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Grand Challenges is a family of initiatives fostering innovation to solve key global health and development problems. Each initiative is an experiment in the use of challenges to focus innovation on making an impact. Individual challenges address some of the same problems, but from differing perspectives.

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Makesense Daily: Your Personalized Engagement Journey to Solve the SDGs You Care About

Alizée Lozac'hmeurMakesenseParis, France
Grand Challenges
Global Citizenship
1 Nov 2018

Alizée Lozac'hmeur of Makesense in Paris will develop online mobile and web applications and provide opportunities to engage with experts and funders as part of a tailor-made approach to help young people learn about and solve the health and social issues that matter to them. They will integrate their digital platform, where participants can register their details and issue of interest, with a project database and events calendar to promote collaborations. Users will receive inspiration and advice and be informed of relevant opportunities by frequent emails or mobile phone messages to help them reach their goals. They will integrate the digital services, build a network of community organizers, and launch a marketing strategy to test their approach in France for engaging young people who are interested in solving a specific UN Sustainable Development Goal (SDG).

Young Adult Fiction and Technology to Create a Global Citizenship Process

Anna Gabriella CasalmeNovellySouth Gate, California, United States
Grand Challenges
Global Citizenship
1 Nov 2018

Anna Casalme of Novelly in the U.S. will develop a mobile phone application that combines young adult fiction about social issues with learning tasks and international discussion forums to encourage young people to become global citizens and spark their interest in issues such as gender equality and health. Building on their existing program, they will design and develop the application with specific features, add one novel, and pilot test it, before refining the design and opening it to the public. After three months, they will evaluate their approach by collecting user data such as number of users, their reading progress, and participation in discussion groups.

Young Protectors: Mapping, Communicating, and Intervening to Reduce Disease Risk in Low-Income Communities

Hussein KhalilFederal University of Bahia (UFBA)Rio de Janeiro, Bahia, Brazil
Grand Challenges
Global Citizenship
1 Nov 2018

Hussein Khalil of the Federal University of Bahia in Brazil will provide young people in urban slums with knowledge and tools to identify elements that promote the spread of diseases by rats and mosquitos such as dengue and Zika virus infection, and engage their communities to help combat those diseases. They will recruit 40 young residents from two urban slums to test their approach. The youth will be taught to map rat- and mosquito-infested areas and identify possible causes, such as poor waste disposal, by photographing their environments, and to use tools to track rat movements and insect breeding. They will also use gamification methods to stimulate learning and promote collaborations between the youth and adult residents to identify the most effective interventions. Once simple solutions have been identified, the youth will help to implement them in their community and produce and share progress reports using online and offline tools.

Peace First Youth Challenge: Middle East

Eric DawsonPeace First Inc.Boston, Massachusetts, United States
Grand Challenges
Global Citizenship
1 Nov 2018

Eric Dawson of Peace First Inc. in the U.S. will develop a digital platform that provides tools, online mentors, resources, and funding to help young people aged between 13 and 25 in the Middle East solve critical issues in their communities. Their Youth Challenge Platform approach has already shown initial success for over a hundred projects proposed and run by international youth in the U.S. They will adapt their platform for the Middle East by including different languages and tools, particularly to foster cross-cultural collaborations. They will partner with youth organizations in five to 10 Middle Eastern countries and recruit 50 teams of young people who are interested in solving problems related to the UN sustainable development goals. These teams will be supported through the platform to help them design and implement innovative solutions. Surveys and interviews will be used to evaluate the success of their approach in this region.

The SDG Experience - Student Immersion in SDG Solutions Through Virtual Field Trips

Rimjhim AggarwalArizona State UniversityTempe, Arizona, United States
Grand Challenges
Global Citizenship
1 Nov 2018

Rimjhim Aggarwal of Arizona State University in the U.S. will use a digital learning platform and teaching network to teach young people how to create 360-degree spherical imagery of field sites that function as virtual field trips to share their experiences about specific UN Sustainable Development Goals (SDG) and better engage and teach others. These virtual field trips can be distributed on the internet, giving a large number of viewers the sense of actually being in the field, and are thus valuable teaching tools. However, they require specialized skills and equipment to create them. They will teach young people how to make them by holding a workshop to train 20 honors and undergraduate university students to create three new virtual field trips for local SDGs. These will then be presented to other students as part of a university course via a digital learning platform to evaluate their impact.

