COMPÉTITION DIVER la jeunesse d’aujourd’hui, la ville de demain
the youth of today, the city of tomorrow HARVARD SUMMER SCHOOL
SCIENCES PO HARVARD CRI
TEACHING STAFF: Rob Lue Alain Viel Jessica Liu Adam Tanaka Autumn Boutin Myriam L aadhari Brennan Gregg Adrien V ergès CONTENTS
Executive Summary 4
Framing 6
Context and Audience 13
Previous Approaches 18
Our Solution 23
Competition Rules 33
Example Project 37
Business Plan 41
Throughout this report, each arrondissement of Paris will illuminate to track Conclusion 46 the report’s progression. The gradual formation of the entire city map is representative of our goal to unite students of diverse backgrounds. Resources 49 EXECUTIVE SUMMARY EXECUTIVE SUMMARY 5
1. FRAMING: Education quality is a 3. PREVIOUS APPROACHES: There 5. BUSINESS PLAN: To fund significant problem in Paris, with are few existing initiatives to combat Compétition DiverCité, we are looking traditional teaching methods leaving education issues and diversity to partner with three organizations students without the necessary non- simultaneously. One Parisian program, with shared interests. These cognitive skills, such as perseverance, Les Savanturiers, provides research contributions will help pay for human to achieve in life after high school opportunities for young students, capital and social media partnerships (Gumbel, 2015). Also, there exists a while the Center for Urban Pedagogy to promote the program. This will lack of geographical and racial in New York offers urbanism projects ultimately allow us to make the most diversity in Parisian schools (Mons, for students. Our project has potential transformative experience for our 2015). to expand beyond these programs. beneficiaries, the students.
2. CONTEXT and AUDIENCE: To 4. OUR SOLUTION: We propose an 6. CONCLUSION: In order to judge solve these problems, we are urbanism competition, Compétition the success of our program, we will focusing on students all across the DiverCité, that creates student teams rely on feedback from competition city of Paris, hoping to target youth from across the city to compete in participants – both during the from many different socioeconomic solving Paris’ most pressing competition process and several and ethnic/racial backgrounds. problems. The competitive angle of years into the future. Since it is Specifically, we want to work with the program will encourage almost impossible to quantify non- older high school students to prepare perseverance while the creation of cognitive skills, qualitative information them for success after high school in the teams will foster greater diversity will be more useful than quantitative. college and with jobs. amongst the students. ...France now has one of the most inegalitarian school systems in the world... – Peter Gumbel, Director of Communications, Sciences Po FRAMING FRAMING: sustainable development goals 7
In 2015 the United Nations set 17 Sustainable Development Goals (SDGs) for every country to improve upon by 2030. Although each goal is relevant to Paris, to address the main goals of our project, we focused on the three SDGs outlined in the image on the right. SDG 4 seeks to increase the amount of youth with “relevant skills for employment, decent jobs and entrepreneurship” and ensure students have the skills to promote sustainable development. SDG 10 also seeks to ”promote the social, economic and political inclusion of all” people, irrespective of race. Finally, SDG 11 seeks to create a more sustainable community, complete with more greenspaces, reduced environmental harm, and more links between all kinds of people (Sustainable development goals). FRAMING: quality education 8
France’s education system has been at the center of much negative attention. Many have overlooked the problem because France has increased its national high school graduation rate to eighty percent. However, of the large proportion of students who go to university, almost fifty percent of first years actually drop out (Bothwell, 2016). It is important that we fix this failing system by tackling the skills taught to students, because they foster intellectual capital that triggers societal growth. Non-cognitive skills are of premiere importance since they often go untaught in the French school system. The most important non-cognitive skill we found with finding one’s first job faster (Zhou, This in turn will help Paris attain SDG was perseverance, or the ability to 2016). By having students work together 4 – perseverance is a relevant skill endure challenge in the pursuit of goals. to solve problems in our program, we for employment and while working to Perseverance has been found to be a hope that they grow in these non- improve the city, students will learn strong predictor of grade point average cognitive skills that cannot be taught in how to actually promote sustainable and strong perseverance is correlated France’s traditional school settings. development in general. FRAMING: reduced inequalities 9
