technology

GIJÓN/XIXÓN’S Second OPPORTUNITY School  was founded in 2001. It is PROMOTED by the municipality of Gijón through the Local Agency FOR Economic Promotion and Employment, the municipality itself and European funding for concrete actions.

GIJÓN/XIXÓN’S Second OPPORTUNITY School defines itself as a transitional resource to help young people between 14 and 25, who have difficulties and want to be helped, giving special attention to EDUCATION and employment as an important resource for socialization. Following the principles of the new “Skills Agenda for Europe”, that states 16 million jobs requiring ICT skills are expected by 2020, and also that nowadays  90% of the jobs need basic ICT skills, we’VE decideD to offer more workshops linked to technology and IT Skills.

We've JOINED the European Project “Make, Learn, Share: Europe” where we HAVE ALREADY developed two Open School Units (OSU):

-VIDEOGAME PROGRAMMING: “Construct 2” is a powerful groundbreaking HTML5 game creator designed specifically for 2D games. It allows anyone to build games, without PRIOR coding knowledge.

-DRONES: THE OSU’S DEVELOPMENT HAS BEEN BASED ON THE ASSEMBLY PROCESS OF A SPECIFIC DO-IT-YOURSELF MODEL OF DRONE. THE YOUNG PARTICIPANTS HAVE BUILT THE DRONE STARTING WITH ELECTRONIC PARTS, INTEGRATING THEM BY FOLLOWING THEIR MENTOR’S GUIDELINES. ONCE FINISHED, THEY CONFIGURATED THE FLIGHT CONSOLE FOLLOWED BY DOING AN EXPERIMENTAL FLIGHT WITH IT. THROUGHOUT THE PROCESS THE PARTICIPANTS HAVE ACQUIRED KNOWLEDGE ABOUT ELECTRONICS, PROGRAMMING AND FLIGHT CONFIGURATIONS.

These two workshops were improved and reinforceD with others that helped SPARK the interest of our young students in BOTH new technologies and  IctS, so they can act as IT ambassadors among their families, friends and classmates.

augmented and virtual reality workshop:

augmented reality refers to the technology that allows the inclusion of virtual data (be it through text, hyperlinks, audio, video, multimedia...) taken from one object in real life. thus, a smartphone, table or computer, or other devices.

virtual reality is based on substituting reality through devices that allow us to “feel” we are in another place, but without interacting with objects from the real world.

the themes covered in the workshop were:

1. creation of augmented reality.
2. virtual reality and virtua reality headsets.
3. using “Aurasma” as a method to create augmented reality.
4. differences between virtual reality and augmented reality.
5. creating multimedia elements.
6. creating texts using the “Word” and “prezi” programmes.
7. using “Kahoot”.

the main goal of all this work is to bring technological knowledge closer to the young people participating in the second opportunity school to promote their interest about it and about the professional profiles that work closely with it. the workshops serve as a reason to motivate these young people, who are in risk of early school leaving, to continue their studies and understand the employment potential and future of the technology sector.

The project aims to heighten students awareness of the nutritional benefits of pulses as part of sustainable food production through 5 key messages:

1. Pulses are highly nutritious
2. Pulses promote biodiversity
3. Pulses have important health benefits
4. Pulses are economically accessible and contribute to food security at all levels
5. Pulses foster sustainable agriculture and contribute to climate change mitigation and adaptation

Access to education remains a challenge for children of Bangladesh, particularly working and indigenous group, living in remote areas or those in extreme poverty. Tribal children, for example, have a net attendance ratio of just 68 per cent, far below the national average of 81 per cent at the primary-school level.

Urban-rural divide in the quality of education in Bangladesh is vivid, and the factors cited behind the disparity are the quality of teaching, school infrastructure, and educational materials. Moreover, the factors are also immediate determinants of whether children attend school and what they gain when they attend.

As it is difficult to find and retain good teachers in rural areas, JAAGO Foundation came up with an innovative solution of ‘Online School’. The idea of online schooling is designed to bridge the quality gap by connecting skilled teacher and resource with the disadvantaged students living in remote area through the modern technology. With support from partners, JAAGO Foundation succesfully installed online schooling in 5 schools in different district and all of the schools are now in operation with a demand of further expansion.

Within the end of 2014, 5 of our existing online schools will be expanded and 5 new online schools will be established to offer education for additional 400 students and approximately 800 students in total around Bangladesh. Moreover, evaluating the feedback and outcome of the online school project, interactive contents will be developed and teacahers centere’s will be enriched with necessery equipments to ensure interesting learning experience for the disadvantaged children who would be deprived education otherwise.

