Mobile app

To teach marginalized girls and women to create mobile apps for sustainable  development to engage at least 10000 young girls by end of this 2019
to develop ,promote or sell 1000 successful smart  mobile apps for sustainable development by 2019

African malaika solutions to mobile technology high level ,multi lingual courses ,training Young girls and female ict teachers,Training alarge pool of trainers and energetic  trainers girls training girls Identify girl  mobile schools.
Training young girls in developing mobile apps for sustainable development Mobile app competition  following year Encouraging trained students to submit apps for prizes,recognition and employment opportunities for college Girls.
OBJECTIVES
Mobile technology platform that supports educational planning and extends learning and networking.

To inspire the next generation of girls(10-17) in stem
Initiate a culture at Universities like Dar and Nelson Mandela for adopting role models aiming to share and encourage marginalized girls from rural schools to embrace stem careers.
To provide hands on skills stimulating STEM interest in young marginalized girls at an early stage.
Helping girls in re imaging stem with hands on learning experiments interactive sessions and quizzes to help them in  overcoming sterotypical notions they hold about STEM fields and causes
At  present we are working to develop a module for workshops with secondary school marginalized girls to promote stem subjects and inspire them to take up stem careers.

Our model is also to seek out partnerships to create amazing apps for private as well as for non-profit organizations that want to leverage the power of mobile and to extend their reach and effectiveness with their customers or constituents.

build with your users, test, get feedback, improve and repeat. Soon, we’ll have a tool to seed microsavings groups from scratch anywhere in the world – no outside support, capital or programming required.
This is what is so powerful about mobile: it puts the tools of development directly into the hands of the people who need them, allowing them to decide their own priorities and make their own choices about the kind of community they want to build and the kind of local improvements and initiatives they want to undertake. It’s not about creating new technologies, but about giving people free and open access to what we already have – and what we already know works. This is the potential of mobile, as we see it – to reach where traditional projects have not been able to go, easier, quicker and for a fraction of the cost. With mobile, development finally has a chance to scale where it’s needed most.

Code is focused on bringing social and financial resilience to vulnerable communities. We prioritize the strengthening of local systems by using innovative education technologies and data-driven breakthroughs in social ecological design.

App inventor  made with CODE  teaches low income marginalized girls to successfully role model who have overcome poverty family dysfunction and low self esteem.
examples of apps to be created are for
Students in English language and Dictionary
mobileappgoc

 

Paths to Fun Maths training in Tanzania Dar,Zanzibar and Arusha

2-5 day workshop is based on active Paths to Fun Math’s ,

How to move from teacher-centered to more Student-centered Math education.  The 2-5 day workshop is based on active Paths to Fun Math’s  ,with concrete resources that are ready for direct transfer to the participants own classrooms. During this 2-5 day course, participants will learn how to use versatile teaching methods in their classroom and about multiform assessment of Math .
Hoping to uplift the Math level of the Primary Teachers by providing them with the self-access language learning environment and through an integrated series of language enhancement programs.
The plan of 2 Day workshop for  Maths  at  American Corner National Library  to offer courses at different forms and levels to cater for the academic and career needs of students. 

The partnership, between Path to Maths  is a comprehensive multi-stage programme .

Examination results in mathematics subject especially at ordinary level in the country have shown serious failures. Yet ,mathematics is a very basic and a must subject not only for the application to other subjects and disciplines,but also in our daily life.

Arguably,massive failure in mathematics subject at lower levels has a significant implication on the performance of our professionals and our citizen in general.

Low maths performance pulls down students overall results and ruins their chances of progression to the next academic level.

The researcher recommends that the government should motivate Mathematics teachers, increase the number of Mathematics teachers, provide on job training for teachers and improve the quality of teaching and learning environment.

So for the past 5 years African Malaika have been conducting STEM training at the Univeristy of dar es salaam and Zanzibar.

The key objectives are to mitigate a lack of STEM sec- ondary teachers, improve teacher effectiveness, demon- strate cutting-edge research in fellow’s own field of study, and illustrate the practical relevance of STEM learning insolving real world problem. Fellows develop an avoca- tion to contribute to STEM secondary learning, leader- ship, mentoring and effective pedagogy methods.

Our Vision
To empower African women to become impactful leaders and technology innovators through STEM education.

We invest in support programs that facilitate sustainable advancement among African girls by strengthening her capacity for economic self-help and community impact.

Girls of Color using Google and Android APP

I LIKE STEM

ILIKESTEM4TZ is dedicated to empowering African girls to become impactful leaders, entrepreneurs and community change agents employing Science and Engineering Education and Technology Innovation. We invest in support programs that facilitate sustainable advancement among African girls by strengthening her capacity for economic self-help and community impact.