Enhancing Community Food Security in Urban and Rural Areas Through Outreach Youth Champions (EFSOYC)

Lucy Kathuri-OgolaKenyatta UniversityNairobi, Kenya
Grand Challenges
Global Citizenship
1 Nov 2018

Lucy Kathuri-Ogola of Kenyatta University in Kenya will train young people to be outreach youth champions to support local smallholder farming households with low food security in Kenya by teaching them new agricultural practices and building financial and social support networks. They will develop a mobile phone application and training platform and test their approach in selected rural and urban areas in Kenya where many smallholder farming families rely heavily on food relief. Sixteen young people who are leaving university will be recruited as outreach youth champions and intensively trained over three weeks on best agricultural practices, and financial and support services such as farmer saving groups. The trained youths will then each go back into their own communities and work with ten households to improve overall social and economic status. They will use surveys to evaluate the effect of their approach on food security.

Creatively Empowering Youth and Kid Agripreneurs as Global Citizens to Achieve Food and Nutrition Security by 2050

Alpha SennonWHYFARMSiparia, , Trinidad and Tobago
Grand Challenges
Global Citizenship
1 Nov 2018

Alpha Sennon of WHYFARM in Trinidad and Tobago, along with Wainella Isaacs, Candace Charles-Sennon, Luke Smith, George Caesar, Akinola Sennon and their partners at TECH4Agri, will engage young people, who are the future feeders of 2050, in agriculture, and develop their knowledge and skills so that they can promote sustainable agriculture and improve food security in Trinidad and Tobago. They will implement four related projects in which participants can win cash prizes. These projects include an eight-week training course for ten professionals aged 18 to 30 that provides mentorship and skills to help develop their business plans, tours of ten primary schools with a local youth theater production company to teach nine to eleven year olds about the nutritional and economic value of baigan (eggplant), including a competition to design their own superheroes and nutritious snacks, and focusing their Agricultural Fun, Museum and Food Factory Park for the under 30's to teach visitors about food and local agricultural products using educational games. They will evaluate each project using surveys and metrics such as numbers of participants and related activity on social media.

Offline Teacher Training by Massive Open Online Courses

Romeo RodriguezWorld PossibleIrvine, California, United States
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Romeo Rodriguez of World Possible in the U.S. will use their massive open online courses (MOOC) to provide teachers with advanced practical skills and tools such as inquiry, teamwork, and self-directed learning, to transform teaching and improve student performance in developing countries. The online course also works offline using their low-cost community hotspot. They will implement the courses over twelve months across 15 offline public middle schools in Guatemala and evaluate its impact on teaching methods and whether this can be enhanced by offering additional three-day in-person training. They will also partner with the Ministry of Education and a respected local university to create a digital certification to further motivate teachers to take the course.

Edumocón Móvil: Taking 21st Century Teacher Training to Rural, Post-Conflict Colombia

Henry MaxCoschoolBogota, Cundinamarca, Colombia
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Henry May of Coschool in Colombia will develop an integrated teaching course including in-person boot camps, mobile learning, and online communities, to equip teachers with advanced skills and tools to promote the wellbeing of themselves and their schools and communities. Teaching 21st century skills can help bridge the wide achievement gap between urban and rural communities in Colombia, and also help peace building in post-conflict territory. Their method focuses on five skills: growth mindset, self-awareness, empathy, critical thinking, and grit. To promote teaching of these skills, they have designed an integrated course that involves a six-hour boot camp for effective face-to-face teaching of large numbers of teachers; a twenty-hour course on a mobile, gamified platform; and monthly webinars for small groups with workshops and interactive learning. They will create the new course content and evaluate it by running the program over nine months with 1,000 teachers in five regions in Colombia.

Little Ripples

Sara-Christine DallainiACTRedondo Beach, California, United States
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Sara-Christine Dallain of iACT in the U.S. will train refugee men and women to become skilled and empowered teachers who deliver early childhood care and education to support the social-emotional, cognitive, and physical development of children in refugee camps. Over 11 million children have been forced to flee their homes, challenging their ability to reach their full potential. Many lack the tools needed to adapt to the uncertainty of their present and future. Their program, Little Ripples, is a refugee-led, culturally-inspired, and cost-effective early childhood education program. It provides training for teachers to incorporate skills of empathy, leadership, teamwork, and creative problem-solving when teaching pupils to create an environment that fosters peace, imagination, and connection-to-culture for refugee children. The curriculum has been developed by experts and is adaptable to different contexts, and the program can be led and expanded to other regions by the teachers themselves. They will implement and test their program in refugee communities in eastern Chad, Cameroon, and Greece to evaluate the impact on refugee children.