RACIAL/ECONOMIC INEQUALITIES: less than 5% of the class population. that students from different schools Another problem within the French There is a segregation problem in the are paired in teams so they can be education system is the disparate Paris education system. In order to exposed to students from different achievement levels of students from improve education quality our backgrounds. This will help tackle the different socio-economic and competition seeks to combat social “social, economic and political racial/ethnic backgrounds. Specifically, inequality directly (Kirszbaum et al., inclusion of all” that SDG 11 seeks to French students from immigrant 2009). achieve. backgrounds are twice as likely as their peers to drop out of the general GEOGRAPHICAL INEQUALITIES: education system by the end of In terms of geographical diversity, primary school and enter remedial location and grades determine where classes (Kirszbaum et al., 2009). a student goes to high school. Thus, There is also a lack of diversity the diversity of schools is often between different types of students in directly correlated to the diversity of general. A UNICEF study found that neighborhoods within Paris. When education quality correlated with admitting students to high school immigration status within Paris. In strong high schools will favor priority school zones, which are areas students that live closer to them over labeled as disadvantaged, 22% of another student who is equally as students were first or second qualified from a father and often generation immigrants. In other poorer area (Fack & Grenet, 2016). schools, immigrant students made up Thus, it is important to our project FRAMING: sustainable communities 10
Students Paris SDG-oriented Solutions
Our goal was to find a solution to Within our competition, the student sustainable city. With a variety of SDG 4: quality education and SDG teams will work together to solve teams working to solve these 10: social inequalities that was problems outlined by the City of problems, Paris will have multiple sustainable and would not require Paris, the process of which will be different perspectives and creative excessive resources. At the same discussed in greater detail later. ideas at hand in order to innovate time, we also saw that there were sustainably. Thus, through tackling many other issues that needed to be Through this, Paris can determine the SDGs 4 and 10, we are also able to solved in the city of Paris, such as air most pressing problems it needs to tackle SDG 11: sustainable cities and pollution and a lack of greenspace. fix in order to become a more communities. FRAMING: biological analogy 11
the ACACIA TREE and ANT
Compétition DiverCité links already existing resources in Paris by fostering mutualistic relationships between the students and the City of Paris. The relationship between the acacia tree and the acacia red ant inspired our solutions to the problems in Paris we outlined. These two organisms have a mutualistic relation where the red ant protects the acacia tree from harmful herbivores, insects, vines, and bacteria while the acacia tree provides food and shelter to the ants in return. They have a sustainable relationship where each population gains a necessary asset to survive (Ants Protect Acacia, 2014). Therefore, in the competition the students represent the ants, a society of little organisms that are using their skills to protect Paris, the acacia tree. Like the symbiotic relationship between the tree and the ants, by fixing issues in Paris, students are solving concrete problems in the city where they live as well as gaining invaluable non-cognitive skills. FRAMING: biological principle 12
BENEFITS FOR THE ANTS: BENEFITS FOR THE STUDENTS: In the tropics of Africa the acacia Paris provides resources for students tree provides the ants with extrafloral such as more diverse social nectaries. These are small organs on connections and methods to learn the tree (as seen in the image on the problem solving and non-cognitive right). The nectaries provide the skills. These resources are like insects with nectar, one of their nectar for the ants. The nectar drinking sources, allowing them to allows the ants to grow, just as the survive and grow (Yong, 2016). competition allows the students to develop as people.
