Educational strategy to support the objetive #4 SDG´s

Planning for the democratization in the appropriation of technologies from education is important for the construction of a society that allows having solid knowledge and responding to technological changes by improving skills in a digital era in a competitive way. 

Despite the efforts in Colombia still maintains a low rate in the generation and reception of knowledge transfer which requires the creation of educational public policies that strengthen science and research factors for the development of skills and progress in society, this leads to the search for technological empowerment measures that contribute advances in the STEAM+ context to promote educational quality in the fulfillment of the Sustainable Development Goals #4. 

This project responds positively to the problems that Colombia has regarding the wide digital and technological gaps where appropriation and ICT tools are limited or out of reach in educational institutions, which serve as a strategy to improve educational quality, the STEAM+ context and development of skills that help in the progress of children and young people in primary, secondary and middle school to face the challenges of a dynamic working future.

Although there have been important advances in the last decade, Colombia has not been able to give the educational impulse it needs to respond to the historical delays. This requires the incorporation of new alternatives and strategies that allow the transition to a structural educational quality, which will successfully face the dynamic technological and scientific challenges of the 21st century, where access to educational goods will strengthen knowledge in an integral way. 

According to the WEF, the labor market will absorb about 150 million new technological jobs in the next 5 years, a challenge that makes nations with digital divides urgently perform the adoption and appropriation in the use of these technologies seeking the development of societies with respect to educational quality especially in industry 4.0 and emerging technologies to form competitive human capital with digital skills that will require greater demand in a dynamic and near future labor market.

Within the framework of the Sustainable Development Goals . Its goal number 4, seeks to ensure inclusive, equitable and quality education and promote lifelong learning opportunities for all (United Nations, 2015). Also in its goal number 8, it promotes inclusive and sustainable economic growth, employment and decent work for all. Two challenges that are interrelated between the present educational populations and competitive workers of tomorrow, where, governments must adopt efforts to comply with this global agenda in search of the welfare of societies and population development, this is how Colombia aligns its public policies with the objectives of sustainable development seeking the welfare of a society that cannot be left behind in the educational, socio-cultural and technological impacts in a democratic and participatory manner throughout its society. 

The PISA program a triennial international assessment model for OECD students , aims to assess to what extent students near the end of compulsory education have acquired some of the knowledge and skills necessary for full participation in the knowledge society (OECD, 2020). Such assessment focuses on the mastery of reading, mathematics and science in an innovative domain.

The following graphs and notes explain part of the problem in the low educational quality to meet goal number 4 of the SDGs.
Colombia, country scores PISA 2018 assessment results.
What 15-year-old students know and can do.

Figure 1. Overview of reading, mathematics and science achievement

 
Source: OECD, PISA 2018 database, tables I.1 and I.10.1.

Graph 1. In the first illustration explains the average score in reading, mathematics and science, in the three areas evaluated Colombia ranks below the average of OECD countries. 
The second illustration in Graph 1 explains that only 1% of students are at level 5 and 6 in at least one subject compared to the OECD average of 16%, while students who reached level 2 or higher are at a low level compared to the rest of the OECD countries.

What students know and can do in reading In Colombia,

50% of students achieved at least level 2 proficiency in reading (OECD average: 77%). At a minimum, these students can identify the main idea of a text of moderate length, find information based on explicit, though sometimes complex, criteria, and can reflect on the purpose and form of texts when explicitly instructed to do so (OECD, 2019).
About 1% of Colombia's students ranked as top performers in reading, i.e., they reached level 5 or 6 in the pisa reading test (OECD average 9%). At these levels, students can comprehend long texts, handle abstract or contradictory concepts, and make distinctions between facts and opinions, based on implicit clues related to the content or source of the information. In 20 education systems, including those of 15 OECD countries, more than 10% of 15-year-old students performed better. 
What students know and can do in mathematics
About 35% of students achieved level 2 or higher in mathematics (OECD average: 76%). At a minimum, these students are able to interpret and recognize, without direct instructions, how to mathematically interpret a (simple) situation (e.g., buying the total distance between two alternative routes or converting prices to a different currency). The percentage of 15-year-old students who reached minimum proficiency levels in mathematics (level 2 or higher) varied widely: from 98% in Beijing, Shanghai, Jiangsu and Zhejiang (China) to 2% in Zambia, an economy that participated in the 2017 PISA for Development assessment. On average across all OECD countries, 76% of students achieved at least level 2 proficiency in mathematics.

In Colombia, about 1% of students placed at level 5 or higher in mathematics (OECD average 11%). Six Asian countries and economies had the highest percentages of students who achieved this: Beijing, Shanghai, Jiangsu and Zhejiang (China) (44%), Singapore (37%), Hong Kong (China) (28%), Macao (China) (28%), Chinese Taipei (23%) and Korea (21%). These students can model complex situations mathematically, as well as select, compare, and evaluate appropriate problem-solving strategies to address them.