Our History

Fiona barretto, moved by passion, a personal aware- ness of the huge technological and digital divide between Africa and many developed nations, and the recognition that female education as well as technology innovation play a crucial role in economic development and poverty alleviation of any nation, founded Ilikestem4tz foundation.

Female Education along with Technology innovation are two key components for economic growth and poverty alleviation.

OUR MISSION
To increase the pipeline of African women entering into Science and Technology fields and ensure they are engaged in Technology Innovation and Entrepreneurship to benefit Africa.

The overarching goal of the STEM Cell Outreach program is to bridge the secondary school-to-college continuum for Science Technology Engineering, Math (STEM) in Africa. College students are placed in second- ary schools to act as role models, content experts and mentors to demonstrate STEM in practical ways. The Outreach program seeks to establish a STEM outreach cell in Universities across Africa to perform outreach and mentoring within their local communities.
The key objectives are to mitigate a lack of STEM sec- ondary teachers, improve teacher effectiveness, demon- strate cutting-edge research in fellow’s own field of study, and illustrate the practical relevance of STEM learning insolving real world problem. Fellows develop an avoca- tion to contribute to STEM secondary learning, leader- ship, mentoring and effective pedagogy methods.

Our Vision
To empower African women to become impactful leaders and technology innovators through STEM education
Our Core Values:

The Power of Women.
Education, Entrepreneurship and Leadership.  Impact and Giving Back. Localization and Cultural Sensitivity.

What Makes ilikestem4tz Unique?

Core team of African women founders with expertise, experience and passion.
Trust based on financial transparency and prudence. Proven programs that work and prototypes that are replicable.
Sustainable model of local engagement with extensive network of African girls engaged in on-going activities not episodic events.
Community impact.

College Scholarship
Our annual Scholarship provides $500 to need based African college girls. Recipients are female students of African origin, enrolled in undergraduate full time STEM based degree program that demonstrate verifiable finan- cial need, and maintain excellent academic record.
Scholars become Stem4tzFellows who in turn give back to their respective communities either by launching a STEM outreach cell or organizing outreach initiatives geared at mentoring younger girls.
Fellows also receive mentoring and career counseling. By hosting an interactive online social network forum, we encourage recipients to form peer networks that provide professional support past their college endeavors.

Computer Science and Technology Camps
Our Robotics and Technology girls’ summer camp uses an integrated learning approach to inspire STEM discovery. Through a one week residential camp, girls are motivated to innovate using locally available materials. The camp in- cludes hands on activities, lectures, tutorials, experiments, mentoring, career counseling and field trips, led and presented by female role models in STEM fields. There is time for fun activities too!

ILIKEStem4tz  STEM camp was designed and launched in 2013 with the aim of attracting secondary girls into STEM fields at an early age when career decisions are formed. The objective is to ensure girls think of Science and Technology as tools to innovate to enable real problem solving in their communities. Peer networks are also formed. Our camps inspires girls’ interests in STEM by showing them real-world applications, and ex- posing them to fascinating technologies within their local content.
Participants are African girls (ages 13-17) who show high attitude and interest in STEM discipline, drawn mostly from government or public schools and fed by low income families.

College to secondary outreach mentoring
The overarching goal of the STEM Cell Outreach program is to bridge the secondary school-to-college continuum for Science Technology Engineering, Math (STEM) in Africa. College students are placed in second- ary schools to act as role models, content experts and mentors to demonstrate STEM in practical ways. The Outreach program seeks to establish a STEM outreach cell in Universities across Africa to perform outreach and mentoring within their local communities.
The key objectives are to mitigate a lack of STEM sec- ondary teachers, improve teacher effectiveness, demon- strate cutting-edge research in fellow’s own field of study, and illustrate the practical relevance of STEM learning

ILIKEStem4tz  organizes regional training of fel- lows where fellows come together for a one week residential summit and training. In addi- tion to intensive training in STEM content and technology innovation knowledge, mentoring, pedagogy skills and STEM curriculum development, fellows discuss the work their cell is doing so other cells can learn from them. ILIKESTEM aims to motivate, inspire and equip fellows with the skills they need to successfully inspire secondary students and recruit them into STEM careers.GOCAPP

Transforming Tanzanian Schools with Technology

Schools have many challenges – often no water, no electricity, and few books, yet students demonstrate a hunger for learning.

If children miss school for any reason it is impossible for them to resume. If you don’t pass your primary exams you cannot go to secondary school, and if you are too old to go to primary school, government schools won’t take you, even if you have completely missed out on an education. Therefore this library works with children who have missed their chance of an education. By using Swahili literacy apps they ensure they learn to read, Whatever their age.