BENEFITS FOR THE ACACIA: BENEFITS FOR PARIS: The sweet nectar of the acacia The student teams will develop attracts large numbers of ants, which solutions for the city’s problems, thus in turn give the tree protection from protecting the city’s wellbeing and other harmful organisms. For future just as the ants do for the example, the ants will safeguard the tree. The ants allow the tree to grow tree by stinging giraffes (herbivores) and prosper just as the students allow should they try to eat the acacia the city to innovate and develop leaves (Gill, 2009). sustainably. CONTEXT AND AUDIENCE CONTEXT AND AUDIENCE 14
Compétition DiverCité serves two main audiences within Paris: students aged 14-17 years old as well as the general population of the city. We want to have a specific age ALL of segment as our main target so we could make a really strong impact on one group of people and affect change. Since our main goals include PARIS improving diversity and education quality, the natural solution was to select students as our main focus. However, we still want to affect the entire city of Paris, since one of our secondary goals is improving the STUDENTS condition of the city as a whole sustainably. 14- 17 yrs. CONTEXT AND AUDIENCE: students 15
We are targeting students aged 14-17 specifically because we want participants to be mature enough to solve challenging tasks in Paris. We feel 14 is the youngest appropriate age where students can roam Paris ALL of freely and develop their own observations during the competition while 17 is the oldest since during the last year of high school students are PARIS too busy with baccalaureate preparations to be fully engaged with the competition. We also want to improve students’ non-cognitive and problem-solving skills at the ages where students are STUDENTS not explicitly taught such skills as logic or creativity. Lastly, since we hope to 14- 17 yrs. foster diversity, we need students old enough to join the competition even if parental pushback occurs. CONTEXT AND AUDIENCE: students 16
The school segregation problem is twice more important at high schools in comparison to middle schools. – Nathalie Mons, President, CNESCO
Another reason we are targeting AFFELNET procedure, which was of being placed in any high school students aged 14-17 is because in established with the aim of across the city, the AFFELNET high school the problem of diversity promoting "social diversity, procedure still favors place of is the worst. Students are sorted into transparency and fairness" in a residence in sorting students as well schools generally based on residence French education system often as middle school grades, which can location, which has led to a severe found to be unequal. To be result in homogenous student profiles lack of diverse students within high assigned to a high school, the future at each high school. Thus, schools (Fack & Grenet, 2016). In high school student must classify AFFELNET is still a signifiant 2008, the city created a new eight institutions that they wish to contributor to the segregation we computerized procedure for attend (Lescurieux, 2017). Although seek to fix in high schools. improving equal opportunities: the students seem to have the possibility CONTEXT AND AUDIENCE: Paris 17
Finally, we think there is still an opportunity to impact the general city population, especially considering there are many issues in Paris apart from education and diversity that we ALL of couldn't address directly. As a result, our competition seeks to have teams of students solve these economic, social, and environmental PARIS issues. The city’s future citizens will be trained to think critically as well as provide solutions to big problems, thus leading Paris toward a much more sustainable future. Thus, in targeting students and the STUDENTS city, both parties help each other grow in the long run, mimicking the 14- 17 yrs. mutualistic relationship of the acacia tree and ant. PREVIOUS APPROACHES PREVIOUS APPROACHES 19
When looking at solutions to the We also targeted past projects that Finally, we drew inspiration from problem of diversity, we looked for: addressed urbanism, looking for: programs that focused on the § Student projects § Urbanism projects following characteristics: § Diversity among students § Partnerships with city hall § Non-cognitive skills § Involvement from primary school § Projects that seek to solve real § Perseverance learning to high school issues in the city of Paris § Non-academic learning PREVIOUS APPROACHES 20
LES SAVANTURIERS DE LA VILLE: Les Savanturiers is an innovative According to them, education program created in 2016, in Lyon, through research enables students to targeting primary school to high develop their critical thinking as well school students. Like Compétition as their team spirit. The project- DiverCité, Les Savanturiers aims to based learning of our competition develop students’ non-cognitive skills hopes to achieve the same by using research methods on a important development of non- theme related to scientific disciplines. cognitive skills, like perseverance.
