SDGzine special school edition 2: The SDG Summer School 2019 research projects

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SPECIAL SCHOOL EDITION JULY 2020

Collaborative publication on the sustainable development goals - WWW.SDGZINE.ORG

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for the Sustainable Development Goals

The SDG Summer School 2019 research projects Coaching young innovators to tackle global challenges at the University of Geneva

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for the Sustainable Development Goals

This SDGZINE issue is a special school edition with content generated by students of the 2019 SDG Summer school at the University of Geneva.

SDGZINE.ORG is an initiative from the ADDICTLAB ACADEMY and partners contributing to the sustainable development goals of the United Nations.

Geneva Tsinghua Initiative www.gt-initiative.org

GTI coordinator Giulia Brocco

SDG Solution Space manager Thomas Maillart

GTI Executive Coordinator Susana Perdiz

SDG Fab Lab manager Jean-Marie Durney

GTI Director Franรงois Grey

online Follow the projects on www.sdginprogress.com

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SPECIAL SCHOOL EDITION JULY 2020

in this issue 4.01

4.02

4.03

ART YOUR LIFE

PeerED

IOOI

Arts education: Learning through art creation and co-creation

Improving education through peer-to-peer micro-tutorship

Innovation out of Imagination

4.04

4.05

SiDO

Patshala

Empowering women to take part in social and working life through sewing

A socio-technological solution

to reduce dropout rates in poor schools in India

3.01

HEALPLUS

Teaching high school students first aid response through gamification

contact info@sdgzine.org

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publisher Jan Van Mol ©LAB.002 sarl, 2020.

All rights reserved

LAB.002 sàrl SDG Solution Space Campus Biotech Innovation Park Avenue de Sécheron 15 1202 Geneve Switzerland

#GTI_2019_4_01

ArtYourLife Arts education: Learning through art creation and co-creation “Building creative capacity and cultural awareness for the 21st Century is both a difficult and critical task, but one that cannot be eluded. All forces of society must be engaged in the attempt to ensure that the new generations of this century gain the knowledge and skills and, perhaps even more importantly, the values and attitudes, the ethical principles and the moral directions to become responsible citizens of the world and guarantors of a sustainable future”.

UNESCO, Road Map for Art Education - The World Conference on Arts Education: Building Creative Capacities for the 21st Century, Lisbon, 6-9 March 2006 In some areas of the People’s Republic of China, Art Education does not hold the same importance as scientific disciplines. In primary and secondary schools, this results in Art Education being weak, due to the lack of resources invested, such as the lack of qualified art teachers.

This problem is exacerbated by the lack of non-formal access to art such as art exhibitions because of the lack of art galleries.

Non-formal art education is generally found in urban areas (Zeng, 2016).

The following data show the number of hours spent in Art at Heng Shui High School.

The lack of art education in the Chinese system leads many to not have Art Experiences.

The infrequency of having these experiences can cause the lack of creativity and cultural awareness, because these experiences allow users to build themselves, their opinions, their emotions and their lifestyle.

Also, through these experiences, one can create a tangible image of oneself by which one can communicate to others without fear of being judged. Finally, Art experiences allow users to express who they are without filters, in a direct way.

words, and others can participate and will have to add three uncommon words. This game is advertised on the discovery page of the mini-platform Step 3: Discussion is a third type of ArtExperience in ArtYourLife. The mini-platform will contain a page with different art-related discussion topics (eg. artists, meaning of a work etc.). Participants can choose the topic of interest and contribute or start a discussion about it.

OPPORTUNITIES & OUTCOMES OF ARTYOURLIFE ArtYourLife gives the opportunity for learning through art, for developing creativity, for exploring ideas and arts-based solutions to problems in our world.

Building cultural awareness involves a progressive development of many abilities of the mind.

illustration Logo ArtYourLife

NEXT STEPS

DESCRIPTION OF ARTYOURLIFE MINIPLATFORM. Step 1: Participants can upload their art. They can either store it privately on their personal ‘gallery’ or share it on the discovery page which is open to all participants.

