AIESEC

AIESEC is a youth staked development organization. Our key focus at AIESEC is to impact peace and fulfilment of humankind's potential. 

In achieving this milestone, our core mission as an organization to drive engagement and development avenues that nurture and culture leadership, from investment in cross-cultural exchange opportunities. 

At AIESEC, we are committed to serving, with and by, the youth given that we, the youth, are the incoming, incumbent leaders of the coming generations but we can only become these, through pragmatic and valued exposure. 

The team lead here stands in capacity as a Portfolio Director within the Entity and Local Organization of AIESEC. Key works of his space by task and duty, responsibility to execution are:

1. Create and Synergize Engagement Strategies with AIESEC Stakeholders

2. Realize and Co-ordinate the Institutionalization of AIESEC in Moi Initiatives.

3. Coordination of MC(National Oversight Team) Directives to LC(The Local Organization) 

4. Advance  membership experience and generally,

5. Manage all portfolio information, tools and kits to ensure cohesion and progress.

In giving due support, myself, Karitu Christopher, are willing and dedicated to the cause of the LEAP Project. 

It has been my understanding that sustainability, as progress, is an innate of teamwork and integration, a key factor driven by informed collaborations to drive purposeful and impactful unions.

Within my space of AIESEC, I have found a band of knowledge and team work, key attributes of productive integration. In thus due capacity support, my input to the cause of the LEAP Project will be not of direct material value but rather agenda resource from information collected in working with development stakeholders as put by the training outline through this website .

Thus given chance, a stake in the team at the LEAP Project will have a breadth of data to drive key aspects of sociocultural data, to drive infrastructural change from political amendments in the ultimate realization of development- broken down by AIESEC as Peace and Fulfilment of Humankind's Potential, an outcome of collaborative case and subject studies.

Advancing Child Competency through Diversification of Education by Incorporating Tertiary and Care Services for Holistic Development.

Children, by norm and nature, are dexterous and more-handy than adults. However, this skill is uncultivated at its junior stages within education systems and a fault of this nature, makes children growing up disregarding handy-jobs due to a culture that involuntarily made them forget their true nature.

Also, in modern day societies, the rate and amount of Care Service offered to Children, as a means to their welfare protection, could be improved. Many a case do we often hear of infant abuses from physical abuses that lead to trauma as well as radicalization that vagues and clouds their judgements. 

The outline culmination of these two supersedes child competency despite education institutions being as many as the number of children, but fail and become short of quality education due to these two socio-cultural factors.

Through my, this proposal, I seek to institutionalize and re-awaken the need of early tertiary learning complemented by sustained care culture and practices to boost and increase child reception to education.

To improve a child's learning and development, I highlighted key and thematic issues of concerns based on infant growth.

One is the issue of Basic Grasp, a reflex of children that makes them always want to touch and hold onto objects and two, the Provision of Basic and if need be, Secondary Social Protection Services that heavily influence and catalyze the growth and development curves of children.

In context, children are accorded and given toys to play with until they get a little older, but in fact they and we, never do. Toys develop into tools which have and are being used for daily lives. 

In as much as children are accorded toys and pygmies, the fault in education systems is the lack of context. Dear systems of school, give children toys to play with for amusement but lack a touch, a simplified touch to give children, to help them understand craft that they can create within current settings. 

Example: 

Children are often given plasticine in their junior education systems to create a set of make-believes. In lack, they are not guided to create their toys in a guided, industry based fashion, in example, wheels and parts for automotive industries, clothes for the fashion industry 

And the prevalence of this deficiency leads to under-development. This lack of early nurture leads to child-adulthood development that is a more rigid and fixed in approach that has seen industries become awash with cliché solutions, devoid of creativity, by the failure of talent and skill un-nurturing.

Also,

Child Care Support is key to complementing their development. The provision of Care Services to Children, in as early as they are to life, increases their dopamine levels, due to their reception of support as a maternal care they are ought to be accorded, highly encouraging their concentration and intelligence in classes and education spaces. 

A hungry child, in example, is less concentrative in class due to the hunger factor, that depreciates their physical and mental well-being. A beaten and wounded child too will also become inattentive and due to these causes, their productivity, academic productivity dwindles. 

In summary, an early cultivation of talent and skill through a dynamic, context based, Tertiary Devolution, coupled by an Integrated Care Support System, will boost child learning to competence as these two, highlighted as key challenges, become the solution to improving and enriching learning variability for sustained infant academic excellence.

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Currently, through and with AIESEC, I have conducted Foundational Research.

I targeted social issues of education, that inform Pedagogy of Education. Through dives, I came across to highlight key social, economic and political issues that influence, hinder and promote education, such as but not limited to:

• Diseases and Health
• Food and Nutrition
• Technology, Wars and Climate besides
•  Social Support Reforms from Governance and Politics

Through the studies and literature reviews done, it was evident that for a sustained education and learning system, there ought to be a structured and guided approach to education.

Given that most educative systems are focused on STEM, this overdependency and forced delegation to STEM's Educative Pipeline disregards naturally talented and skilled children, favoring the STEM crackers, a move that not only promotes biasness, segregation and neglect but also heavily contributing to high teenage and post-teenage drop outs from schools, incompetencies in real-life world, especially in matters ESG and all social evils brought about by the over-focus of schools to STEM.

Theoretically, the research done inferred and dynamically proved the cause of Pragmatism by Contextual Exposure to Children besides informing the cause of social, political and economic events as key influences to the Pedagogy of Education Systems.