CENTER OF URBAN PEDAGOGY (CUP): The Center of Urban Pedagogy designers, and educators in city (CUP) is located in New York and is projects by using art and design. an organization that aims to increase Compétition DiverCité can draw upon civic engagement through youth CUP’s focus on diversity and education programs among several urbanism, while adding focus on non- other initiatives. Their primary cognitive skills from Les Savanturiers distinction is that they hope to to further address all of the key involve communities, students, Parisian problems we outlined. PREVIOUS APPROACHES 21
BÂTISSEURS DE POSSIBLES: Bâtisseurs de Possibles is a French not address the issue of diversity. program that attempts to develop a Bâtisseurs does not include pupils more innovative way of involving from different primary schools. children in problem solving. Only Compétition DiverCité benefits by available for pupils enrolled in primary encouraging more diversity at an schools, the program tackles the older age. absence of non cognitive-skills in the French educational system but does
TALENTS PARIS 2024: With the 2024 Olympic Games projects need to reflect the spirit of approaching, the City of Paris has the Olympic Games such as respect, launched a program advocating for friendship, and non-discrimination. projects from young people (ages Three projects will be selected to 16-25). People will have the receive money for implementation. possibility to propose innovative Compétition DiverCité can try to ideas to make a substantial impact parallel the effective community spirit on Paris and its inhabitants. The of Talents Paris 2024. PREVIOUS APPROACHES 22 + PRIORITY ++ ORDER +++ ++ ++ + + + + TALENTS #PARIS2024 + ++ ++ COMPÉTITION DIVER +++ ++ +++ OUR SOLUTION OUR SOLUTION 24
The primary shortcoming of the existing solutions is that they don’t tackle the improvement of non- cognitive skills and diversity together. Encouraging students to research is great, but it can be even better if COMPÉTITION they are exploring society’s problems with a diverse community of peers who can promote a better array of thought. Additionally, students should be enthusiastic about this kind of DIVER learning to make it more effective. Thus, we propose Compétition la jeunesse d’aujourd’hui, DiverCité, where teams of students from across the city work to solve la ville de demain the most pressing problems in Paris. The competition will occur every the youth of today, semester and will be sponsored by the City of Paris itself. the city of tomorrow OUR SOLUTION 25
Participants of the Compétition DiverCité must be enrolled in the classes of Seconde or Première at qualifications: the time of their registration for the contest. Thus, students will be between the ages of 14 and 17, as discussed in the Context and SECONDE/PREMIÈRE Audience section of this report. We will begin our competition pilot with four partner schools of which the students who apply must be enrolled. This will allow us to make 14-17 YRS. sure student participants are from dispersed backgrounds across the city. Eventually, we will open the competition to all students within the LYCÉE 1 LYCÉE 2 city of Paris, regardless of whether they attend a partner school or not. LYCÉE 3 LYCÉE 4 OUR SOLUTION: school selection 26
When selecting our four partner % SUCCESS BAC schools, we tried to achieve the greatest diversity possible. Consequently, we decided to create selection criteria to choose which high schools to partner with. These criterion include: the median income of the school district, the density of immigrant population, the percentage of success on the PARTNER baccalaureate,PROBLEMand finally the1 type of PROBLEM 2 PROBLEM 3PROFESSIONAL high school (professional or SCHOOLS GENERAL general/technical). Based on these factors, we selected IMMIGRATION HIGH SCHOOL four high schools that have different social and educational profiles. These four high schools will be the first partner schools, which will be used for our prototype phase, before expanding the program. MEDIAN INCOME OUR SOLUTION: school selection 27
LYCÉE RACINE LYCÉE ARMAND 8th arrondissement CARREL General/technical school 19th arrondissement 96% receive baccalaureate Professional school 68% receive baccalaureate
LYCÉE RODIN LYCÉE VICTOR 13th arrondissement DURUY General/technical school 7th arrondissement 85% receive baccalaureate General/technical school 99% receive baccalaureate OUR SOLUTION: student selection 28
When applying for Compétition DiverCité, students will be required to fill out an online application form to APPLICATION FORM help select which students to participate in the program. Should there be a large number of perspective participants, competition What is your name, school of attendance, and grade? staff will need some criteria to 1 determine who is serious about the competition and who is not, thus rendering the application useful. Could you share some information about your personal background The application form seen on the 2 (music, memories, activities, lifestyle)? (500 words maximum) right mainly provides basic identity and interest information about the student, all of which will remain Which issue (social, economic, or environmental) is the most confidential and will only serve for the important to you and why? (500 words maximum) purpose of the competition. 3 The additional personal questions will not be graded on written ability or factual knowledge and will only be What do you expect from the competition and how do you hope to used to judge interest in and 4 change because of it? (500 words maximum) commitment to the competition. OUR SOLUTION: team formation 29