The next steps are the improvement of the co-creative games and the finalization of the mini-platform. We are also seeking partnerships in China, such as Chinese cultural Associations, that try to spread Chinese culture. These Associations could be interested in using this mini-program as a support for their courses.

Step 2: ArtYourLife allows art co-creation, a type of ArtExperience, through gamification. Each participant can create their own game which anyone with this mini-platform can join.

For example, a participant wants to create a sonnet, they start with three uncommon

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WHAT ARE THE COMPETENCES YOU NEED TO ADD TO THE TEAM? Technology: Information tech Communication: Advertising and Branding Brand identity REFERENCES UNESCO, Road Map for Art Education - The World Conference on Arts Education: Building Creative Capacities for the 21st Century, Lisbon, 6-9 March 2006, available at http://www.unesco.org/new/ fileadmin/MULTIMEDIA/HQ/CLT/CLT/pdf/ Arts_Edu_RoadMap_en.pdf (last access 17.07.2019).

Zeng, H. J. (2016). A Survey on Chinese Rural Art Education. Higher Education of Social Science, 10(5), 41-44, available at: http://www.cscanada.net/index.php/ hess/article/view/8452 DOI: http://dx.doi. org/10.3968/8452 (last access 17.07.2019)

TEAM

Maria Assunta Cappelli University of Geneva Geneva, Switzerland Maria.cappelli@ etu.unige.ch YiChun Liu Tsinghua University, China, liu-yc17@mails.tsinghua.edu.cn

SKILLS NEEDED

Technology: Information tech Communication: Advertising and Branding Brand identity

YiNing Liang Tsinghua University, China, liangyn17@163.com

ZiZhao Zhang Tsinghua University, China, liangyn17@163.com

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#GTI_2019_4_02

PeerEd Improving education through peer-to-peer micro-tutorship THE PROBLEM The passing rate for ordinary and advanced level examinations in Zimbabwe is 32.8%, meaning that the majority do not pass their year. The main reason identified by students is the shortage of teachers because of the lack of funding to education from the government. The student to teacher ratio is 60:1, which seriously hinders effective tutoring. This leads to gaps in knowledge.

To incentivize the tutor’s participation, the tutors with the highest rankings based on quality and quantity will be given a mobile data bundle at the end of the month.

THE SOLUTION We aim to solve the problem of low passing rate in secondary schools in Zimbabwe.

PeerEd is a mobile-based application that connects students with other students so they can build a mutually beneficial relationship and assist each other in addressing topics and questions regarding a subject they are studying within the Cambridge and ZIMSEC syllabus. The two examination systems are very similar to one another.

How does it work?

The first step requires both a peer student and peer tutor to sign up on the platform.

Subjects found in the Cambridge and ZIMSEC syllabus are presented on this platform (eg. Biology). When the peer student has a question, they can choose the subject category and ask their question through text, pictures or voice notes. The question is then automatically sent to a peer tutor who can respond with pictures, text and/or a voice note.

The peer tutors are selected based on their performance on an initial entrance examination and relevant qualification in the form of diplomas and certificates The response is only sent back to the peer student when at least two verified tutors have themselves checked the correctness of the answer.

The peer student can grade and rate the peer tutors’ response, based on the detail of the response (quality and quantity), and this grade is then used to rank peer tutors.

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illustration: logo design PeerEd version 1

RESEARCH/JOURNEY The idea of a peer-to-peer tutorship first came about after a World Summit on the Innovation Society (WSIS) hackathon by International Telecommunication Union (ITU) in April 2019. The theme for the hackathon was lifelong learning and livelihoods. During this hackathon Charmaine, Isaac and Kudakwashe realized that they each had experienced the disadvantage of an overcrowded classroom with a high student to teacher ratio in Zimbabwe. They saw the hackathon as an opportunity to tackle this problem.

