The introduction to the Sea Campus Universal (SCU) concept can be described as follows:

SEA CAMPUS UNIVERSAL (SCU)

The Marine Foundation’s inaugural project, with full organizational mobility, is the establishment of “Kingdom Schools” or “Sea Campus Universal” (SCU). This initiative marks a significant step in the Foundation’s efforts to provide comprehensive education and support to children in need.

The name “Sea Campus Universal” reflects the vastness and depth of the educational experience it aims to provide. Much like the sea, which is expansive and profound, the campus is designed to offer a wide range of learning opportunities and experiences that go beyond traditional education. The “sea” metaphor also suggests a sense of openness, fluidity, and interconnectedness, which are key characteristics of the campus’s approach to learning and community building.

The term “Campus” in “Sea Campus Universal” emphasizes the residential aspect of the educational environment. It signifies that the children will live on-site in a structured community setting. The housing arrangement, with 10 children and four couples in each unit, is designed to create a family-like atmosphere, providing stability, care, and support for the children on a permanent basis. This living arrangement fosters a sense of belonging and security, which is crucial for the holistic development of the students.

The term “Universal” in “Sea Campus Universal” reflects the comprehensive and inclusive nature of the educational approach. The campus aims to provide a well-rounded education that goes beyond conventional learning methods. By incorporating faster digital learning systems in the morning and dedicating the afternoon to sports, arts, music, and dance, the campus ensures that children receive a holistic education that caters to their intellectual, physical, and creative development. This universal approach to education aims to prepare students for a diverse and ever-changing world, equipping them with a broad range of skills and knowledge.

Project Vision and Objectives:

Defined the core mission, goals, and outcomes expected from the campus. Established key performance indicators for success.

Feasibility Study and Site Selection:

Conducted a feasibility study to assess the viability of the project. Identified and evaluated potential sites based on accessibility, safety, environmental factors, and local community support.

Stakeholder Engagement and Partnerships:

Engaged with government agencies, local communities, and non-profit organizations for support and collaboration. Secured partnerships with educational, medical, and vocational training institutions.

Funding and Resource Mobilization:

Developed a comprehensive budget covering construction, operational, and maintenance costs. Identified and approached potential donors, sponsors, and grant-making organizations. Launched fundraising campaigns and explored public-private partnership models.

Design and Planning:

Collaborated with architects, urban planners, and child welfare experts to design the campus layout and facilities. Ensured the design incorporates sustainability, security, and child-friendly elements.

Construction and Development:

Procured construction services and materials, ensuring adherence to quality and safety standards. Developed the infrastructure, including housing units, educational facilities, medical centers, and recreational areas.

Program Development and Staffing:

Developed educational, health, vocational, and psychosocial support programs tailored to the needs of abandoned children. Recruited and prepared training for staff, including caretakers, educators, medical professionals, and administrative personnel.

Community Integration and Support:

Fostered strong ties with the local community to ensure cultural sensitivity and support. Implemented community outreach systems & programs to promote mutual understanding and cooperation.

Monitoring, Evaluation, and Continuous Improvement:

Established a monitoring and evaluation system to track progress and outcomes. Used feedback and data to refine and improve programs and operations over time.

Scaling and Replication:

Once the campus is successfully established, we explore opportunities to scale the model to other regions and nations. We will share best practices and learnings with other organizations and stakeholders to replicate the model globally.

It’s important to note that this is a high-level plan and each phase requires detailed planning and execution. The Marine Foundation’s expertise in holistic development and its network of partners and collaborators are instrumental in making this ambitious project a reality.

Above is an image of the interior of a large classroom in Africa designed for the Sea Campus Universal (SCU), accommodating 400 children. The classroom features dividers separating groups of children facing the North, West, and South sides, each with a large screen for projecting digital educational content. African children are engaged in learning, with animators present to guide and assist them. The classroom is designed to provide a focused and conducive learning environment.

The concept of the Sea Campus Universal (SCU) with large digital classes is an innovative approach to education. For the education of 15,000 children aged 7 to 18, here’s a breakdown of how it could be structured:

Class Size and Division:

Each class accommodates 400 children, divided into four groups (East, West, North, and South) with 100 children each. Digital content is projected on four screens, one for each group, with animators guiding and assisting the children.

Number of Classes Needed:

To calculate the number of classes needed, divide the total number of children by the number of children per class: 15,000 children ÷ 400 children. We conceived a need for 38 classes to accommodate all 15,000 children.