Project Heartbeat

Malcolm MooiDr CL Smith FoundationJohannesburg, , South Africa
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Malcolm Mooi of the Dr CL Smith Foundation in South Africa will further develop their common online platform for teachers, which provides training, materials, and support to improve the quality of teaching in South Africa. Teachers are the number one drivers of learning in schools, but there is a lack of curriculum and holistic support for teachers in many countries, which has a direct, negative impact on student performance. They will use a variety of mathematical and technological approaches to refine their preliminary platform by adding new features to improve user experience and work to grow an online community of educators and organizers to attract more users. The performance of the platform will be measured by analyzing growth and user engagement. By exploring opportunities to connect the platform and associated data with education councils and corporations and unlock added value for teachers such as rewards and discounts, they aim to elevate the status of teachers in society and further improve teaching quality.

A Digital Platform for 21st Century Education

Saurabh AgarwalDeeper Learning Innovations Private LimitedLucknow, Uttar Pradesh, India
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Saurabh Agarwal of Deeper Learning Innovations Private Limited in India will build an interactive, digital teaching platform using advanced data analytics and artificial intelligence algorithms to enable teachers across the globe to more effectively teach life skills to every child. Teaching standards in developing countries suffer from limited access to quality content, restricted teaching methods for teachers, and a lack of ways to transfer knowledge and skills to other teachers and parents. Life skills such as problem solving and communication that are needed to address 21st century challenges such as health, wellness, and gender equality are far better learned by experience and reflection, rather than reading and lectures. They will build the platform and incorporate life skills modules designed by learning experts and teachers containing multi-lingual and contextualized content for global access, a teacher's discussion forum, and a module designed by teachers to help parents support their child's education. The goal is to make the platform freely available and accessible to all teachers across the globe.

Bringing STEM to Elementary School Teachers Using a Digital Platform

Yen VerhoevenParagon Learning Research GroupAmes, Iowa, United States
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Yen Verhoeven of the Paragon Learning Research Group in the U.S. will create a digital platform for massive open online courses (MOOCs) and a supportive online community of professionals for kindergarten to sixth grade teachers to transform their teaching practices and bring STEM and 21st century skills to their schools. MOOCs were developed as a means to provide free education to everyone. However, their content is typically restricted to videos and reading with little interactive learning, which is inadequate for teaching life skills such as critical thinking and creativity. And encouraging teachers to adopt new teaching practices requires additional professional support from peers and mentors. To address these issues, they will work with teachers and teaching experts to formulate a new MOOC design containing a variety of instructional resources and free professional development classes and develop a beta version of the online community platform. They will evaluate the course by teaching it to local K-6 teachers and gathering feedback to refine the content.

Strengthening Youth Mental Health Outcomes and 21st Century Skills Through Progressive Music Instruction, Wellness and Collaborative Technologies

Anthony KolozettiMy School ROCKSMississauga, Ontario, Canada
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Anthony Kolozetti of My School ROCKS in Canada will develop an educational music application for schools that combines collaborative technology with the universal medium of music to help young people succeed academically and acquire 21st century skills such as mindfulness, stress management, resilience and empathy. Growing numbers of students are suffering from unhappiness at school, experiencing daily anxiety and stress. To address this, they will exploit the synergy between music, education, and mental wellness by creating a platform where students can easily write, record, mix, and share curriculum-based music projects. They will consult with professionals working on neuroplasticity to identify lesson types that have optimal effects on the brain. They will then bring together artists, mental health professionals, technology experts, students, parents, and educators to identify goals and use them to create lesson plans and resources for social emotional learning, song-writing and artistic performance, that can be digitalized in an application. They will also integrate modules that enable students to create their own music-based projects, which can become school-wide performances, without the need for trained music teachers, to showcase songwriting, musicianship, and collaboration. They will pilot test the project over five months in diverse school communities and measure its academic and social impact using surveys and interviews.