The initial project started off as a simple question-and-answer platform to address secondary school syllabus. Charmaine, Isaac and Kudakwashe won this hackathon and received an opportunity to attend the SDG

Summer School in Geneva. A couple of months later, at the SDG Summer School, an additional member joined the team, Valentina, and the project was specified to offer a service of question and answer directly sui– ted for the Cambridge and ZIMSEC board of examinations. This was decided upon so that the project could have a measurable metric of impact. The marks of the students will be collected before and after using PeerEd and compared. A time frame of 18 months will be expected to yield a 5% increase in the pass rate.

PeerEd has a first potential source of funding from Potraz, a Zimbabwe telecommunications company that has an innovation fund for the youth. PeerEd was pitched to them during the WSIS hackathon and they showed interest in a collaboration.

NEXT STEPS The next step for the project is the implementation of the mobile application and the initial launch of PeerEd. The application will first be launched in Zimbabwe and will hopefully scale up to other countries in the region.

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G E N E VA TSINGHUA INITIATIVE

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TEAM Charmaine Matsaudza National University of Science and Technology Bulawayo, Zimbabwe ckmatsaudza@gmail.com Valentina Rossi University of Geneva Geneva, Switzerland lapostadivale@gmail.com Kudakwashe Godfrey Paradzayi Harare Institute of Technology Harare, Zimbabwe kgparadzayi@gmail.com Isaac Gazimbe University of Zimbabwe Harare Zimbabwe Lsaacgazimbe.ig@gmail.com

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#GTI_2019_4_03

iooi Innovation out of Imagination THE REAL QUESTION

RELATED SDGs:

How can we incentivize collaboration and exchange of ideas through an offline virtual classroom? The aim is to improve the quality of education in developing regions, especially those with low or no internet accessibility.

Goal 3: Good Health and Well-being Goal 8: Decent Work and Economic Growth Goal 9: Industry, Innovation and Infrastructure Goal 11: Sustainable Cities and Communities

SOLUTION An offline, all-in-one toolkit that takes any classroom into the virtual realm, allowing collaboration even in the absence of internet.

illustration: logo design iooi THE PROBLEM Internet accessibility is something that many people take for granted. Even for the few seconds that your iPhone loses connection, the world seems like it’s about to end. However, for another huge proportion of people, this nightmare is a day-by-day reality. According to the ITU, 50% of the world is not connected to the Internet. It will take a few years for the Internet to reach them, leaving generations of learners behind, and that is the greatest consequence of it all.

There is a plethora of online resources that provide so much value for education from Moodle to Chegg. However, when the Wi-Fi switches off, all these platforms lose complete functionality. It’s imperative to create a platform that can retain all its features even in an offline architecture.

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WELCOME TO IOOI The IOOI or “Innovation out of Imagination” project is developed by Tamer and Nael during the SDG Summer School in Geneva. IOOI makes high quality education technology available through an offline model in low-resource communities such as rural schools, refugee camps, orphana­ ges, non-formal school systems, and prison systems.

The structure of most online learning websites depends on the internet to reach people. In the process, they are leaving out the children who have limited access to Wi-fi in their schools or even at home, which disconnects them from such valuable resources available now online. With this in mind, we need to find a way to end the cycle of poverty and the associated implications on education, opportunity, and hope.

We believe it’s essential to act now and make the offline learning revolution a reality and give these students improved quality in their education. With your help, we can make education truly universal!

HOW IS IT RELATED WITH SDG4?

It’s directly related because it ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all as stated by the UN goals.

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Figure 1. Implementation of coding tool with integrated code directory for students and educators.

Figure 2. Student interface for enrolled class, includes Professor’s notes and lessons.

Figure 3. Integrated file transfer system, allows for P2P exchange built in the platform.

Figure 4. Moodle-type interface not limited to just coding courses.