Through the research carried out, the primary realization to impact and advance didacy is based on more than the delivery and integration of learners, in this case, junior students, to more than STEM Disciplines. 

Children, given by their simple nature, often find the uptake of STEM Academics tough as these studies rather than being easier through out their class and grade upgrades, they tend to change, dynamically, to give 'harder to understand' concepts. 

A key outcome to this difficulty: Low uptake and learner interest in STEM Related Courses which then translates to reduced practicality and information competency in developing early and childhood esteem, reliance and productivity.

As put across: ...the curriculum should promote innovation, problem solving skills and self-reliance for promoting individual and national development. 

For this to be realized, there should be a systemic focus and emphasis of Talent through Lead Nurturing Spaces, at these early and juvenile stages of children's education and learning. 

Through this prioritization, the educative approach by children to studies leads to easy identification and utilization of resources by impact and acuteness of critical thinking for innovation by early and pragmatic identification of talents for subject learners. 

To thus reduce the social and economic disparities brought about by drop-outs and incapable students, despite high STEM Marks, there should be a systemic, sustained and engaging devolution of Tertiary and Vocational Learning Curricula to the Primary Education Levels of Children as a complementary means to support the STEM System for cohesive Academic Excellence for Employment, National and Global Development.

Current society, from outcome of events is changing. The normative, which once was, is gradually coming to a halt, a process sporadically influenced and catalyzed during, to the current, post-COVID19 Living. 

What was usual is now becoming unusual as technologies, systems and approaches are dynamically changing, developing and if we were to survive, adaptation is the only key. 

With change scaling up from individual to global levels, the basic outcome is adjustments of fitness as put across by the Darwinian Theory of Evolution.

Probed by this, the world is in need of changemakers. Individuals, institutions and organizations who develop, rally and scale up innovations that continually bring and integrate global societies together, by putting in mind and in place a continuous multi-stake holder approach with a Human Rights Review to solve Global, Regional and Local Adaptation Challenges that may come by. 

Said but done, it would be honorary to work under and through the LEAP Project to lay ground, magnify and highlight to foundational insights for the use and utilization of current institutions, to be traced by the future generations in their context mapping, from the wider scope view and learning approach to salient, key and material issues that challenge and ideal and cohesive communal integration.

To thus engage with the initiatives and projects of LEAP, by this application and further considerations, would be an ideal learning space for us, to set up and learn through global exposures that spark and create an interest to mitigation, remediation, rewards and grievance mechanisms to highlighted Social, Economic and Political Risks currently being pre-disposed to people from the Change Occurring.

Through this, my, LEAP Project, I'd want to gain insights to create sustained ESG Protocols that address:

1. Innovative Changes and Dynamic Adaptability for the Improvement of Education by State Context
2. The Influence of Children as Key Social and Global Stakeholders and
3. The Federation of Didactic Approaches for Impact of Universal Education for Sustained and Continuous Learning

From the resources of time, material and fiscal investment allied, 

The following are highlighted outputs foreseen to be achieved:

Early Child Practicality based on the dynamism of topics addressed, further poised context exposures enhancing pragmatic, real life problem solving skills to the child learner

From collaborative qualitative and quantitative research of the proposed solution within scaled and sampled areas where the prototype to solution: The Competence Based Curriculum has been institutionalized in Kenya besides a scoped analysis with the U.S.A's Elementary System for the production of an ideal Tertiary Cared Elementary curricula.

In effecting the highlighted outputs, AIESEC champions for Development through Engagement Initiatives with key and allied stakeholders.

To thus realize these effects, AIESEC in full capacity, by my Local Chapter, 

Will run a thematic engagement initiative that provides a societal bridge to awareness of the solution highlighted,

Besides operating and running targeted and staked education databases for enhanced connectivity to the organs that rally, champion and advocate for matters Human Rights(Minor's) Educative, Social and Economic and Labor Rights for improved highlights in safeguarding children 

With promoting publicization of statements and project reports to stakeholders interested intrinsically to uphold Human(Children's) Rights.

From successful implementations of the recommendations and outcomes realized, I project the following as both short term and long-term results from participation in the LEAP project:

• SHORT TERM (Under a 5 years-7 years duration)

The first, short term outcome drawn is Diversified Engagement and Accommodation of Children within Education Spaces, from the incorporation of a downscaled tertiary approach and institutionalization of a basic needs address from a Care Based Model in schools.

Secondly, the scope of Enhanced Partnerships and Collaborations outcome of stakeholder engagement for agenda and in-kind synergies through AIESEC and from Mapping done in the course of the Project. 

Besides,

Sustained Return of Incentivized Project Investments profited from the range of staked partners realized for achievement of postulations and recommendations of the LEAP Project.

With,

The Reduction of Juvenile Academic Drop Out Rate given the proposed and to be confirmed, scaled and developed model of the Academic Solution.

• LONG TERM (Over 8 years+ in duration)

Development of the Education Curriculum  from recommendations and gradual viability from the Short-term(lead measures) highlighted, 

With, 

Impacted Awareness for Global Citizenship given the incorporation of a devolved tertiary curriculum for talent and lead nurturing that

 Enhances Enterprise Productivity of Learners given the scope of context exposure that the solution detailed herein guarantees to junior academic learners in cultivating their response to modern day challenges by innovations,

Leading to Gradual Contribution to SDG Attainment whose final clarity shall give 

An end Return of Scholarly Investments from inputs ranging from Labor, Time and Fiscal Resources due to the prove of solution's viability.