Age Group Consideration:

The age range of 7 to 18 years is quite broad, so it’s important to consider the different educational needs and levels. We divide the children into different age groups or grades and tailor the digital content accordingly. For example, children into six age groups (7-8, 9-10, 11-12, 13-14, 15-16, 17-18), and we need approximately 6 or 7 SCU classes per age group to accommodate all the children.

Scheduling and Rotation:

To ensure all children receive adequate education, we implement a rotating schedule where different age groups use the SCU classes at different times of the day or week.

This approach would allow for more efficient use of the facilities and ensure that each child receives personalized attention and education suited to their age and learning level.

SCU requires careful planning and organization to ensure that all 15,000 children receive a quality education tailored to their age and needs.

The circular classrooms designed for the Sea Campus Universal (SCU) can serve as versatile spaces that can be utilized for various events and activities for the community. Here are some potential uses:

Community Meetings: The circular layout and large screens can facilitate community meetings, town halls, and discussions, providing a space for residents to come together and engage in dialogue.

Educational Workshops: The classrooms can be used for educational workshops and seminars on various topics, from health and wellness to environmental conservation, leveraging the digital screens for presentations and interactive learning.

Cultural Events: The space can host cultural events such as art exhibitions, music concerts, dance performances, and film screenings, transforming the classroom into a cultural hub that celebrates local heritage and talent.

Training and Development: The classrooms can be used for professional development sessions, vocational training, and skill-building workshops, contributing to the economic empowerment of the community.

Social Gatherings: The space can accommodate social events like community dinners, celebrations, and festivals, fostering a sense of camaraderie and belonging among residents.

Emergency Response: In times of crisis or disaster, the classrooms can be repurposed as emergency response centers, providing a venue for coordination, relief distribution, and information dissemination.

Health and Wellness Programs: The classrooms can host health and wellness programs, including fitness classes, meditation sessions, and health screenings, promoting the well-being of the community.

The design of the SCU classrooms allows for flexibility and adaptability, making them valuable assets for the community beyond their primary educational function.

The concept of dedicating the afternoon to sports and arts as an integral part of education is a novel approach that goes beyond traditional education systems. This approach recognizes the importance of holistic development, where physical, creative, and emotional growth is considered just as important as academic achievement. Here’s a development of this concept:

Integrating Sports and Arts into Afternoon Education for Holistic Development

Introduction:

In conventional education systems, the focus is predominantly on academic subjects, with limited time and resources allocated to physical education and the arts. However, there is a growing recognition of the importance of a well-rounded education that nurtures not just the mind but also the body and spirit. The concept of dedicating the afternoon to sports and arts is a revolutionary approach that aims to create a balanced and enriched learning environment for students.

Benefits:

Physical Development: Engaging in sports and physical activities helps students develop coordination, strength, and overall fitness. It also instills values such as teamwork, discipline, and perseverance.

Creative Expression:

Arts education, including music, dance, visual arts, and theater, allows students to explore their creativity, express their emotions, and develop an appreciation for aesthetics.
Emotional Well-being: Both sports and arts provide outlets for stress relief and emotional expression, contributing to better mental health and resilience.

Cognitive Skills:

Participation in sports and arts has been linked to improved cognitive skills, such as problem-solving, spatial awareness, and critical thinking.

Social Skills:

These activities provide opportunities for social interaction, helping students develop communication skills, empathy, and cultural awareness.

Diverse Offerings:

The curriculum should include a wide range of sports and artistic disciplines to cater to different interests and talents.

Qualified Instructors:

Hiring specialized coaches and instructors ensures that students receive quality training and guidance.

Facilities and Equipment:

Adequate infrastructure, such as sports fields, art studios, and music rooms, should be provided to support the activities.

Integration with Academics:

The arts and sports should be integrated with academic subjects, allowing for interdisciplinary learning experiences.

Showcases and Competitions:

Regular events, such as exhibitions, performances, and tournaments, can motivate students and provide platforms for showcasing their talents.

Conclusion:

The integration of sports and arts into the afternoon education schedule represents a paradigm shift towards a more holistic and inclusive approach to learning. By recognizing the value of physical, creative, and emotional development, this system has the potential to nurture well-rounded individuals who are not only academically proficient but also physically fit, artistically expressive, and emotionally balanced.