What students can do in science

Nearly 50% of students achieved level 2 or higher in science (OECD average 78%). At a minimum, these students can recognize the correct explanation of familiar scientific phenomena and can use that knowledge to identify, in simple cases, whether a conclusion is valid from the data provided.

In Colombia, a negligible percentage of students ranked among the top performers in science, meaning that their proficiency corresponds to level 5 or 6 (OECD average 7%). These students can creatively and autonomously apply their knowledge of and about science to a wide variety of situations, including unfamiliar ones.

The linkage within the processes of technologies in school training, has a scope within the framework of knowledge and education, becoming one of the basic requirements for the improvement of teaching and learning techniques. With the means available and a proper use of technological tools, it is possible to improve the transmission and acquisition of information, with the aim of enhancing information, with the objective of enhancing the skills and competencies of the students students, who can improve their creativity, strategic thinking or mathematical reasoning. mathematical reasoning.

This project is a strategy for educational institutions in Colombia to strengthen science and research in children and young people, and also to make a transition to meet the challenges of dynamic uncertainty in the new industrial era, so that educational practices with technological tools become an opportunity for the development of the new industrial era.
uncertainty in the new industrial era, so that educational practices with technological tools become an opportunity to competitively improve the skills and abilities of children and young people.

The project offers learning solutions with accessible and low-cost emerging technological tools, a practical teaching system, applied with three-dimensional digitization to education through the implementation of additive manufacturing laboratories exactly scanners, 3D printers and digital content specialized in 3D modeling, in a teaching-learning process, aimed at Colombian educational centers where teaching and basic education (primary 1 to 5 grade, secondary 6 to 9 grade) and secondary education (10 and 11 grade), are participants with equipment accessible to all.

This method serves to encourage the student to delve deeper into science and research, by enhancing the STEAM+ context research, by improving the STEAM+ context, enhancing the formation of competitive leaders in competitive leaders in technical, technological or professional careers, which involve professional careers, which involve science and research as a function of participatory participatory advocacy of leadership in all professional areas, which lead to the solutions in production, stimulating the creation of new research scientists that strengthen the research scientists who strengthen the invention of products or scientific products or scientific documentation that provide added value and promote the development of the country. 

The development of this educational strategy is defined as; EnClase3D LabFa&Ed, a space where teachers and students improve their teaching and learning opportunities, with a process of digital creation and 3D printing that materializes their digital creations, constituting complements to the set of didactic resources, the program allows teamwork, where it will be carried out by projects of 3 or 4 people who in the program use simple concepts to create designs. EnClase3D LabFa&Ed, is a didactic response to education, it is a pedagogical practice that allows to motivate, integrate, generate greater performance in learning between teacher and students.

The project offers learning solutions with accessible and low-cost emerging technological tools, a practical teaching system, applied with three-dimensional digitization to education through the implementation of additive manufacturing laboratories exactly scanners, 3D printers and digital content specialized in 3D modeling, in a teaching-learning process, aimed at Colombian educational centers where teaching and basic education (primary 1 to 5 grade, secondary 6 to 9 grade) and secondary education (10 and 11 grade), are participants with equipment accessible to all.

The inclusion of new technological tools generates high impact and allows the development of educational quality with intellectual strengthening (people with disabilities). the development of educational quality with intellectual strengthening, (people with critical thinking and critical thinking skills and data analysts), This transition will allow the creation of socioemotional competencies, including sociability, empathy and resilience to technological change. resilience to technological change. Human capital is strengthened by creating competitive leaders
leaders with a scientific and research focus. 

We are an interdisciplinary team that seeks through educational strategies to help improve the quality of education in our children and young people in educational institutions of primary, secondary and middle school in Colombia. this team has 2 developers of educational platforms that are creating educational digital content for use of additive manufacturing laboratories in different areas of the STEAM + context. a maker who designs and builds 3D printers in order to bring them to schools, a designer who provides classes to train students and teachers in CAD to deliver a comprehensive project that provides training in the use of digital tools and emerging technological tools to help develop skills in children and young people in Colombia initially and then expand to Latin American schools this project seeks to ensure better learning in the transfer of knowledge and ability to. an economist project evaluator and author of this project that seeks to contribute to the solution of the SDGs in its numeral 4. the author of this project and his team are qualified to search for resources to be able to bring this integral project to the world.

