SKAITUBE LLC

"Share, Konnect, Aspire, and Inspire" are the core values that SKAITUBE was built upon and is the basis for the "By Students, For Students" community we strive to foster. SKAITUBE, a unique social venture, engages Gen Z students in financial literacy. Our mission is to democratize financial education for students who lack access through P-2-P (peer-to-peer) interaction, learning, and application. Financial literacy is crucial for everyone, especially those in developing countries, yet it is often overlooked or taught incorrectly in global public education systems. Recognizing this gap, we created a platform that stands out. It features simulated investing competitions, where students can practice investing in a risk-free environment, and a mini-Bloomberg Terminal, a simplified version of the professional financial software, to help students understand real-world financial concepts. These platform activities are part of our curricula service that tailors financial education to what students want to learn.

While SKAITUBE is based in the United States, our largest target populations hail from Africa, South America, and Asia. As a three-year-young organization, we have found success partnering with:

1) Stride Inc. is one of the largest publicly traded e-learning companies. They have over 2 million students using their services. We hosted their three private schools on our platform, with students from Mexico, the Philippines, Korea, and the US utilizing our tools in the classroom.  

2) Aflatoun International is an Amsterdam-based curriculum provider of financial literacy topics. They service 20 million kids annually in underprivileged countries. We created the Cryptocurrency and Digital Technologies curriculum and taught Aflatoun teachers the content. The curriculum was distributed to over 15,000 people in Vietnam, Botswana, and El Salvador.

3) BRAC International is a Bangladesh-based microfinance firm that services 60 million families annually in underdeveloped countries. We are in the works of providing them with financial literacy resources, in addition to actively working with their youth programs to distribute content via our platform. As a part of a longer-term project, we aim to co-develop a Financial Independence curriculum for their students without internet access.

4) UWC China, Korea, Hong Kong, UK, and Singapore are a global network of high schools we have been hosting on our platform. They have used our resources both inside and outside of the classroom.

5) Al-Nur School in Botswana, Africa, is a nationally recognized institution we host on our platform and have engaged in personal finance and economics topics.

SKAITUBE curriculum is created by students, for students. The resources and content that SKAITUBE develops and designs are unlike any other. We make it engaging for teachers to teach and for students to learn. With knowledge from students and teachers, we address topics commonly overlooked and transform complex ideas into seamless ones, maximizing engagement in financial literacy. 

My name is Julian-Alexandre Wang. I'm the co-founder of the social venture organization SKAITUBE. My role in SKAITUBE is outreach, marketing, and operations. I deal with large institutions like BRAC to create online programs or educational resources for the 60 million kids they serve in underdeveloped countries. I have spoken with and presented to hundreds of teachers and financial literacy organizations, mainly educating them on technology's impact on classroom engagement. In addition, I actively recruit students and schools to work with SKAITUBE to expand our impact and to ensure the highest quality of financial education being developed for our partners.

As an online high school student, I have the time and flexibility to devote my efforts into SKAITUBE and any commitments that are required of me if SKAITUBE is approved for the 12-week LEAP Project sprint. My team and I have led this organization to host multiple events, conferences, competitions, and partnerships, and 3-4 hours per week has never been a concern.

The Cryptocurrency and Digital Technologies Program is a K-12 curriculum that explains the value of money and its future.

Cryptocurrency is often perceived as unsafe and useless. This stigma has spoiled any formal education on this topic in financial literacy. However, this apprehension has only led to more uncertainty and curiosity from students, leading to catastrophic investments or becoming the next victim of a crypto-scam. Contrary to popular belief, though, there is great potential to learn more about the value of cryptocurrency, its benefits and risks, and how it can be used most effectively. Younger students will be engaged in learning more about something they can apply in the real world, whether it's how to use different forms of money or safely invest.

Furthermore, privileged communities often understand and entertain digital currencies, while other parts of the world are left inadequately informed. This lack of educational awareness of the economics of cryptocurrencies will ultimately further the economic gap and alter how students learn financial literacy in underdeveloped countries.

SKAITUBE's solution is a program that combines curriculum with collaborative activities. Working with Aflatoun to create The Cryptocurrency and Digital Technologies Program, we completed several layers that each catered to a specific audience. The first layer was dedicated to students, the second to program directors, and the third to teachers. The final product of content, imbued with engagement material, broke down the most complex concepts of blockchain and cryptocurrency into a simplistic manual that students and teachers – who did not have internet – in Vietnam, Botswana, El Salvador , and China could all understand. Our most participatory audience was Botswana and El Salvador students, and the feedback from over 15,000 recipients showed a vast comprehension of cryptocurrencies and basic financial skills, with the majority expressing interest in furthering their education.

SKAITUBE has conducted foundational research on our platform, from testimonials to student feedback. There have also been instances of formative research, such as in-platform surveys and user interviews. Since we are at the beginning of a monetization plan and have no funding or budget, SKAITUBE has yet to commission third-party research studies on our impact.

The data collected from foundational and formative research has allowed SKAITUBE to drastically improve organizationally. The feedback from teachers, students, and organizations has propelled SKAITUBE to enhance engagement material and add stronger "entertainment" aspects in the educational curricula.

Since we are at the beginning of a monetization plan and have no funding or budget, SKAITUBE has yet to commission third-party research studies on our impact.

1) How can we improve our reach?

2) Which target populations will most benefit from our services?

3) Which partnerships will be able to expand our impact?

SKAITUBE is determined on creating a community of Gen Z students that can be engaged in financial literacy topics. We hope to grow this community with the mentorship of the LEAP Project, as we are a young organization.

We hope to grow this community with the mentorship of the LEAP Project, as we are a young organization.

We hope to grow this community with the mentorship of the LEAP Project, as we are a young organization.