The educational model of the Sea Campus Universal (SCU) is unique in its approach to teaching and content delivery. While there is one teacher physically present in the classroom for every 400 students, the educational experience is supported by a vast network of professionals working behind the scenes. Here’s a development of this concept:

Front-End Teaching Supported by Back-End Content Development

Introduction:

The SCU adopts a groundbreaking educational framework that redefines the traditional teacher-student dynamic. While the classroom teacher plays a crucial role in facilitating learning and maintaining order, the richness and depth of the educational content are attributed to a comprehensive back-end support system.

Back-End Support System:

Content Designers:

These professionals are responsible for creating the curriculum and educational materials that are aligned with the learning objectives of the SCU. They ensure that the content is engaging, relevant, and up-to-date.

Content Makers:

They bring the curriculum to life through various multimedia formats, including videos, animations, and interactive modules, making learning more dynamic and accessible.

Storytellers:

Storytelling is a powerful tool in education, and storytellers are tasked with weaving narratives that captivate and educate, making complex concepts more understandable and memorable.

Engineers:

Technical experts ensure that the digital infrastructure supporting the SCU’s educational content is robust, scalable, and secure. They are responsible for the seamless delivery of content across multiple campuses.

Centralized Development Center:

The heart of the SCU’s educational system is a large development center that serves as the content creation hub. This center is staffed by a diverse team of educators, creators, and technologists who work collaboratively to produce high-quality educational materials. This centralized approach allows for consistency in educational standards and facilitates the rapid updating and distribution of content across all SCU campuses.

Implications for SCU Campuses:

Each individual SCU campus benefits from the centralized content development system, ensuring that students receive the same high-quality education regardless of their location. The model allows for economies of scale, as the content created by the development center can be used across hundreds of campuses, making it a cost-effective solution for national education systems.

Conclusion:

The SCU’s innovative educational model, with its front-end teaching supported by a comprehensive back-end content development system, represents a new paradigm in education. It leverages technology and collaboration to provide a rich and uniform learning experience to thousands of students across multiple campuses, setting a new standard for educational excellence and scalability.

In the Sea Campus Universal (SCU) concept, the term “associate teachers” refers to individuals known as “animators.” These animators play a crucial role in the classroom, not as traditional educators, but as facilitators who ensure a safe and orderly learning environment. Here’s a description of their role:

The Role of Animators as Associate Teachers in SCU Classrooms

Introduction:

The SCU educational model introduces the concept of animators, who are associate teachers with diverse backgrounds. Their primary responsibility is to maintain order and security within the classroom, ensuring that the learning process is smooth and uninterrupted.

Duties and Responsibilities:

Classroom Management:

Animators are responsible for organizing the classroom, managing student behavior, and ensuring that students are focused and engaged during lessons.

Safety and Security:

They play a crucial role in maintaining a safe learning environment, addressing any issues that may arise and ensuring that emergency procedures are followed when necessary.

Supporting Learning:

While they may not deliver educational content, animators assist in facilitating the learning process by helping students with technical issues related to digital learning tools and ensuring that the classroom resources are used effectively.

Encouraging Participation:

Animators encourage students to participate in activities and discussions, fostering a collaborative and inclusive classroom atmosphere.

Staffing and Deployment:

Depending on the size of the SCU campus and the number of classrooms, there could be 10 to 30 local animators assigned to the 38 classrooms of 400 students each. This ensures that there is adequate coverage and support for all students across the campus.

Qualifications and Background:

Animators come from various backgrounds, bringing a diverse set of skills and experiences to the role. While they may not have formal teaching qualifications, they are trained in classroom management, student engagement, and safety protocols.

Conclusion:

The role of animators as associate teachers in SCU classrooms is pivotal to the success of the educational model. They provide the necessary support to ensure that the learning environment is conducive to student success, making them an integral part of the SCU team. Their presence allows the primary teacher to focus on delivering high-quality digital content, knowing that the classroom is in capable hands.

The training of animators for the Sea Campus Universal (SCU) is a crucial aspect of the SCU educational model, ensuring that these essential personnel are well-prepared for their roles in the classrooms. The training sessions are characterized by a focus on collaboration and active participation, with animators from diverse backgrounds coming together to learn and develop the skills necessary for their responsibilities.

The position of an animator within the SCU is not only a prestigious role but also one that attracts individuals from all regions of Africa and the world. This creates a unique opportunity for cultural exchange and learning, enriching the educational experience for both the animators and the students. Furthermore, the presence of SCU campuses and the employment of animators contribute to the local economy, creating job opportunities and fostering economic growth in the areas where they are established.