Once students have applied individually, the executive board will LYCÉE 1 LYCÉE 2 LYCÉE 3 LYCÉE 4 select 120 total students and constitute the teams, which will be comprised of four students all coming from different high schools to ensure geographical diversity. Also, subject area interest from the application form will guide team formation. During the pilot stage, there will only be 20 students selected from the four schools, resulting in five teams instead of 30 for scalability purposes. Since teams will have five months to work on their projects and consist of high school students, they will be expected to meet regularly, working together in teams rooms provided by the partnered schools or throughout the city. OUR SOLUTION: parisian problems 30 THE CITY OF PARIS
ECONOMICSOCIALENVIRONMENTAL PROBLEM 1 PROBLEM 2 PROBLEM 3 10 teams 10 teams 10 teams
The City of Paris will outline three being the most interesting on their These problems mimic three ways problems at the beginning of every application. Additionally, the 30 teams the acacia ant defends the tree – semester of the competition: one will be divided equally amongst the stinging giraffes, warding off other economic, one social, and one three problem areas. For the pilot invertebrates, and preventing bacteria environmental. The teams will be stage of the competition, however, growth. Team proposals provide new assigned to each problem based on there will only be one problem for ideas to improve the city, just as the which subject area they discussed as the five teams to compete in solving. ants have potential to help the tree. OUR SOLUTION: social media challenge 31
SUMMARY: SNAPCHAT: In addition to the semester-long Every week teams will be required to project, Compétition DiverCité will post a story update. This will include have a social media component their team’s progress on the project where the student teams can interact as well as anything they deem online with people across the city. appropriate to gain voter support. There will also be weekly features in This interaction will manifest through the Snapchat news section to spread two social media platforms: Snapchat awareness about the competition. and Facebook. Snapchat will serve as a channel for people to see teams work behind the scenes. Facebook FACEBOOK: will serve as a way for teams to This platform will serve as a space to communicate information about their keep people connected despite not projects as well as a way to conduct having access to Snapchat. Each final voting at competition’s end. team will be required to make a Facebook page and update it with Social media allows students to relevant project information. broaden the effect of their projects, Facebook will most importantly serve like how acacia ants also maintain a as way for people to vote for their mutualistic relationship with the favorite teams the last week of the nightshade plant – helping with more competition just before the winners than just the acacia tree (Paris itself). are chosen. OUR SOLUTION: mentorship 32
REQUIREMENTS FOR MENTORS: REQUIREMENTS FOR TEAMS: Compétition DiverCité will set up Each team will meet with their teams with mentors, who will be advisor twice a month (first and third professionals working in specific week of each month and one to two felids that relate to the competition hours per meeting). Meeting times projects or areas of focus. The and locations will be set up on each mentors will be paid and chosen by team’s own accord. the Compétition DiverCité executive board based off of their experience During the bi-monthly meetings, and their insight on the problems mentors will first ask open ended given by the City of Paris. questions about diversity and team member backgrounds to foster Each mentor will be in charge of discussion. This will help students advising five teams. To ensure they recognize their differences and the are guiding the teams in the right importance of diversity. During the direction they will need to provide second half of their meeting, mentors brief written reports to the executive and team members will track their board twice a month after scheduled progress on their projects and try to visits with each team. Mentors are find solutions and strategies to their also responsible for organizing any problems. Students who do not monthly outings with their five teams attend will be noted in the mentors’ (20 students) exposing them to key reports and suitable action will be issues surrounding their problems. taken by the executive board. 1
2 COMPETITION 3 RULES COMPETITION RULES 34
PRODUCTION: EVALUATION: ACADEMIC INTEGRITY: For final evaluation, teams will Evaluation will be based on three Competitors must clearly cite any present their project proposal in front criteria: relevance of the proposal, work that is not their own. The citing of a judging panel. The final product practicality and feasibility of the format will be chosen by teams but will be a slide presentation of solutions, and finally creativity and must be presented at the end of their approximately 20 slides. Additionally, originality of the presentations. The proposal. If any team fails to do so or teams will present a creative model selection of the winners (one for a mentor notices a breach in integrity, of their project (short film, interactive each problem category) will be they will be automatically disqualified game, miniature of their project, etc.). revealed at the final ceremony. from the competition. COMPETITION RULES: judging 35
JUDGING PANEL: The judging panel, composed of five The five members of the panel will people, including city officials, will be need a majority agreement on the specifically created for the purpose of three winners, one for each Compétition DiverCité. They will be category. Their vote will count for objective and will not have been half of the final result and will be involved prior to the ceremony day in factored into the social media vote any of the projects presented by the by the Compétition DiverCité teams of students. executive board.