A Tutor for Every Child

Hans BrunnerValue Spring Technology, Inc.New York, New York, United States
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Hans Brunner of Value Spring Technology, Inc. in the U.S. will build and test an artificial intelligence (AI) tutor to teach the scientific method and critical thinking skills to individual students at their pace and level. All children learn differently but one-on-one lessons are often prohibitively expensive or unavailable. To address this, in collaboration with two non-profit teaching institutions, they will adapt their AI software for education, and build and train an AI tutor, Ali. Ali will be designed to produce natural sounding language to engage students in conversation involving open-ended questions and answers that stimulate critical thinking, which is based on the Socratic method. Students will be taught at their own pace and level of understanding, and Ali will be built to ensure each topic is fully understood before starting the next. They will engage teachers to test and critique their AI tutor approach and to evaluate its teaching performance.

The Birds and the Bees

Hira ZainabKnowledge Platform LimitedIslamabad, Pakistan
Grand Challenges
Teaching and School Leadership
1 Nov 2018

Hira Zainab of Knowledge Platform Limited in Pakistan will develop a 'Birds and Bees' program to enable teachers and students from underprivileged schools in Islamabad, Pakistan to design and build bird feeders and bee colonies in order to nurture birds and bees and to market honey. Pakistan is home to over 700 species of birds and fauna that can support substantially increased national honey production. They will recruit pilot schools and work together with the teachers and students to research the local bird species in order to design effective bird feeders. They will also design online and printed material that teaches students about nature and science and how to nurture and attract birds and bees and extract and market honey under a social enterprise brand. They will also produce videos to build a community of nature lovers and problem solvers to help teach others about the program.

Testing an Integrated and Innovative Women-Centered Homestead Food Production Model as a Means to Improve Food Security, Nutrition and Women's Empowerment in Cambodia for Future Scale Up

Hou KroeunHelen Keller International (Cambodia)Kampong Cham, Cambodia
Grand Challenges
Women and Girls
22 Dec 2015

Hou Kroeun of the Cambodia office of Helen Keller International will evaluate the additional impact of promoting gender equality on households’ food security and health. They will recruit households spanning 180 rural communities in Kampong Cham Province to evaluate the impact of a gender-transformative Enhanced Homestead Food Production intervention, which will provide agricultural training and resources through primary contact with the female head of household, as well as sessions addressing gender issues with all main-decision makers in the family. They will then test the impact of this women-centered approach on household food security and nutritional status.

Understanding Outcomes of Acutely Ill Undernourished Children

Ezekiel MupereCase Western Reserve UniversityCleveland, Ohio, United States
Grand Challenges
All Children Thriving
11 Dec 2015

GAP Year Program (Girls Achieve Power) - Using Sport to Empower Girls at Critical Time of Adolescent Transition

Saiqa MullickWits Health Consortium (Proprietary) LimitedSouth Africa
Grand Challenges
Women and Girls
3 Dec 2015

Saiqa Mullick of Wits Reproductive Health & HIV Research Institute (RHI) in South Africa, along with Grass Root Soccer (GRS), Sonke Gender Justice, and the Population Council, will empower adolescent girls in South African townships as they progress in education by increasing their educational, health, social, and economic assets, while at the same time shifting gender attitudes and encouraging positive behavior among adolescent boys. The “Girls Achieve Power” (GAP) Year Program will work with schools and communities to encourage a culture of health and safety, and promote school retention among adolescent girls. Using soccer as a program platform, and enlisting local coaches as facilitators, the program will enable a healthy and productive progression for adolescent girls through secondary school. Aside from these direct benefits, the program will also expand the evidence base around the impact of asset-building approaches for adolescent girls.

A Novel Nano-Iron Supplement (IHAT) to Safely Combat Iron Deficiency and Anemia (IDA)

Andrew PrenticeMedical Research CouncilSwindon, United Kingdom
Grand Challenges
Global Health Interventions
30 Nov 2015

Andrew Prentice of the Medical Research Council in the United Kingdom will conduct a phase II clinical trial to test the ability of a unique nano iron compound to safely and more effectively treat iron-deficiency anemia in children. Iron-deficiency anemia is a common condition particularly in women and children in resource-poor settings and can be deadly. Current iron supplements have limited effects in these settings and undesirable side effects including increasing the risk of infectious diarrhea in children which causes severe morbidity and mortality. They previously developed a compound iron hydroxide adipate tartrate that acts like dietary iron as it can be directly absorbed in humans keeping it away from any resident intestinal pathogens that also use it as a nutrient source. They will perform an intervention study with 600 iron-deficient anemic children in The Gambia and compare their compound with the current supplement to see if it can normalize iron levels without the side effects.

