U muuk’ paal STEM Teaching Box

Tahdziú located in the state of Yucatan, Mexico is the municipality with the highest poverty rate in Latin America, a situation that directly impacts educational inequality, mainly for girls, and their interest and competencies in STEM. U muuk’ paal is a device that can be connected on television and cell phones that works through a voice command, which offers dynamic content in STEM skills aimed at girls of primary school. Through the use of this device, skills that empower girls and their families to favorably influence their social and educational conditions will be promoted, improving their standard of living. First, the application of the device will be piloted with 30 girls in the municipality of Tahdziú, for subsequent evaluation and modification, then the application of the device will be extended to other communities. This device and its contents can be adapted and replicated for rural communities around the world.

When choosing a career path, only 2 out 10 girls consider pursuing a career in Science or Technology. This huge gap exists because usually girls are told STEM is not a girl's thing and are pushed towards taking other paths considered more "girly" for society. What happens when they also live in marginalized areas? The chances they will finish their education is very low. Girls do not have access to learn or know these areas enough to arouse interest in wanting to continue studying because the conditions in which they live have very limited teaching or their families do not consider their education as a priority.

U muuk’ paal is a platform that distributes STEM content through a device combining multiple distribution media (such as audio, video, low-end phones or voice) for girls from 3rd to 6th grade in conditions of social limitations that reside in communities in the State of Yucatan. The Ko'olelo'obo STEM Teaching Box product has 3 important parts:
1. Empower and teach girls STEM related topics through the device.
2. Arouse curiosity in these areas in the family and support the girl so that in the future she can continue in these areas.
3. Free of charge to make these devices available to the communities, as well as updating the content every six months to continue teaching.

We'll use devices like a Raspberry Pi 3 and software open source.

U muuk’ paal is for girls who are in the 4th, 5th and 6th grades of primary school in communities of social vulnerability (marginalized areas). It is sought that they develop the capacity for communication, critical thinking, planning and organization, through playful activities as basic elements in the development of logical thinking, fundamental to generate interest and learning in STEM areas.

Prejudices, social norms and expectations limit the quality of education for girls and women, mainly in rural areas, since they are particularly in the clear minority in STEM and, consequently, in the careers linked to them. Our program, both in the design of the device and in the contents, are aimed at the target population (girls who are in the 4th, 5th and 6th grade of primary school) so that they develop the capacity for communication, critical thinking, planning and organization, thinking logical, in order to generate interest and learning in STEM areas.

Our solution is an ecosystem that distributes STEM content combining multiple distribution means (such as audio, video, low-end phones or voice) for girls from 3rd to 6th grade in condition of social limitations residing in communities in the State of Yucatan. A particular feature is that the content is interactive through a voice assistant. The assistant is inexpensive, based on open source. The platform is free to access and able to work offline, given that most of these families usually don’t have internet access. Our solution is unique due to the combination of technology and academic focus that we will use. While there are similar platforms that distribute content for children, most offer content for entertainment, not for teaching purposes about STEM topics. Also, there is no similar solution that offers the versatility to switch between visual content and audio content, depending on the devices available. Therefore, there is no existing solution that has all the features proposed in our solution.

The solution will be an interactive, media and audio content distribution platform that could work with or without internet connection. In case of visual media, the device would connect to the TV and would interact with the user through an intelligent voice assistant. The technologies used will be: Learning Management System (LMS) Open Source, Raspberry Pi 3. 35 USD, Open Source Smart Assistants and Linux / Android / Mycroft as OS.

The proposed solution is the result of the combination of several existing technologies widely tested and successfully accepted around the world. The solution is based on an interactive content distribution ecosystem (i.e. Netflix-Bandersnatch) with offline capability. This ecosystem has functionalities to manage, monitor and evaluate the content offered on the users platform and content creators. 

 The ecosystem is complemented by a smart open source assistant (i.e. Google Assistant) to access and interact with the content. A fundamental difference in this proposal is to provide a solution on a minimum low-cost computer (i.e. Raspberry Pi) that allows it to work offline and the content will be updated via USB or WiFi when it becomes available. In the medium term, the ecosystem will have an app designed for Android versions on low-cost phones.

The theory of change underlying this proposal is based on the intervention on gender stereotypes, low motivation, lack of family support to continue studying and unfavorable economic conditions, as factors that influence girls lack of interest in STEM areas, so the project promotes the empowerment of girls through the development of life skills, the reduction of psychosocial barriers and the increase in interest on mathematics, in order to achieve sustainable changes in attitudes and behaviors that promote their math skills, through the use of a device that can be installed on television or cell phones that works through a voice command, which offers dynamic content aimed at girls from 4th to 6th grade. 

The development of life skills, along with the reduction of psychosocial barriers and the acquisition of specific knowledge, in this case mathematical thinking, lay the foundations for achieving a change in attitudes and behaviors that lead to people having greater control over their lives. These changes strengthen agency and the intrinsic empowerment of people, so that sustainable changes are achieved at the individual, family and community levels.

