ENV.21st Education for 1.5 Billion Kids

Global pandemic crisis has unfortunately occurred  during climate change action period which requires strong actions on 17SDG2030 UN Agenda Goals and number of kids rising to 3.5 billion . Climate change has occurred due to multiple flaws and violations of environmental knowledge and know how  which evolved in second half of 20th century at post graduate and doctoral formal educational levels. Mandatory compliance of 17SDG2030 on 1.5 degree C pathway of global warming control is estimated costing $54 trillion, while upon failure next pathway of 2.0 degree C control would require $69 trillion cost lay out. In case second pathway also fails, humanity is not guaranteed earth planet security even after CCM spending of entire wealth in world possession or $551 trillion against net present worth $500 trillion. Tragically Covid-19 has occurred during first CCM pathway almost halting it along with $10 trillion liability added by primary/secondary educational system shutdown.

ENV.21st project of TWREEC is basically for Climate change control - CCM and climate change adaptation - CCA. The topic of ENV.21st has also been cross-linked to our other 2021 submitted solution on '' MIT Solve Challenge: Resilient Ecosystems'' and ''MIT Elevate Prize'' at compatibly advanced level, but here its scope has been simlified/filtered down to primary/secondary school levels internationally. Broader aim of the effort is continuing kids' environmental/climate change awareness through lower schools and teachers undisturbed worldwide. A particular socioeconomic/environmental problem in one country might be resolved by other countries. For the first time in recorded history of the world a unique problem of climate change has occurred against which there is no readymade solution. None knows Covid-19 is side effect outbreak or not but it tends to takeover climate change emergency not even nationally declared by many parties to PA2015. While 17SDG2030 UN Agenda

may be ignored under the excuse of Covid-19, it must not be forgotten that epidemic has occurred during 1.5o C pathway deadline of which is approaching within next 9 years. In case both global challenges enter the 2.0o C phase of global warming control pathways, nothing can be reliably predicted about world socioeconomic system.

WREEC solution on grassroots induction of ENV.21st awareness is supposed to serve around 1.5 billion kids equitably (m/f/tg) under the age 18. The number is predicted jumping to 3.5 billion by the year 2030 which is also deadline to 1.5o C pathway. 

Future of next generation though understandably is super-tech digital but it may face more complex problems in sudden switchover throughout the world. So impact on kids and youth are hard to  be estimated under panic of epidemics, climate change urgency, and drastic socioeconomic variances in different countries. However, its impacts under healthy world situation and impressive progress on 17SDG2030 UN Agenda Goals should certainly be positive. Potential of digitalization has merits and demerits to be evaluated. Despite ability of functioning without physical presence in academic and socioeconomic institutions remote learning, working, and earning sounds great the mode of hyper-automation deprives multiple requisites of normal healthy lifestyles.. Daily life encounters are great cost-free teachers and trainers offering much more beyond formal syllabi, PAT and online supervisions. Environmental knowledge and know-how is extremely complex discipline and ensuring it in average primary/secondary student reach not an easy task but unavoidable reality of time subsequent to pre-industrial global warming of 2o C.  

Only top-notch medical researchers can comment on origin/causes of Covid-19. An engineering organization like TWREEC may suspect the pandemic outbreak without past history as 'natural' or 'anthropogenic'. Either way it is cross-linked to climate change. Time chosen by the Nature or Man raises further doubts. Epedemic outbreak four years after signing of International Climate Accord 2015 has much stronger ability of harming world populations than being evaluated. Poor countries facing hardhip of arranging annual budgets for ordinary socioeconomic developmental projects are being forced to spend on medical emrgency. Simultaneously, CCM and CCA budgets required for 17SDG2030 UN Agnda actions are shockingly high.

Educational sector is backbone of every national system and undoubtedly the prime investment of nation. Historically educational sector has persisted inequitable internationally and nationally. Entire national population of every country is dependent on education. Developing countries despite utmost struggle could hardly gain edge in primay, secondary, and tertiary education. Historical gap continued widening gap between advanced and developing counties rendering the latter as slave to the farmer. Primary stage of education corresponds to basic schooling up to high; secondary stage corresponds to intermediate  and bachelor colleges; while tertiay education is university level.

Primary stage attempts induction of all spheres of study, subsequently science is distinguished from arts/humanities, bachelor/masters/doctoral degree education shrinks to specialized field. Alongside straight progression upward trade ceritification and diploma acaedmic institutes function parallel typically up to college level. Many poor countries operate national educational sector for manpower export. Covid-19 has disturbed all educational stages with tendancy of crippling teaching and learning. 

Education promotes brainstorming. Pakistan a poulous country is amongst the best in regional lot at college and university educational levels. However, brainstorming for solution to national problems is so critically opposed by national circumstances that educated fraction prefers talent demonstration in advanced countries comparative to homeland. Proportion of college level entry from secondary schools is minor. Majority of children do not enrol in schools, while dropout from primary, middle and secondary schools is dominant. Pardoxically not going to schools or dropping out is equally accepted in our society because education is no guarantee for life success here.

World population is roughly split in 1 : 4 proprtion in advanced and developing countries respectively, while elementary and secondary student ratio is far greater. Online schooling requires policy and practice reforms in the entire world. Expectedly, endeavor is more adoptable in the advanced segment of the world but oversized challenge for the developing counterpart which has low percentages of enrollement and high percentages of stopping further education from primary stage. 