TEAM

Nael Hailemariam Teklehaimanot Tsinghua University Beijing, China ne18@mails.tsinghua.edu.cn

Tamer Alexander El-Maghrabi Ursinus College Collegeville, USA taelmaghrabi@ursinus.edu

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#GTI_2019_4_04

SiDo Empower women to take part in social and working life through sewing PROJECT DESCRIPTION

SIDO

Zarina is a 39-year old woman that has a basic education, no profession, no job, four children, and almost no digital skills. What she has, however, is an amazing talent for sewing. However, Zarina faces many stereotypes and prejudices that force her to stay at home alone and care for her family.

SiDo, which means “Sew it” in urdu, is a mobile application that gives the opportunity for women in Pakistan to learn how to sew.

In addition, it offers a social community and business opportunity for women in Pakistan.

The mobile application has a simple interface so that it is easy for people with a low level of literacy and digital skills to use.

Zarina’s situation is not unique to Pakistan but the country ranks 143 out of 144 for gender equality, according to the World Economic Forum’s Global Gender Gap Report.

According to the Oslo Summit on Education and Development, only 13% girls are still in school by ninth grade.

When it comes to employment, women represent a minority group of employed individuals.

There is no doubt that the world has changed a lot, and there is no doubt that we live in a more technological society.

However, it is still worth asking whether we have managed to solve some of the major problems such as differences between women and men. In some countries, such as Pakistan, we can see how women stay at home while men work outside. This must change!

Our team is made up from members of different countries, cultures and backgrounds (Ukraine, Pakistan and Thailand) and we found a common idea between all of these, the importance of women’s empowerment.

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It has three main features: 1. A learning platform divided into three levels: beginner, intermediate and advanced.

2. A social platform where users can ask questions and communicate with other members of the platform.

3. An integrated hub for trading and exchanging materials and patterns, and selling finished products.

SiDo seeks to create opportunities for wo­ men by strengthening their skills, business capacities and market linkages.

Zarina can use SiDo to communicate, collaborate, and help build and be part of a community of women from distant cultures and from right next door. SiDo will contribute to self-development and be a source of inspiration to safeguard traditional skills.

CHALLENGE Our challenge is that women, girls, are the ones most affected by the low level of literacy or digital skills, and even access to mobile phones, on which our application would be available. To solve this problem we have identified that children are a key intermediate actor for the tool to be made available to women especially. Children generally have a higher digital literacy and

could therefore teach their mother how to use these phones. In Pakistan, it is estimated that at least each family has one phone.

These assumptions were confirmed by our new partner Kaarvan Crafts Foundation.

Kaarvan Crafts Foundation is a Not-for-Profit organization in Pakistan that has opened more than 250 sewing training centres in 12 districts in more than 1000 villages all over Pakistan.

With Kaarvan Crafts foundation, we hope to get connection with the communities, and deliver content that is adapted to the user’s technological and cultural background.

LINK TO SDGS SiDo is working towards implementing Sustainable Development Goal 5 (gender equality). We believe that lifelong learning can help promote gender equality, ensure equal access to employment, and ensure that everyone is included in the information society. Through the development of professional skills, we believe it can help to increase communication skills, critical thinking and conflict transformation.

NEXT STEPS Our main steps for the next half year are to go to Pakistan with a ready to use application and to test it on our target group.

That is why it is very important for us to find grants or companies who can give us financial support. So if you believe that our project can bring a huge impact to the everyday life of Pakistani women, we are happy to cooperate.

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#GTI_2019_4_04

SiDo Empower women to take part in social and working life through sewing

SDG ZINE

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CREATIVE HUB/ Geneva Tsinghua Initiative FACILITATOR www.gt-initiative.org Switzerland

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SDG

IMPACT EVALUATION

#GTI_2019_4_04

SiDo

Empower women to take part in social and working life through sewing No Poverty 1 Zero Hunger 2 Quality Education 4 Gender Equality 5 Decent Work and Economic Growth 8 Industry, Innovation, and Infrastructure 9 Reducing Inequality 10 Sustainable Cities and Communities 11 Good Health and Well-being 3 Climate Action 13 Life Below Water 14 Responsible Consumption and Production 12

SKILLS NEEDED App developer - to help us bring our idea into life.