Being qualified as an animator opens doors to further professional development within the Marine Foundation’s environment. Animators who demonstrate dedication and proficiency in their roles have the chance to enroll in additional vocational training programs offered by the Foundation. These programs are designed to enhance their skills and knowledge, potentially leading to career advancement and greater contributions to the SCU community.

In summary, the training and development of animators for the SCU are integral to the success of the educational model, with far-reaching implications for individual growth, community development, and economic prosperity in the regions where SCU campuses are located.

1. Educational Staff

Teachers and Educators: considering both general education and specialized subjects:
For 15,000 children with a ratio of 400 students per teacher, you would need 37.5 teachers. Since we can’t have a fraction of a teacher, we would round up to 38 teachers to accommodate all the students.

3. Animators

For 38 classrooms, each requiring 20 animators, you would need a total of 760 animators.

3. Caretaker Staff for Housing

Each housing unit accommodates 10 children with 4 caretaker couples per 40 children (assuming shared responsibility among the caretakers for these children). With 15,000 children: 15,000 children / 10 children per unit = 1,500 units
For 1,500 units, assuming 2 caretakers per unit = 3,000 caretakers

4. Medical Staff:

Assuming a small clinic that can handle basic health care needs:
General Practitioners: 10 / Nurses: 40 / Other medical staff (lab technicians, pharmacists, etc.): 20

5. Sports and Recreation Staff

Assuming various coaches for collective and individual sports, maintenance staff for facilities: Coaches and instructors: 50 + Maintenance and support staff.

6. Arts Center Staff

Assuming instructors for various arts programs and support staff: Instructors: 20 Support staff: 1

7. Administrative and Support Staff

Including campus management, finance, human resources, maintenance, security, and kitchen staff: Administration: 30 / Maintenance and cleaning: 10 / Security personnel: 50

8.Kitchen and catering staff:

150 (assuming they serve three meals a day to the campus population)

Based on the provided details, the estimated total staff for the Sea Campus Universal (SCU) would be approximately 4,308 individuals. This includes teachers, animators, caretakers, medical staff, sports and recreation staff, arts center staff, administrative and support staff, and kitchen and catering staff.

This is a rough estimate and the actual number might vary based on the specific programs offered, the operational efficiency of the campus, and the level of technological integration to support staff functions. Additional roles might be necessary for specialized programs or services not accounted for in this initial estimate.

In the Sea Campus Universal (SCU) concept, the term “associate teachers” refers to individuals known as “animators.” These animators play a crucial role in the classroom, not as traditional educators, but as facilitators who ensure a safe and orderly learning environment. Here’s a description of their role:

The Role of Animators as Associate Teachers in SCU Classrooms

Introduction:

The SCU educational model introduces the concept of animators, who are associate teachers with diverse backgrounds. Their primary responsibility is to maintain order and security within the classroom, ensuring that the learning process is smooth and uninterrupted.

Duties and Responsibilities:

Classroom Management:

Animators are responsible for organizing the classroom, managing student behavior, and ensuring that students are focused and engaged during lessons.

Safety and Security:

They play a crucial role in maintaining a safe learning environment, addressing any issues that may arise and ensuring that emergency procedures are followed when necessary.

Supporting Learning:

While they may not deliver educational content, animators assist in facilitating the learning process by helping students with technical issues related to digital learning tools and ensuring that the classroom resources are used effectively.

Encouraging Participation:

Animators encourage students to participate in activities and discussions, fostering a collaborative and inclusive classroom atmosphere.

Staffing and Deployment:

Depending on the size of the SCU campus and the number of classrooms, there could be 10 to 30 local animators assigned to the 38 classrooms of 400 students each. This ensures that there is adequate coverage and support for all students across the campus.

Qualifications and Background:

Animators come from various backgrounds, bringing a diverse set of skills and experiences to the role. While they may not have formal teaching qualifications, they are trained in classroom management, student engagement, and safety protocols.

Conclusion:

The role of animators as associate teachers in SCU classrooms is pivotal to the success of the educational model. They provide the necessary support to ensure that the learning environment is conducive to student success, making them an integral part of the SCU team. Their presence allows the primary teacher to focus on delivering high-quality digital content, knowing that the classroom is in capable hands.

The four couples residing in each house with 10 children are retired professionals from around the world who come together under the banner of the Voyage Academy, an agency of the Marine Foundation. Members of the Voyage Academy (VA) can volunteer for up to two years to become the surrogate parents, forming four couples for one unit of ten children. They are responsible for the children within the housing facility and, like real parents, take the children to school in the morning and pick them up at the end of the day. There are many details to their roles explained in the official presentation of the SCU concept.