Climate change has questioned validity of higher education particularly in techno-scientific fields. Seemingly future world requirement is much different than what is being currently offered through diplomas, degrees and PAT certifications at colleges, universities, polytechnic / vocational institutes etc. While higher educationa's fate under 17SDG2030 UN Agenda Goals is largely pending for CCM-CCA decisons and should expectedly be causing far greater fiscal loss oriented to socioeconomic development in every country with or without elimination of Covid-19. Downtime/shutdown disturbance of lower education under the pandemic tends to impose additional burden on already fragile educational sector not only in developing countries but the entire world.

 Remote learning conception of advanced countries has strict restrictions in developing countriesof Asia, Africa, and Latin America both financially and technically. Children from KG to primary schooling require immense baby sitting. Hybrid learning under lockdown isolations is curtailed to family attendance for coaching so leaving no room for kids' grip over education if at all internet devices are managed by welthy illiterate family anyway. Physical on-the-campus or off-the- campus learning is essential even if it is with or without teaching/learning material or devices. Strategies and tools for parental support and peer interctions require equal digital equipping of parents and peers. 

ENV.21st in TWREEC interpretation varies in solution's stage of development. For primary/secondary kids  it is 'Concept', for universities 'Growth' , and for CCM-CCA/17SDG2030 projects 'Scale'. For MIT Solve Elevate Prize 2021 to which TWREEC is a candidate, 'Concept' stage does not apply but is the solution case of this climate-smart primary/secondary schooling proposal.

TWREEC is willing to undertake any CCM-CCA irrespective its minor and mega SCOW. Generally, we do not opt for participating unless have  confidence of succeeding at proto-type, pilot-project, or scale-up stages. However, for this apperently minor challenge which actually tends to be double than Big Oil OGCCI we are risking internationally serving millions of primary/secodary schools worldwide for fundamentals of 17SDG2030 UN Agenda Goals under valid pretext of Covid-19. Task is so huge that without sponsorship/partnership of MIT Solve, UNESCO, UNICEF, and world institutions it can hardly be launched.

Sustainable classroom solution is more appropriate to advanced countries due to high literacy rate and stroneger socioeconomic position of governmental, private schools and guardiens. On the other hand developing countries have entirely different educational sector, system and guardienship despite unfied international desire of qulity education for all.  As such poor parents, guardians and stutends all tend to defy school enrollement despite full realization of wrong doing. As such education is heavily limit defined within educated families. Moreover what to do with attained education is further handicap in overpoulated countries. Gender equity is recent employment event in a number of developing countries. Under safe and sound global conditions educational gap between advanced and developing segments of the world persisted despite efforts of bridging. Primary and secondary stage of education is foundation for further studies. It is carefree age of learning but primary/secondary school children whether from rich or poor families prefer holidays more than regular school attendance. However Covid-19 related frequent shutdown of schools, colleges and university is causing unique unrest and fears among students and families. Contrary to established medical advice of avoiding isolation for psyschological and mental health reasons children, audults and aged persons are all being forced to maintain distance even from themselves. It is extremely painful situation creating distance between 'sound mind' and 'sound body' on singular heman body. An overstressed cannot teach or learn.  TWREEC innovation  tends to upgrade millions of primary/secondary schools for Covid-19 resilience and simultaneously achieving 17SDG2030 particularly sustainable terrestrial ecosystems.

Current 220 million

Next one year

Next 5 years

In line with targets and indicators of SDG-3

Third World Resources, Energy and Environment Center - TWREEC, Sialkot - Pakistan is Private R&D and consulting organization established during 1990. From first decade of the 21st century TWREEC is dominantly engaged in assorted CCM-CCA research on its own funding provided by founder's personal meager resources and belongings. Subsequent to Paris Agreement year 2015, TWREEC activities have been consolidated in accordance with 17SDG2030 UN Agenda Goals.

Full time =1

Part time = 2

Contactor = 2

Supporting Staff = 3

Total = 8

Task is extremely challenging because 1.5 to 3.5 billion primary and secondary school students have to indirectly served with unfamiliar ENV.20th-ENV.21st compound climate change knowledge. Prpoer channels are nearly all the countries of the world or 197/198 real time governments, millions of various category schools located throughout the world having hundreds of mediums of instruction. Prior to teaching billions of kids, millions of chools have to be facilitated and scores of millions teachers taught and trained about 17SDG2030 UN Agenda goals and protection of future generations of human race. Governmental business runs with sticks while climate change stick is so misleading that it does not let governments detect whether it is measuring yard stick or NEE (natural ecological environment) damage revenging weapon.

All primary or secodary schools do not have environmentally qualified teaching staff in developing countries. Many governmental schools in poor contries do not have any faculty at all, while a number of teachers work elsewhere and attend school on monthly basis on pay day only. Strange enough but it is TWREEC homeland reality that governmentally hired school teachers performing milkmen duty merely attend school for ordering students to wash cans. Typically one teacher per class up to class 5th is routine while for middle to secondary schooling number might increase to 2 to 3 per class. Class size is variable from 40 to 100 students. 6 feet comulsory distance under Covid-19 has reduced classroom capacity by 60 to 80%. 

These unpleasant realities have been giving birth and rebirth to unlucky nations where dishonesty and corruption is not formally taught but practically embeded in youth. 

A number of barriers to educational system in developing countries are non-existent in advanced countries. 

Worldwide partnership and support in highlighted spheres is for promotion of climate smart lower education.

MIT Solve, UNESCO, UNICEF

Equitable Classrom Challenge/Digital Inclusion Challenge.

Equitable Classrom Challenge

Equitable Classrooms, and Resilient Ecosystems Challenges.

Equitable Classrooms, and Resilient Ecosystems Challenges.

Humanity is in clash with climate change and has dual requirement of CCM and CCA. In case humanity fails in climate action extinction of world activity is the cumulative aftermath. TWREEC innovation is aimed at protection of humanity and the biosphere.