UI/ UX - to make our interface simple so that it is accessible to users with low digital skills.

TEAM

Alina Zielinska Oslo Metropolitan University Oslo, Norway Alina.sergan@gmail.com Hifza Shahzad Oslo Metropolitan University Oslo, Norway hifza1707@yahoo.no Rosy Oo Oslo Metropolitan University Oslo, Norway rosyoo2012@gmail.com

CONTACT

Project website: https://alinkaz.github.io/SiDo/ Project email: sido.team19@gmail.com

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#GTI_2019_4_05

Pathshala a socio-technological solution to reduce dropout rates in poor schools in India Pathshala is a mobile application that targets middle-class smartphone users to either volunteer at or donate time or school supplies to poor schools where dropout is high. School supplies could include a) teaching material b) furniture c) stationary d) technological supplies e) health kits and f) any other items listed by the school.

HOW PATHSHALA WORKS (FOR SCHOOLS): The app represents a place of visibility to advertise their needs and have access to donors. Schools can ask for school supplies which amount to a total of USD 1000 (approx. value) a month. This is to reduce financial corruption.

Schools can register on the Pathshala mobile application, by uploading three key documents: a) Bank statements b) Registration documents c) Proof of address.

These documents are required to verify the schools are genuine and legally registered.

Once the school is verified with documents and onsite verification, it can upload the details of the supplies required on Pathshala app. The supplies required should help the listed school to function smoothly.

HOW PATHSHALA WORKS (FOR DONORS): For donors, the app offers a new community to be part of and the opportunity to help a school in need. To offer school supplies, Pastshala partnered with online shopping services where donors can buy a listed item, and have it delivered by the partner. Donors can also register as volunteer teachers. Once a subscriber of the app gives a donation, the individual becomes part of the dochange community, where stories of donation can be shared, and where donors can interact

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with one another.

INCENTIVES FOR DONORS WOULD BE: It’s a good feeling. It creates a smile. It’s a lifestyle. It strengthens the culture and values of India. Each donor would receive a certificate, possibly designed by the school students.

WHAT WOULD BE THE IMPACT OF PATHSHALA IN THE NEXT 5 YEARS: In the next five years, Pathshala hopes to reduce the drop-out rates from 50% to 5% in about 1000 schools (300,000 students), through the support of 50,000 donors.

Pathshala intends to expand to other countries too.

BUT WHY PATHSHALA: In India, there are more than 1.5 million schools, of which nearly 75% lack basic infrastructure and school supplies facilities.

This is a key reason for children to drop out of school.

WHAT MAKES PATHSHALA DIFFERENT: Pathshala is all about material donation and directly from donor to beneficiary. This reduces the corruption and intermediaries.

HOW THE IDEA OF PATHSHALA EMERGED-ENTREPRENEURIAL JOURNEY: Competing for a global competition, Open17 on SDGs, three master degree students Vinod (Indian), Ita (Malaysia) and Yingfei (China) from National University of Singapore shared their stories about schools.

Hearing each other’s story brought attention to Vinod’s story. Vinod, in his childhood, dropped out of school for a year, due to the schools lack of basic supplies, such as a chair.

Pathshala means ‘school’ in Hindi.

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CONTACT

pathshalasdg@gmail.com

TEAM Vinod Kumar Pandey National University of Singapore vinod.pandey@u.nus.edu

Rosnita Binti Hamzah National University of Singapore rosnita.hamzah@u.nus.edu

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#GTI_2019_3_01

HealPlus Teaching high school students first-aid response through gamification THE PROBLEM Every year about 4 million people die from injuries1 and due to inadequate response or lack of timely assistance. It is estimated that 59% of pre-hospital deaths are preventable if simple first-aid is used.

Homes and schools are one of the main areas where accidents happen, and thus, youth can play an active role to save lives.