Maths performance is low across Tanzania for many reasons – many schools do not have any qualified maths teachers and instead rely on temporary untrained school leavers to teach classes.  As they have often themselves missed out on a good education, the cycle of poor performance goes on.  Low maths performance pulls down students overall results and ruins their chances of progression to the next academic level.

Digital learning offers huge potential to raise the attainment of these students.  We have so far put in small, battery operated Raspberry Pi computers with an enormous range of downloaded content on into 10 schools.  This content is called RACHEL – Remote Area Community Hotspot for Education and Learning – and enables students without the internet to access world class educational materials such as Wikipedia, Khan Academy, TED talks and much more.

We have set up a project whereby each school sets up a digital group of students who use the RACHEL maths resources three times a week, and a control group that uses books only.  They are tested at the start of the programme and after 6 months, then the groups change over.  We will be analysing the results carefully to measure the impact of these resources.

Rotary club of Amherst had only managed to fund a very small number of devices for the students to access the resources on so far, but these are supplemented by the use of teachers’ own laptops and smartphones. Students share 1 device between 4 or 5 students.

However it is already clear that students and teachers love the new resources.  Tesha, 15, says “I used to struggle with quadratic equations and never understand them, but after watching these videos it finally makes sense!  Now I am confident I can pass my exam and become a doctor”.   Mr Haule, her temporary teacher adds “many students were not motivated by maths and had given up.  Having the pi computer has made them like maths much more and now they are working hard.  God willing now they will succeed and we thank everyone who has contributed to this project.

They think nothing of carrying water for washing the classroom floors several kilometers as they walk to school.  Marium, 15, who I met earlier this month in Mgeta Morogoro, is typical.  She wants to be teacher “to help girls like me learn”.  Her parents are illiterate and she is the first in her family to attend secondary school.  “The first two years were hard because I live very far from the school – it takes me almost 2 hours each way to walk, so I was very tired and hungry when I reached home. It was also difficult to study at home because I had many jobs to do and we don’t have a solar lamp.  Now I am able to stay at the girls’ hostel during the week I can study with my friends every night and my grades have improved”.

Elizabeth, 14, wants to be a doctor.  She too walks for several hours to and from school each day.  But of more concern to her is the fact that her school has no maths teachers.  There is a nationwide shortage of maths and science teachers in Tanzania, and poor rural secondary schools are the most severely affected.  To help students like Elizabeth we have set up Raspberry Pi computers with downloaded maths and science content.  This cannot replace a good teacher, but it does mean that students have more chance of passing the all important maths and science exams without which they cannot continue with their schooling. Elizabeth says “The algebra videos and exercises are very helpful.  When I tried the questions in our text book I didn’t understand them, but after using the computer it made sense to me.

With Rotary club of Amherst  generosity in 2018 we will be able to help many more students like Paskwina,Ashura,Mahija,Rehema,Mwanaid and Elizabeth in 2019, and increase their chances of realising their full potential..

Scribble bots from Inventors of Tomorrow coming to National Library (Maktaba ) Dar es salaam and Zanzibar!

The Need For The Lesson

There is a growing need for engineers in our ever changing world. NGSS engineering standards for middle school provide a framework for developing student understanding of the engineering design process.

This is a great lesson to remind students about electrical circuits. The Next Generation Science Standards have students exploring circuits in Grade 4 and not in middle school. This lesson gives students an opportunity to put into practice a skill they learned in Grade 4 so it remains fresh.

This is also a good lesson for developing “grit”. The lesson does not provide students with correct, step-by-step instructions for creating and testing the scribble bot. There will be students who struggle, and you will want to encourage them to be persistent in problem solving. Engineering activities are about challenging students to work through the engineering design process until they are successful.

Scribble bots are free standing structures powered by a simple little battery, built by children, that can make marks on paper.

Scribble machines are fun projects that combine arts and crafts with the basics of circuitry. Using
commonplace items, students build robots that draw as they move. We use scribble machines to:
• Introduce students to basic circuitry.
• Develop students’ persistence through trial and error.
• Facilitate discovery through observation and inquiry.
• Explore creative design.
This guide offers methods for using scribble machines as a teaching tool, as well as a variety of
scribble machine designs and building tips. The teaching methods presented are designed to keep
students engaged through inquiry, and give them ownership of their learning.
MATERIALS
The materials used for scribble machines are incredibly open-ended. With the exception of
batteries, markers, and motors, almost any items can be used or substituted to create unique,
dynamic scribblers. The following list offers some of the basic materials that we frequently use.
• Hobby motors
• AA Batteries
• Plastic cups/Berry baskets
• Markers
• Rubber bands
• Twist ties
• Hot glue sticks
• Masking tape

 

 

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