SOCIAL MEDIA VOTE: The vote of the social media users project they believe will be the most will also count for picking the winner successful. The vote will be held on of the competition, and will be open the Compétition DiverCité Facebook for the week leading up to the page, and users can vote by using ceremony. After watching the their personal Facebook account. projects develop on Snapchat and Only one vote per person will be Facebook throughout the semester, allowed. Social media will count for users will be able to decide which half of the final decision. COMPETITION RULES: ceremony 36
CEREMONY: PRESENTATIONS: PRIZES: The teams will be invited to an all- Each team will be responsible for The three finalists of the competition day ceremony to present their final verbally presenting their 20 slide will receive a prize of 1000 euros per productions at the Mairie de Paris. presentation as well as sharing their team for having presented the most Presentations will occur during the creative supplement with the panel of innovative and feasible project. morning and afternoon followed by five judges. Teams will have 20 Additionally, the City of Paris will the presentation of the winners at the minutes to do so, followed by ten make immediate efforts to realize the evening and a reception afterward minutes for a question and answer winning projects, updating the teams for all to celebrate. period. as to their projects’ progression. EXAMPLE PROJECT EXAMPLE PROJECT 38
Brennan Gregg Adrien Vergès 8th Arrondissement 19th Arrondissement
Autumn Boutin Myriam Laadhari 7th Arrondissement 13th Arrondissement
To better understand the experience environmental issues expressed on above was one of ten teams selected of a team in Compétition DiverCité, their applications. to propose a solution to air pollution. we will explore a sample team, their project, and their schedule of events. For this semester’s competition, the The following section details the City of Paris outlined three problems team’s schedule. For months with The team shown above, with each for students to create proposals holiday conflicts (such as December), student originating from a different based upon: immigration, air pollution, students will be responsible for arrondissement, was created based and the gender wage gap. As a result organizing their schedule and turning upon their mutual interest in solving of their shared interests, the team in assignments on time. EXAMPLE PROJECT: first month 39
• 2 meetings per week after school, 2 hours per meeting • Focus on ideation and brainstorming: possible ideas include reducing vehicle use WEEK 1 and floating forests on the Seine to reduce air toxins • Mentor Meeting 1 / Social Media Updates
• 2 meetings per week after school, 2 hours per meeting • Furthering project brainstorming and convergence of ideas WEEK 2 • Mentor Excursion: for this team, a trip to a park to learn about air pollution • Social Media Updates
• 2 meetings per week after school, 2 hours per meeting • Focus on solidifying project idea: floating forests selected as the main idea WEEK 3 • Mentor Meeting 2 • Social Media Updates
• 2 meetings per week after FONDATIONschool, 2 hours per meeting • Focus on developing initialBETTENCOURT project proposal WEEK 4 • Assignment Due: initial proposalSCHUELLER of idea with relevant background information • Social Media Updates EXAMPLE PROJECT: semester schedule 40
MONTH 1 MONTH 2 MONTH 3 MONTH 4
• Mentor Meetings 1, 2 • Mentor Meetings 3, 4 • Mentor Meetings 5, 6 • Mentor Meetings 7, 8 • Mentor Excursion 1 • Mentor Excursion 2 • Mentor Excursion 3 • Mentor Excursion 4 • Social Media Updates • Social Media Updates • Social Media Updates • Social Media Updates • Assignment 1: Project • Assignment 2: • Assignment 3: Draft • Assignment 4: Final proposal Proposal of creative presentation presentation • The main goal for the supplement • Teams should submit • Teams must submit first month is for the • This month, teams a working draft of their final slide team to develop a should further detail their final presentation presentation and solid project idea their projects while • For this team, this creative supplement • For this team, to crafting ideas of how included details about • This team completed combat air pollution, to creatively express floating forests, their slides and they decided upon an them FONDATIONfunding, and an constructed their initiative to build • This team decide to BETTENCOURTexecution plan miniature model floating forests on the create a miniature SCHUELLER Seine floating forest model BUSINESS PLAN BUSINESS PLAN: funding 42
The Center for Research and Interdisciplinarity (CRI) helps fund organizations whose main focus is CRI education. They provide up to 10,000 euros to these organizations and will hopefully be our main funding source.