THE SOLUTION

Through gamification of first-aid practices,

we would like first aid training to reach more people efficiently. Our play-based learning solution will enhance the quality of training and take it to a new level. Our answer would serve as supplementary material to traditional first-aid training and make them more engaging and motivating to develop a skill and a long-lasting learning experience in a fun way. We want to contribute to the realization of a society where we all have lifesaving skills and the confidence to help someone in need.

RESEARCH Our story all started with passion, empathy and education. Some of us wanted to design a game to bring awareness about animals and our interaction with them. Some were passionated about climate change, but something glued us together very strongly!

We all wanted to increase awareness and to empower others. After a hard talk, we opted for working on health care and firstaid education.

We had a solution to improve the current training system and make it lifelong learning.

Healplus would like to empower youth to be proactive in accidents, with simple, but effective and essential actions promptly, especially at homes and schools where accidents and first-aid are frequently experienced. Youth can play an active role and take a big step to improve the condition of the injured.

The game will cover five areas of first-aid (concussion, burns, bleeding, choking and shock) and will also cover snake bites and bicycle accidents. The game offers a different environment like a village, big city, outdoor etc. so that one has a choice most appropriate to their lifestyle. Also, the player can log in with their ID to build a personal connection with the game.

Play-based learning proved to foster results of education. Some of the advantages are : - To develop empathy through playing as children learn about the feelings, emotions and motivations of others; - Engage children in dramatised play to demonstrate ways of caring and showing compassion.

- Develop a sense of belonging to a community.

Gamification of first-aid along with official training, will connect students & experts and help them to build a community.

WEBSITE http://healplus.info NEXT STEPS - Developing all seven modules.

- Developing a platform where students can build their own game.

- Attending Hackaton in Germany.

IMPACT To the individual: Develop First-Aid Skills and confidence to take action in time of crisis To Society : Reduce death rate of unintentional injuries and corresponding medical cost.

We hope to increase awareness and reduce susceptibility to accident.

Currently, we are developing a prototype and trying to make some partnerships.

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Our world in data, 2018 https://ourworldindata.org/causes-of-death

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CREATIVE HUB/ Geneva Tsinghua Initiative

A revolutionary method of first-aid education through gamification! www.gt-initiative.org FACILITATOR Switzerland

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INNOVATION

BACKGROUND 4 million people DIE every year due to injuries If simple first aid

Pre-hospital deaths

59% saved

had been used

PROBLEM

First aid education in developing countries

Reality

IMPACTS Better first aid education

SKILLS NEEDED

Individual ‌

Develop First Aid Skills & Confidence to take action in time of crisis

Social ‌‌‌

Reduce death rate of unintentional injuries and the relevant medical cost

Azadeh AMINI

University of Geneva Alumni,

Geneva, Switzerland

hello_azadeh@yahoo.com

Azadeh Amini

TEAM

Jacqueline Mukarukundo African Leadership University Kigali, Rwanda j.mukarukun@alustudent.com,

Azadeh Amini

XiaoYan Xing

Open Fiesta (Tsinghua University),

Shenzhen, China

xy_xing@foxmail.com

- first aid trainer - Game designer

- Public relation experts A revolutionary

- Individuals can build a connection with schools and promote the game

A revolutionary method of first-aid education through

BACKGROUND

ShuFang Tan

Open Fiesta (Tsinghua

University),

Shenzhen, China

gamification!

4 million people DIE every year due to injuries

YueYue Xu Azadeh Amini Open Fiesta (Tsinghua University),

Shenzhen, China

through gamification!

xyycsu@163.com

method of first-aid education

irfirstar@gmail.com

INNOVATION 17

Az

A revolutionary method of first

SDG brainstorm sessions in the heart of Geneva Brainstorm sessions for companies & organisations Finding new ideas in an inspiring place in the heart of Geneva

The SDG Solution Space is an open, creative space,set up by the University of Geneva and the Geneva-Tsinghua Initiative. Students, researchers, humanitarian workers and UN experts gather together in the space to bring concrete solutions to sustainable development challenges. The work of the Solution Space is based on the 17 Sustainable Development Goals (SDGs), established by the United Nations in 2015.