The Online schooling and synchronous learning through internet is a leap towards educational revolution specifically in context of Bangladesh as our country has not experienced this schooling method before that has the potential to solve the issues regarding quality education and lack of skilled teachers in remote areas of the country. Under the project, we are working to replicate the online school project in every district of Bangladesh and even build colaboration with neighboring countries.

private high school initiative avoid the insertion of science and technology related humanities in nyangezi due to lack of appropriate equipment for teaching and qualified teachers in science and technology. The support center for the dissemination and teaching of sciences and technology at high school level in rural Walungu and Kabare, NPO, targets 11 identified schools teaching humanities in rural areas in Munya and Mumosho, making it available to schools teaching materials for collective use by above targeted private secondary schools. It aims to create a computer lab, equipping science labs, (physical, biological and natural sciences), creating a reference library, retraining of teachers, support to local communities in promotion of agriculture and environmental protection. ADEST already has its buildings, furniture and 25 computers. It lacks laboratory equipment for science and technology, a reference library and the initiation of self-financing activities.

Dominic Nsikan a serial social entrepreneur and the founder of TechClass Nigeria one of the fastest growing online video contents service providers for teachers and students in Northern Nigeria. My project utilizes the power of online video technology to provide top quality educational materials and real time online classes through YouTube and Skype to teachers in Yobe, Maiduguri, Gombe, Damaturu, Zaria and other Boko Haram insurgence communities where there are little or no access to quality textbooks, training manuals and research facilities as a result of the over three years of continues destruction of educational facilities by the activities of the radical Islamic terrorist group Boko Haram.

NAKASEKE MULTIPURPOSE COMMUNITY TELECENTRE IS A COMMUNITY ICT CENTRE THAT WAS FOUNDED IN 1997 AS PART OF A SERIES OF PILOTED INITIATIVES ESTABLISHED BY THE AFRICAN INFORMATION SOCIETY INITIATIVES TO TEST AND ASSESS THE IMPACT AND VIABILITY OF MULTIPURPOSE COMMUNITY TELECENTRES IN RURAL AFRICA AND TO DEMONSTRATE THE VIABILITY OF THE CURRENT CONVICTION THAT PROVIDING INFORMATION AND COMMUNICATION TO RURAL COMMUNITIES CATALYSES THE DEVELOPMENT PROCESS AND RESULTS IN IMPROVEMENT OF THE QUALITY OF LIFE OF THE PEOPLE.
THE CENTRE IS LOCATED IN RURAL NAKASEKE, A FORMER GROUND OF THE GUERRILLA BUSH WAR THAT BROUGHT THE CURRENT GOVERNMENT INTO POWER, 75KM NORTH OF KAMPALA, THE CAPITAL CITY OF UGANDA.
AS RESULTS OF THE WAR, INFRASTRUCTURE WERE TOTALLY DESTROYED INCLUDING SCHOOLS, MEANING THAT NO CHILDREN WOULD HAVE A CHANCE TO CONTINUE WITH SCHOOLING, LEAVING THE AREA WITH A VERY BIG CHALLENGE OF HIGH ILLETERACY LEVELS.
BUT EVEN AFTER SOME YEARS OUT OF THE WAR, AND ALL GOVERNMENT EFFORTS TO RESTORE THE SITUATION, RURAL SCHOOLS ARE STILL LYING BEHIND IN TERMS OF EDUCATIONAL RESOURCES THAT WOULD HELP CHILDREN DO BETTER LIKE LIBRARIES, ENOUGH CLASSROOMS, SCHOLARSTIC MATERIALS, BETTER TEACHERS, AND PARENTS WHO HAVE NOT BEEN VALUING EDUCATION.
IT IS FROM THIS BACKGROUND THAT A SPECIAL EDUCATION IMPROVEMENT CAMPAIGN (THE RADIO QUIZ COMPETITION) WAS SPEARHEADED BY THE LOCAL COMMUNITY RADIO IN AN EFFORT TO FIND A LASTING SOLUTION TO THE CHALLENGE TO SUPPLEMENT ON THE GOVERNMENT’S EFFORTS OF REBUILDING THE SECTOR.
NAKASEKE MULTIPURPOSE COMMUNITY TELECENTRE IS IMPLEMENTING THE PROJECT TOGETHER WITH THE TEACHERS FROM THE NAKASEKE DISTRICT.