Currently the solution is only a proposed idea. The plan is to test it out, during a year, in at least three marginalized communities in the state of Yucatan. As the project is launched and sponsors as well as allies join our cause, in 5 years we can be replicating the project throughout the state of Yucatan and other states of the republic searching that other persons can donate for generate more devices. With the girls that were benefited they can help our idea to test the content and generate more content, and why not, they can motivate to other girls to have this device in their houses. 

Within the next year, we plan to develop the platform and do a pilot test to test the operation in conjunction with the device, reaching approximately 30 girls in a state of social and economic vulnerability. 

With this test we aim to see, in addition to the performance, the adaptation of the girls and the family to this form of teaching STEM areas. Moreover, this test will show the allies and possible sponsors the results of this project to obtain their support to reach more girls in social vulnerability. 

Within the next 5 years, it is planned to implement the project in the marginalized communities of the state of Yucatan as well as reaching other communities in the country, impacting girls and their families, trying to awaken their interest in STEM areas. The families can promote and motivate them to keep learning about these topics, so that they can continue studying and why not, decide to study a career related to these areas.

Regarding the cultural barrier, in the marginalized communities of Yucatan, predominantly there is the perception that women have their place exclusively at home and in the family. This leads to girls not finishing their primary or secondary education, getting married at a very young age and seeing their professional future cut short. Therefore, to ensure that girls have access to education, it is necessary to change the way of thinking of the parents so that they recognize the importance of the education of their daughters and provide the ease that encourages this process. Additionally, the device associated with the solution could be sold due to necessity. Finally, it is a possibility that certain homes do not have electricity and/or television.

Regarding the technical barrier, we need to find low-cost and resistant materials to build the hardware component necessary for the solution. Similarly, we need to find people to develop the software. No legal barriers have been identified, since the content to be used would be original and customized. In addition, parental approval will be requested for their daughters to use the device and access the content.

On the financial barrier, initially it is necessary to obtain the funds and allies to build the solution, carry out the pertinent tests to ensure its operation within the scenario in which it would normally be used, and define whether the concept works as planned.

Regarding the cultural barrier, families would be invited to a pre-show of the solution to familiarize themselves with the content. During this event, the importance of girls' education will be discussed and success stories of women and girls close to the community, state and country will be presented so that the cases feel achievable, possible and real.

Regarding the technical barrier, we plan to work with students and professionals to develop the hardware, software and content of the solution. Such an approach would encourage student participation in solving social issues, increase their field experience, and help reduce costs. In the legal barrier, the content used would be created from scratch, so it will not violate intellectual property laws.

Regarding the financial barrier, the fund that could be obtained from the Solveathon is initially contemplated. In the absence of such a fund, alliances, monetary and/or in-kind sponsorships would be sought to carry out said project. Additionally,  a sponsorship system would be considered where civil citizens can support girls from rural communities.

Not applicable

Currently we are developing the idea, we are 8 persons. We thing when the idea is developing we'll needed additional 12 person: 6 professionals (technology) and 6 (educational content- 2 psychosocial and 4 cognitive).

We are 4 professionals  in IT area(Among the technology experts we are two women engineers have implemented since 5 years ago STEM activities for girls in the city and rural communities in Yucatán because we have a network of Women Who Code, 2 engineers developing sofware and they teaching tech at University Autonomous of Yucatan), 3 experts in education area(1 woman teacher has experience in marginal communities teaching math, 2 are teachers of University Autonomous of Yucatan), 1 psychologist that have a non profit organization "Yo quiero, yo puedo"  she workwith topics of school dropout, gender equality, community development. More about the team.

Currently we are working in generate the idea and the proposal. We are workin with Women Who Code Merida, Blockchain, "Yo quiero, Yo puedo" (is a name of org.), the Faculty of Math of University Autonomous of Yucatan.

The Social Business Model considers two beneficiary populations in rural areas in vulnerable conditions, focusing on girls as primary beneficiaries and girls’ families (secondary). The value proposition will include the enrollment on STEM courses aiming to empower girls, and also certifications of STEM competences will be offered in partnership with the biggest public university in the region, the Autonomous University of Yucatan (UADY) as an assessment entity. The initial customers considered include ONG, donors, platform subscriptors, CSR and other allies. This project counts with highly experienced partners covering cultural, technological, content designers aspects. The proposal includes key partnerships with two ONG, “Yo quiero, Yo puedo” (https://yoquieroyopuedo.org.mx), and Women Who Code Merida (https://www.meetup.com/wwcodemerida), which are providing their expertise on  programs for human development and women inclusion. UADY apports academic and technological background, Blockchain-Merida and Hyperledger-Merida are offering technology support also. The project identifies three primary activities: developing and supporting platform and intelligent assistant, content design and production, and financial operations. Since these three activities represent the biggest expenses for running the project, the project’s revenue will consider two-phases strategy and diversifying income: initially reaching the basic financial resources to develop content and platform, then resources for operations, staff and tech infrastructure. The breakdown of revenue sources are: Grants/Funding(30%), ONG’s(20%), Allies(10%), Subscriptions & Donors(40%). Finally, once the first iteration of the project is completed, profits will be addressed to produce new content and include more girls from other communities.

