinkers in the world, and they can provide input to take this revolutionary program to the next level. We believe that Solve can help us connect with technical experts and partners who can help us build and maintain our digital infrastructure.

We also face cultural barriers, particularly in terms of engaging with and understanding the needs of the communities that we serve outside of Canada. Our team includes individuals with diverse backgrounds and experiences, but we recognize that we may not fully understand the cultural context of the communities we work with. We believe that Solve can help us connect with partners and organizations to prepare us for expansion into other indigenous communities in the world.

In summary, we believe that Solve can help us overcome financial, technical, and cultural barriers to advance our solution. We are not only seeking monetary support but also the opportunity to connect with partners and organizations that share our vision and values and can help us achieve our goals. We believe that Solve's network and resources can help us accelerate our progress and have a greater impact on the communities we serve.

Diane Hill is a member of the Oneida Nation of the Thames, which is one of the six nations of the Haudenosaunee Confederacy located in Southern Ontario, Canada. She has deep roots in the Indigenous community and has been actively involved in community-building efforts for over 20 years.

Diane's professional experience includes working in community development, education, and health services, with a focus on Indigenous populations. She has held positions such as the Director of Indigenous Education at Fanshawe College, Executive Director of the Ontario Federation of Indigenous Friendship Centres, and Director of Education at the Six Nations of the Grand River Development Corporation. In addition, Diane has worked with various Indigenous organizations, including the Assembly of First Nations, Chiefs of Ontario, and the Native Women's Association of Canada.

Diane's area of study is in community organizing, with a focus on empowering individuals and communities to take control of their own development. She has written several publications, including "The Power Within People: A Community Organizing Perspective," which is a guide to rebuilding Aboriginal communities that have been disrupted by a variety of factors. This book is a valuable resource for anyone interested in social counseling, mental health, education, social policy, justice, and community development.

Diane's connection to the community is further demonstrated through her involvement in various community-based initiatives. For example, she is a member of the Indigenous Women's Collective, a grassroots group that works to support Indigenous women and girls through education, advocacy, and community-building. She has also served as a board member for various Indigenous organizations, including the Indigenous Peoples' Solidarity Movement of Ottawa and the Ontario Aboriginal Housing Services.

Overall, Diane's deep roots in the Indigenous community, her professional experience in community development and education, and her focus on community organizing make her the ideal team lead for our project. Her experience, knowledge, and connections will be critical in ensuring that our project is meaningfully guided by the input, ideas, and agendas of the communities we serve.

Our solution is innovative because it takes a holistic approach to addressing the systemic barriers faced by Indigenous youth in accessing education. Unlike legacy programs, our solution recognizes that education and mental health are interconnected and that indigenous students face special challenges in this area.

Our technology is innovative. We have implemented self-directed and peer-to-peer learning exercises that have proven to be effective in private school systems like Montesorri. Through our integrated learning management system, we have given parents, councillors and teachers the information necessary to identify and address problem areas as well as reward special talents and gifts. We can assess the student and provide a learning environment that maximizes productivity and performance. 

We also prioritize community involvement and input in the design and implementation of our solution. By working closely with Indigenous communities and tailoring our program to their specific needs, we can ensure that our solution is culturally appropriate and effective.

Our approach could catalyze broader positive impacts by serving as a model for other organizations working in this space. By prioritizing the needs and input of Indigenous communities, we can help shift the paradigm of traditional approaches to Indigenous education and employment. We hope that by demonstrating the effectiveness of our approach, we can encourage other organizations to adopt similar models and create a broader positive impact.

In addition, our solution has the potential to change the market by creating a new standard for Indigenous education and mental health programs. By demonstrating the effectiveness of a holistic, community-driven approach, we can encourage other organizations to adopt similar models and shift the focus towards addressing the root causes of systemic barriers faced by Indigenous youth. This could lead to a significant improvement in the outcomes for Indigenous youth, creating a ripple effect of positive impacts across communities.

Our goals are as follows: 

Year 1 and 2:

Finish the technical development of the app so we can onboard our first group of students with full functionality. Using student feedback, modify and edit the programming to be as engaging and functional as possible.

Continue to develop our partnership with Global Indigenous Trust to develop a more in-depth programming relating to community building. Solidify a formal partnership.

Finish the 'REAL school' building within the metaverse, so students can have a "place" to go to deepen their knowledge of themselves and their culture, beyond the introductory lessons integrated into their daily curriculum.