Normalizing Tuberculosis Granuloma Vasculature and Matrix to Improve Drug Delivery and Efficacy

Rakesh JainGeneral Hospital CorporationBoston, Massachusetts, United States
Grand Challenges
Global Health Interventions
23 Nov 2015

Rakesh Jain of Massachusetts General Hospital in the U.S. will develop a new treatment strategy for tuberculosis to boost the activity of existing anti-tuberculosis drugs. Tuberculosis is one of the most infectious diseases in the world. Current treatments are lengthy poorly tolerated and do not eradicate latent infections which are found in around one third of the general population and contribute to drug resistance. During latent infection the tuberculosis bacteria are dormant and reside in small inflammatory areas in the lungs known as granulomas. These granulomas are surrounded by abnormal blood vessels and dense tissue that they hypothesize make it difficult for drugs to permeate. They will use a small animal disease model and patient lung samples to test whether co-treatment with anti-angiogenics and anti-fibrotics can normalize the blood vessels and improve the delivery of anti-tuberculosis drugs thereby increasing their activity and potentially shortening treatment duration.

Umodzi - Men, Women, Boys and Girls in Alliance to Achieve Gender Equality

Thokozani MwenyekondeCAREAtlanta, Georgia, United States
Grand Challenges
Women and Girls
19 Nov 2015

Thokozani Mwenyekonde from CARE in Malawi is implementing the Umodzi project to promote gender equality for women and girls by engaging adolescent girls and boys, along with supportive adult male and female role models, to integrate gender equitable attitudes and behavior in schools as a basis for changing attitudes nationwide. Umodzi, which means "oneness" in the local Chichewa language, will build upon and adapt existing gender equality approaches including integrating efforts into the school curriculum, training teachers who convene teen club meetings, and working with adults who are also engaged in CARE's pro-women agriculture and savings programs in the school catchment areas.

Digital Sub-Wallets for Increased Financial Empowerment of Women

Lauren HendricksCAREAtlanta, Georgia, United States
Grand Challenges
Women and Girls
19 Nov 2015

Lauren Hendricks and team at CARE in Uganda will analyze whether motivating women to use mobile financial technology increases their involvement in making household financial decisions, and subsequently improves family health and education. They will develop mobile money subwallets for specific purposes such as school fees and pregnancy so that women can more securely manage their savings. They will also work with influential members of a subset of households to help promote gender equality and develop a consensus towards a household financial action plan.

Promoting Female Empowerment at the Household Level with Family Planning Use, Financial Literacy and Gender Sensitization Education Among Couples in Ibadan, Nigeria

Funmilola OlaOlorunUniversity of Ibadan, College of MedicineIbadan, Nigeria
Grand Challenges
Women and Girls
18 Nov 2015

Funmilola OlaOlorun of the University of Ibadan in Nigeria and Neetu John of the International Center for Research on Women, in the U.S. will conduct a cluster randomized control trial to evaluate a multi-pronged approach for empowering Nigerian women within the household and thereby the wider community. Their program targets both partners of couples, both individually and together, and involves training on gender socialization and finance, and access to family planning. The aim is to generate rigorous evidence on how to promote gender equality in household decision-making and improve family health and wellbeing.

A Synthetic Biology Platform for Rapid Generation of Highly Diverse Natural Product-Like Compounds Active Against Mycobacterium tuberculosis

Mike TyersUniversité de MontréalMontreal, Quebec, Canada
Grand Challenges
Global Health Interventions
18 Nov 2015

Michael Tyers of the University of Montreal in Canada will develop a synthetic biology platform to generate vast libraries of natural product-like compounds and use them to identify new drugs for tuberculosis. Traditional drug discovery screens require expensive chemical libraries that are limited in size and scope. Many existing drugs are derived from the natural products of microbes which perform a wide variety of biological functions. This functional diversity is reflected by their structural diversity which is generated by the combinatorial action of hundreds of thousands of different enzymes. They will exploit this natural manufacturing process for the relatively simple and low-cost production of millions to billions of chemically-diverse natural product-like compounds. This will be achieved by expressing different combinations of the enzymes in yeast artificial chromosomes which then allows screening directly in the yeast without the need for costly and time-consuming chemical extraction and purification. Using this approach they will perform a pilot screen to identify new compounds that inhibit the growth of the bacterium that causes tuberculosis.

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