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.