Catalogue student exercises as NFTs (with permission) on the blockchain, and reward them with tokens when an individual accesses that document. This is especially important when considering the self-directed modules aimed toward preserving language and culture. This creates a living library of regional-specific words and stories that students own and control. 

Deploy Beyond REAL school in 1 school board and provide significant community engagement through local friendship centres and educational support groups. 

Year 3

Deploy the Beyond REAL School to northern Ontario students facing the choice between getting an education or staying within their community. Ensure the in-person support is robust, and begin a train-the-trainer model for Beyond REAL School where top-performing students become REAL school leaders and deploy local community programming under the guidance of our program. This includes more hands-on programming like a community garden, local cleanup efforts and "potlucks". 

Year 5

Deploy Beyond REAL school direct to consumer, to allow parents of special needs children, parents homeschooling or any other member of the public to access this innovative education solution.

As a team, we are committed to tracking and measuring our progress toward our impact goals using both quantitative and qualitative indicators. Some specific indicators that we are using to measure our progress include:

1. Number of participants engaged: We will track the number of individuals who participate in our programs and workshops, as well as the number of communities we are able to reach.

2. Participant feedback: We will collect feedback from participants through surveys and interviews to understand their experiences and the impact of our programs on their lives.

3. Changes in knowledge and skills: We will measure changes in the knowledge, skills, and attitudes of participants as a result of their engagement in our programs.

4. Partnerships and collaborations: We will track the number and nature of partnerships and collaborations we establish with other organizations and stakeholders in the communities we serve.

5. Mental health: We prompt users to engage in a mindfulness practice every day so that they may self-report any feelings they have. We monier the micro and macro trends in this area to measure the effectiveness of our programs.

   Our project aims to equip learners with the knowledge and skills they need to succeed in their studies and in life, so tracking educational outcomes and graduation rates is essential. We will measure these outcomes by tracking the academic progress of learners who participate in our programs and workshops, as well as by surveying them and their teachers to gauge the impact of our interventions. By doing so, we hope to see improvements in learners' academic performance and increased rates of graduation, which will be key indicators of our success in achieving our impact goals.

We track the self reported mental health progress of the student as well as the academic performance of that same student. We also measure the broader impact of a community by referencing their rates of graduation, rates of suicide and academic outcomes after our involvement, so we can see how much our program has affected these statistics. These statistics are gathered by a non biased third party reporter which we can parallel with our macro trends. 

Our theory of change is based on the belief that empowering individuals within communities to become leaders and take ownership of their own development is the most effective way to drive positive change, especially in education outcomes. We believe that by providing individuals with the tools and resources they need to improve their own lives, we can create a ripple effect that will spread throughout their communities and drive sustainable social and economic development.

Our solution is focused on providing self-development and life skills education in tandem with specialized access to the standard curriculums to Indigenous communities in Canada. By engaging individuals in interactive activities and creating opportunities for self-discovery, personal development, and empowerment, we aim to equip them with the skills and confidence they need to become effective leaders and agents of change within their own communities.

Through our programs, we aim to achieve immediate outputs such as increased leadership skills, improved communication, and greater self-awareness among participants. These outputs will, in turn, lead to longer-term outcomes such as increased community engagement, improved social and economic conditions, and a more sustainable future for Indigenous communities.

To support our theory of change, we have conducted extensive research and gathered feedback from participants and community leaders to inform our program design and evaluation. We also collaborate with partners who have a deep understanding of the communities we serve, and who can provide insights and support to ensure our programs are effective and relevant to local needs. The premise is simple, a student cannot perform well academically (or see positive employment incomes) if they do not have the self worth necessary to develop their skills and attitudes. By getting to know themselves, by exploring their interests and emotions, they can be more engaged in their own learning process and can be connected with ressources to help them in a moment of crisis. 

Overall, our theory of change is grounded in the belief that creating sustainable, positive change requires a focus on individual empowerment and community-led development, and we are committed to working towards these goals in partnership with the communities we serve.

The core technology that powers our solution is a combination of modern digital technologies and Indigenous knowledge systems. We leverage a range of technologies to create an innovative and inclusive educational experience for Indigenous students.

At the heart of our solution is a robust and user-friendly Educational Metaverse, hosted on the blockchain. Within this platform, we offer a gamified and individualized learning experience for the student as well as robust monitoring through our Learning Management System (LMS) and Student Information System (SIS). This LMS serves as the central platform for delivering educational content, managing student progress, and facilitating communication between students, teachers, and parents. It incorporates modern software development principles and utilizes algorithms to provide adaptive and personalized learning experiences for students.