The 300 m2 facility opened its doors in 2017 on the occasion of the third Open Geneva Hackathon, which innovates in the heart of the city. The Solution Space is located at Campus Biotech Innovation Park in Secheron, the center of international Geneva.

The users of the Space benefit from the digital technology (such as 3D printers and laser cutter machines) offered by the FabLab, to help them develop prototypes, validate projects and to overall test the feasibility of innovative ideas.

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Addictlab, together with other GTI partners and the SDGzine, brings in brainstorming techniques, event design, and state of the art ideation processes to help companies brainstorm and innovate aligned with the SDGs. Solution Space equipment

Addictlab brainstorming tools that can be brought in:

The space is equipped as follows: • Audiovisual system - 1 video-projector, 2 large mobile screens, 1 microphone • Two flip chart supports • Four white boards (Dimensions: 1 of 200x100 / 2 of 220x140 / 1 of 120x180) • Sofas, ~60 chairs, 4 fatboys, 4 armchairs, 15 tables - all mobile for personalised set ups • *All these pieces of furniture are permanently on-site, except the electronic devices.

• Amenities also include access to a kitchen area with one grain coffee machine, a fridge and tableware (dishes, glasses forks, knives, spoons etc.)

SDG idea wall & SDG idea flyers Idea green house SDG & creative chemistry card© kits for easy visualisation Facilitation, break out & team building activities Virtual Reality stations for collaborative sketching Telepresence robot Lab Lunch offers including 3D food printing

contact: info@addictlab.com

contact: info@sdgsolutionspace.org

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1. normal issues

2. special editions

collaborative publications & research

partner publications & school projects #1/

SPECIAL SCHOOL EDITION JUNE 2020

#01

SPECIAL SCHOOL EDITION

#2/ JULY 2020

G E N E VA TSINGHUA INITIATIVE

DEC 2019

INTERNATIONAL SCHOOL OF GENEVA SWITZERLAND

for the Sustainable Development Goals

Collaborative publication on the sustainable development goals WWW.SDGZINE.ORG

Collaborative publication & research on the sustainable development goals WWW.SDGZINE.ORG

#02

9innovate.

MARCH 2020

Scaling education for the SDGS

New models for SDG innovation

24 SDG research projects and local action ideas from over 140 9th grade students

The SDG Summer School 2019 research projects Online coaching of young innovators to tackle global challenges using crowdsourcing

Ideas and projects on SDG4 Quality Education

From student ideas to product acceleration with the University of Geneva

Includes 2018 SDG SUMMER SCHOOL research projects: 3.01

3.02

3.03

AT YOUR CERVIX

A CLEANAIR GREECE

MOTOSAFE

Early detection of cervical cancer

Non-compliance with smoke-free laws (SFL) in public places such as restaurants

Improve motorcycle safety through affordable and non-distracting technology

10.01

11.01

iDOCTOR

YES HELMET

Diagnosis of diabetic retinopathy based on AI algorithm

Encouraging helmet-wearing to increase the safety for bicyclists

5.01

FEM. FRIENDLY Mapping Female friendly Toilets

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SDGZINE SPECIAL SCHOOL EDITION #1 INTERNATIONAL SCHOOL OF GENEVA

SDGZINE 02 - IN PREPARATION

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SDGZINE SPECIAL SCHOOL EDITION #2 GENEVA TSINGHUA INITIATIVE (THIS ISSUE)

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DEC 2019

SPECIAL SCHOOL EDITION JUNE 2020

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INTERNATIONAL SCHOOL OF GENEVA SWITZERLAND

The material issue. your own SDGzine.

Contact us for challenges

Contact us for SDG challenges for your organisation or school & let’s create your own SDGzine together.

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