our barriers have technical, financial, cultural, socioeconomic shortcomings but in previous entrepreneurial networks we have become stronger and we want to participate in Solve, because it has a wide network of partners that can contribute not only economically, let's look at it from the point of view of development of educational platforms with digital content focused on 3D printing, where this entire network of human capital will help us build content for teachers and students that will improve the transfer of knowledge, this is the main reason to present ourselves to this challenge, we want to solve MIT and its support network to help us with the contribution of its human capital for the construction of thousands of resources that improve teaching-learning in the STEAM+ context and allow socioeconomically vulnerable students from Latin America and the world to have free opportunities to learn the skills demanded by the emerging technologies of the new industrial age 4.0 and after that extend our digital platforms to other tools like RVA and RV. We seek this award so that online construction is for each and every student in the world 
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The educational quality in Colombia and Latin America has deficiencies and 3d printing allows improving the transfer of information from the educational bases, making today's students become the researchers and developers of the future, this comprehensive solution links educational processes where the teacher of any area takes the students to the additive manufacturing laboratories, enters the educational platform and there is the digital content where, a visual and auditory reading tutorial will allow the understanding of the class and the development of projects that expand the transfer of information, This is how this solution links teaching, learning and improvement of the STEAM+ context with emerging technological tools, hardware and software and the abstract theoretical classes become easy-to-understand practical classes.

covid 19 and the absence of children in schools meant that every 2 out of 3 students had learning poverty, by linking the EnClase3D Lab project in institutions it would generate an impact of educational transformation to support the solution of objective number 4 of the SDG

For the next 5 years we want to strengthen the educational platform and reach about 600 digital contents in the different areas of education in Colombia and Latin America, build together with the academy and sponsoring partners a strategy that links digital tools with hardware and software to adapt education as a comprehensive knowledge system that mainly improves the STEAM+ context that supports the capture of information at a higher level and improves educational quality.

For the next 5 years we want to cover about 35% of students in Colombia approximately 3 million children and young people where they have social appropriation of these technologies and extend to 5% of students in Latin America that in its entirety is close to the 120 million students.

The impact for the present generations, with quality education, is to improve the development of skills in the STEAM+ context, training competitive professionals for the world of work for the future.

One of the quest to be awarded by Solve MIT, is to be able to create this data where current grades are compared with future ones after delivering this project to educational institutions. At first we seek to improve the PISA competency indicators, later in Colombia to improve the ICFES qualification and in Latin America comparative PISA against the OECD is how we will begin our impact measures in the medium term and for the long term we want to be able to make comparisons with respect to technical professionals, Technologists and professionals in the social areas vs engineering research and development to estimate the positive impact on quality of the knowledge era.

Monitor education a necessity for the people.

The world struggles to improve the rates of development of education for all, but faces limitations to achieve its goals and objectives, the most common factors for the development and fulfillment of these goals are exclusion in education either by lack of infrastructure, lack of community support or political will, support or training for teachers that prevent children or young people from being included in educational participation.
The context of covid-19 showed the aggravation in education, exclusion and inequality in access to tools and technologies continue to be a factor that widely affects students, according to UNICEF reports, warns that about 1.2 billion children of school age were affected by the closure of schools and face the reality of distance education in the midst of a pandemic (UNICEF, 2020).

A second factor that complicates education is migration due to displacement in vulnerable populations, especially in remote rural regions, since part of these populations have different cultural origins that need to be adapted and included in training programs.
The third factor that must be analyzed is accountability in education, since it is useless to have the population enrolled if quality in education is lacking, which is why it is necessary to know about statistical data and how the responsibility of the students is distributed. agents that intervene such as the government, teachers, schools, parents, the international community and the private sector to respond to the struggle that allows the development of the educational community with quality.
The factors named above demonstrate the importance of promoting improvement in educational quality, through the formulation of public and private policies as a society that allow education to be a service of the peoples and for the peoples that contribute to the improvement of educational development and respond to current global and national challenges.
Distance education and alternation.
The covid-19 had a negative impact on education, children and young people had to leave schools to stop receiving face-to-face education, which affected their educational development with implications for their future and every day that passes with schools closed it is shaping a generational catastrophe, which will have profound consequences for society as a whole (UNICEF, 2020).
According to World Bank estimates, LAC could be the region with the second highest absolute growth in the “learning poverty” indicator, defined as the percentage of 10-year-old children unable to read and understand a simple story, it could have grown from 51% to 62.5%. This could equate to an additional 7.6 million “learning poor” boys and girls in primary education in the region (World Bank, 2021).

Through this project, the aim is to provide strategies that provide opportunities in the improvement of skills for the productive development of the future human capital of today's society, with improvement in social policies and educational designs that guarantee the objectives of sustainable development, especially in its 4th, objective for the 2030 agenda by improving educational quality

The project offers learning solutions with accessible and low-cost emerging technological tools, a practical teaching system, applied with three-dimensional digitalization to education through the implementation of additive manufacturing laboratories, exactly scanners, 3D printers and digital content specialized in 3D modeling. in a teaching-learning process, aimed at Colombian educational centers where teaching and basic education (primary 1 to 5 grade, secondary 6 to 9 grade) and secondary education (10 and 11 grade) are participants with equipment accessible to all.

the team is made up of five men and three women, with the growth of the project we want to make teachers and developers 50-50, also in training that teachers are equal parts, equitable salaries according to profiles and not Discriminate gender, thus ensuring gender equality and its important representation in education projects.