We also employ various digital tools and applications to enhance the learning process. This includes the use of mobile apps and SMS technology to deliver educational content and facilitate communication. Additionally, we have leveraged virtual reality (VR) technology to create immersive learning experiences that connect students to their cultural heritage and traditions. We have paused the focus upon VR technology because of lack of access to this technology. 

Our solution explores the potential of blockchain technology to preserve and share valuable knowledge. We utilize blockchain to authenticate and store non-personal student work and teachers' curriculums as non-fungible tokens (NFTs). This allows for the preservation and dissemination of Indigenous knowledge, creating a platform for shared learning and collaboration.

Further, students, teachers and curriculum writers own the content they provide. As we onboard students and school boards, we needed to develop a system to facilitate peer to peer learning while also empowering content creators. By storing the content as NFTs, users own and control their content and are rewarded with blockchain tokens when their content is accessed. As our platform grows, our internal token, which is also awarded to students for participation and completion of tasks, gains value. This provides a value for users and shareholders, since tokens can be used to purchase a growing number of goods that can be purchased using crypto. 

In parallel with modern technologies, our solution embraces traditional, ancestral, and natural technologies and knowledge systems. We recognize the value of centuries-old stories and language, traditional land based learning, and ancient solutions that contribute to sustainable practices and mitigate the effects of climate change. By integrating traditional knowledge into our solution, we ensure that Indigenous students have access to culturally relevant and environmentally conscious education. These take the form of self directed learning opportunities where students are challenged to rediscover their regionally specific solutions, within their area of interest, and put forward some type of presentation on the subject. 

By combining modern digital technologies with traditional knowledge systems, our solution offers a unique and comprehensive approach to education. It harnesses the power of technology to address the specific needs and aspirations of Indigenous communities while promoting sustainable practices and cultural revitalization. We do this by empowering students to discover themselves and their heritage, which then creates a living library. That way we are not posturing on a single narrative, which does not represent the complex and varied histories and traditions of First Nations peoples. 

We are deeply committed to diversity, equity, and inclusion in all aspects of our work. We recognize that promoting diversity and creating an inclusive environment is essential for achieving our mission and ensuring the long-term success of our initiatives. Here is an overview of our approach to incorporating diversity, equity, and inclusivity into our work:

Leadership Team Diversity: Our leadership team is intentionally diverse, representing a range of backgrounds, cultures, and experiences. We believe that diversity at the leadership level brings different perspectives, insights, and approaches to decision-making, leading to more innovative and effective solutions. Our team includes individuals from Indigenous communities, marginalized backgrounds, and diverse professional experiences.

Goals for Diversity, Equity, and Inclusion:  We aim to increase the representation of underrepresented groups, including Indigenous peoples, in our staff and leadership positions. We also strive to create an inclusive and supportive work environment that values and respects the contributions of all team members. We regularly assess our progress towards these goals and implement strategies to address any gaps or challenges.

Actions Taken: We have taken several actions to promote diversity, equity, and inclusion within our organization and the communities we serve. These actions include:

1. Recruiting Practices: We have implemented inclusive recruiting practices to attract a diverse pool of candidates for positions within our organization. This includes actively seeking candidates from underrepresented groups, leveraging diverse networks, and using inclusive language in job postings.

2. Community Engagement: We actively engage with the communities we serve, seeking input and feedback from diverse stakeholders. We hold community consultations, establish advisory committees with representatives from various backgrounds, and involve community members in decision-making processes. This ensures that our solutions are informed by the needs and perspectives of the people we aim to serve.

3. Partnerships and Collaborations: We actively seek partnerships and collaborations with organizations that share our commitment to diversity, equity, and inclusion. By working together, we can leverage collective expertise, resources, and networks to drive positive change and create more equitable opportunities for marginalized communities.

These actions and commitments demonstrate our dedication to promoting diversity, equity, and inclusion in our work. We believe that embracing diversity and creating inclusive environments not only enriches our organization but also leads to more impactful and sustainable solutions for the communities we serve. We remain committed to continuous learning, improvement, and action in advancing diversity, equity, and inclusion within our organization and beyond.