The Fondation de France serves children and adolescents. They would FONDATION be a key source in funding our DE FRANCE project since one of the main goals of DiverCité is to bring children from different social backgrounds together.
The Fondation Bettencourt Schueller FONDATION supports projects focusing on education and solidarity. They aim to BETTENCOURT increase diversity and to improve SCHUELLER education quality for society’s youth, making them a key partner. BUSINESS PLAN: expenses 43
KEY EXPENSES There exist several key expenses that will need to be covered with the money contributed by our key partners.
SOCIALMEDIASTAFFMENTORSJUDGES
FIXED RATES FIXED HOURLY FIXED SALARY SALARY Facebook advertisements SALARY Snapchat filter advertisements Executive Professional Mentors City officials Snapchat news features Board Professionals Celebrities BUSINESS PLAN: staffing 44
Our staff will consist of the program schools, going to the schools to give and distribute money for different creators as well as additional team of assembly presentations about the resources. Finally, we will have an hired staff that will grow with time. program to students, and spreading executive board which oversees the The staff will be broken down into word of the project in the entire program, helps make sure the several small teams that can community. Our financial team will be project runs to the liking of the City accomplish specific tasks. Our responsible for finding more key of Paris, and helps judge the final outreach team will be responsible for partners for funding and maintaining competition. Hopefully as Compétition community relationships, which the current partners we have. They DiverCité grows, so will our staff involves communicating with partner will also help budget our program team. BUSINESS PLAN: first semester timeline 45
ORGANIZATIONAL PERIOD COMPETITION PERIOD JUDGING
JUNE JULY AUGUST SEP OCT NOV DEC JANUARY
Schools should advertise the competition to their In-school advertisements for next semester’s competition, students through emails and flyers assembly meetings with DiverCité outreach team
Secure judges and mentors Bi-monthly mentor check-ins
Secure social media partners Weekly social media updates
Decide new Application period: Competition Ceremony preparations: school July 1st – August 15th begins: Dec. 1st – Jan. 8th partnerships Sep. 1st Team selection Prepare Facebook period: Announce voting page: st st Aug. 15th – 31st teams: Dec. 1 – Jan. 1 Sep. 1st Voting period: Jan. 1st – Jan. 8th CONCLUSION CONCLUSION: assessment 47
Compétition DiverCité is only a prototype that would certainly require some further modifications after the BEFORE WORKING ON THE PROJECTS: pilot phase. Aware of this, different Students will fill out a form to evaluate their measures will be proposed to level of awareness regarding their abilities and confirm the efficiency of our 1 the level of knowledge about their non- competition regarding the cognitive skills. acquirement of non-cognitive skills and the willingness to improve diversity in the French educational system. AT THE MIDDLE OF THE CONTEST: Students will perform the same exercise and Consequently, to assess the will evaluate if any changes occurred in the relevance of our project and ensure 2 acquisition of new non-cognitive skills. that the completion is effectively settled, data will be collected through opinion surveys collected at three different phases of the assessment AT THE END OF THE COMPETITION: process. The teams will review their first answers, The Compétition DiverCité executive evaluate their progression and give a last board will be responsible for 3 impression on their performance throughout compiling responses and assessing the competition. student growth. CONCLUSION: looking forward 48
When Compétition DiverCité has changed for the better with regards Students can disclose information at been running for several years, the to their current working life. their will. Hopefully, we will see high students who have taken part in the school graduation rates increase and competition in the past years will be Additionally, in the long term we will university drop out rates decrease invited to attend a special event. send out optional surveys asking over time. This will be a true sign Here, they will have the opportunity previous competitors to release that Compétition DiverCité has to present the benefits they gained information regarding college succeeded in improving education for from participating in Compétition admissions, first year university people of any background. DiverCité and how they have grades, as well as jobs, and salaries. RESOURCES RESOURCES 50
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1. Page 8: Students sitting in a classroom. Digital image. Choose Paris School. N.p., 2015. Web. July 20.
All other graphics made completely by the team or adapted from Flat Icon: Flat Icon. N.p., n.d. Web. 20 July 2017.
We would like to thank all who made this project possible.
Thank you to the teaching staff who offered guidance throughout the process.
Thanks to Les Savanturiers for giving us valuable insights about the current state of education in Paris.
And finally we offer thanks to the other groups who inspired us every day.