Financial sustainability will be achieved through income generating activities and not exclusively through donations. In relation to the operational strategy, alliances will be sought with NGOs and government agencies to have a greater impact and presence in society, in such a way that they contribute to the promotion of the proposed project U muuk’ paal.

In the resource strategy part, it is proposed that the same digital content developed for the solution would be distributed through a STEM content platform service in which users in urban communities, could access the monthly content through a membership using their electronic devices such as cell phones or tablets. This way, the membership payments would be used to finance and improve the equipment that will be distributed in the rural communities at no cost. Additionally, these funds would be used to improve the content for both types of users, contributing to have a greater diffusion of STEM. The business model used for urban regions will be the Fee For Service (FFS) Model.

The main barrier we are aiming to solve is the cultural barrier. Our solution can help parents change their perspective towards their daughters’ education, conscientize about its importance and also provide them a tool to easily provide the content that could incentivize and help the girls continue their education. Additionally, as the girls have been told they belong to the household only, they have this idea as well, so the solution will also help them change their points of view and open a whole world of possibilities beyond what had previously been chosen for them. 

Our solution aims to present STEM topics in a user friendly way to avoid the loss of interest that usually occurs around the ages of 10 and 12. Surpassing this barrier, wouldn’t only help them finish their basic education, but also gives them the opportunity to pursue further education such as High School and Baccalaureate education. This would lead to better job opportunities and to aim for a brighter future. A change at the right time could completely change the course of the life that has been set and chosen for them and for future generations.

By summing up efforts with other organisations or people very well experienced in their areas, we can achieve offering a better product both for the target group that would purchase the solution and for the population on marginalised communities that would have access to the platform at no cost. Moreover, it would also save time when creating and developing the solution as we could avoid making mistakes in areas we don't have enough expertise on.

Due to the project's turn, we seek to have allies with organisations that support initiatives to empower girls in STEM areas, such as Google and Microsoft, so that we can obtain financial support for the purchase of devices or content that they manage in their programs. Associations such as Women Who Code that have carried out STEM activities in Yucatan communities for girls. We could also ally with education institutions in the small communities since they are closer and know better about the needs of the girls living there. Additionally, the government and its women-focused institutions, could be interested in providing funds to improve girls' education in Yucatan.

Our main purpose is to improve girls' quality of life by providing tools that will help them continue their studies, have access to better opportunities and to a better future. The families also play a big role in this scenario, given the age of the girls, it is the parents who mostly decide what the girls do or not. 

Therefore, our solution also aims to change their parents way of thinking so they are aware of the importance of their daughter's education. We are aiming to prevent that parents make their daughter's quit school or marry them at a very young age. 

Additionally, our team is made up of people with a lot of experience in different areas who helped shape the solution. We have academics specialised in the STEM area, teachers from marginalised communities, NGOs members with previous experience on working with girls of the selected age range and under the conditions explained in the problem statement and professionals who overall are familiar with the situation.

Having said that, the Women Prize fund would help us develop a richer solution; but most importantly, it would help us to reach a wider number of girls in Yucatan, beyond the pilot phase of the product. 

Our goal is to improve girls' quality of life by providing tools that will help them continue their studies, have access to better opportunities and to a better future. Since we rely on the parents granting the access to the solution, they play a big role in this scenario given the age of the girls, because they mostly decide what the girls do or not. 

Therefore, our solution includes the parents in this process to change their current mindset to make them aware of the importance of their daughter's education. Our goal is preventing that parents make their daughter's quit school or marry them at a very young age. 

Additionally, our team is made up of people with a lot of experience in different areas who helped shape the solution. We have academics specialised in the STEM area, teachers from marginalised communities, NGOs members with previous experience on working with girls of the selected age range and under the conditions explained in the problem statement and professionals who overall are familiar with the situation.

Having said that, the GM Prize on Learning for Girls and Women fund would help us develop a richer solution; but most importantly, it would help us to reach a wider number of girls in Yucatan.

Our goal is to improve girls' quality of life by providing tools that will help them continue their studies, have access to better opportunities and to a better future. Since we rely on the parents granting the access to the solution, they play a big role in this scenario given the age of the girls, because they mostly decide what the girls do or not. 

Therefore, our solution includes the parents in this process to change their current mindset to make them aware of the importance of their daughter's education. Parents would also learn about STEM topics and how to use the devices, which could also trigger the intention of resuming their studies which would result on having better job opportunities and the chance of giving their families a better quality of like.

Additionally, our team is made up of people with a lot of experience in different areas who helped shape the solution. We have academics specialised in the STEM area, teachers from marginalised communities, NGOs members with previous experience on working with girls of the selected age range and under the conditions explained in the problem statement and professionals who overall are familiar with the situation.

Having said that, the Gulbenkian Award for Adult Literacy fund would help us develop a richer solution; but most importantly, it would help us to reach a wider number of families in Yucatan.