Key Customers:

• Indigenous communities and organizations: We provide our solution to Indigenous communities, schools, and organizations that seek culturally relevant and inclusive education for their students.
• Educational institutions: We collaborate with schools and educational institutions to integrate our solution into their existing curriculum and enhance the learning experience for Indigenous students.
• (eventually) The Federal Government of Canada. This technology fits within their mandate of providing culturally relevant education to Indigenous communities in Canada. They have allocated hundreds of millions of dollars towards this end. Our ideal system relies of federal funding to bring this technology to students at no cost to them.

Products and Services:

1. TECH: Integrated Learning Management System (LMS) and Student Information Systems (SIS): We offer a comprehensive LMS and SIS that includes adaptive learning tools, curriculum content, and communication features. This empowers parents, teachers, councillors, therapists, an event school boards to track progress, identify problem areas and engage as a team in the students learning. These systems also allow students to be empowered by their progress, access culturally relevant educational materials, engage in personalized learning experiences, and connect with teachers and peers.

2. PERSONAL DEVELOPMENT: We integrate a proven system of self-development in tandem with the innovative deployment of the standard curriculum. Students build a portfolio of themselves as a portion of their schooling. They are also prompted to complete mental health check ins and exercises, that automatically connect with local councillors if needed.

3. COMMUNITY: We have consulted with and will continue to engage with Indigenous community members to address the specific needs and cultural contexts of Indigenous communities. This ensures that our solution aligns with their values, languages, and traditions, fostering a sense of ownership and cultural revitalization.

How We Provide Products and Services:

• Licensing Model: We license our Beyond REAL school to educational institutions and communities, providing them with access to our platform and ongoing technical support.

Value Proposition:

• Culturally Relevant Education: Our solution provides Indigenous students with self directed culturally relevant and inclusive education, allowing them to connect with their heritage, languages, and traditions.
• Personalized Learning: Through adaptive learning technologies, we tailor the educational content to each student's unique needs and learning styles, fostering engagement and academic success.
• Community Empowerment: By involving Indigenous communities in the design and implementation of our solution, we promote community ownership, empowerment, and cultural revitalization.
• Enhanced Educational Outcomes: Our solution aims to improve educational outcomes, including graduation rates, by providing a supportive and inclusive learning environment that meets the needs of Indigenous students.

Revenue Generation:

• Licensing Fees: Educational institutions pay licensing fees to access and use our Beyond REAL school
• Grant Funding and Partnerships: We actively seek grant funding and strategic partnerships with foundations, government agencies, and corporate sponsors to support the development and implementation of our solution.

Overall, our business model ensures the sustainability of our solution while creating a positive impact on Indigenous communities through culturally relevant education and improved educational outcomes.

Our plan for becoming financially sustainable involves a combination of revenue streams to support our work and ensure long-term financial stability. To begin with, we plan on relying on grants and investors, and then transitioning to licensing fees paid by school boards.

1. Licensing Fees: We will generate revenue by charging licensing fees to educational institutions and organizations that use our Beyond REAL School. These fees will provide access to our platform, ongoing technical support, and updates. The licensing model will allow us to scale our impact and reach a wider audience.

2. Grant Funding: We will actively pursue grant funding opportunities from foundations, government agencies, and other funding bodies that support educational initiatives and Indigenous empowerment. These grants will provide financial support for our programs, research, and development, as well as help us expand our reach and impact.

3. Strategic Partnerships: We will seek strategic partnerships with organizations, corporations, and government entities that share our mission and values. These partnerships can provide financial support through sponsorships, collaborative projects, and co-funded initiatives. By leveraging these partnerships, we can access additional resources, expertise, and funding to sustain our operations. The Global Indigenous Trust is the only partnership we are actively pursuing.

4. Donations and Fundraising: We will engage in fundraising efforts to solicit donations from individuals, philanthropists, and supporters who believe in our mission and want to contribute to our cause. These donations will provide supplementary funding for our programs, scholarships, and community initiatives.

By diversifying our revenue streams and actively pursuing funding opportunities, we aim to create a sustainable financial model that will cover our expected expenses and allow us to grow and expand our impact over time. We will continuously assess and adapt our strategies to ensure long-term financial sustainability while staying true to our mission of providing culturally relevant education and empowerment for Indigenous communities.

The founder of Beyond Desks app, John McMullan, has invested nearly half a million in the development of the metaverse and the onboarding of REAL school. 

We are not in the stage of applying for grants and other funding sources, and this is our first application.