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Mavis Education Model™

Classroom Education

The Mavis Education Model™ enables the use of the Mavis Talking Books™ in classrooms, where children learn in small groups of not more than five persons per group. Group learning encourages collaboration and high level of participation among the children. Using audio splitters connected to the Mavis Pen and earphones connected to the splitter, the group members can share one Mavis Talking Book. This also helps reduce costs of deployments while improving performance of the learners. In small groups, fast learners can help the slow ones. This Mavis Education Model can be used in either public or private school classrooms.

Non-classroom Education

In less formal settings or in cases where there is no existing infrastructure, the Mavis Education Model™ enables children or adults to learn as single individuals or in groups. The group size could be more than five persons. Talking Book paper size of up to A3 is supported. This Mavis Education Model can be used in the following areas:

Family/Home Schooling
In some cases, home schooling solves the problem of safety, cost of transportation to school, unavailability of transportation to school, distance to school, expensive school fees, etc.
Nomadic Education
The portability of the Mavis Talking Books and the fact that teachers are not required for their use make them suitable for nomads.
Girl Child Education Programs
Due to socio-religious reasons, the girl child is often denied basic education in certain communities. The Mavis Talking Books™ make it possible for female children to get quality education wherever they are in their own closed user groups.
Mass Literacy Programs
The Mavis Talking Books makes it possible to bring cost effective, quality literacy programs to the users (children or adults) – especially since teachers are not required.
Community Learning Centers
In communities where it is not economically viable to build school structures, the Mavis Talking Books™ takes quality learning directly to the learners where they could be supervised by roving facilitators.
Community Sensitization/Advocacy Programs (Health, Agriculture, etc.)
Getting facilitators for sensitization/advocacy programs in health, agriculture, etc. in various communities could be very challenging in terms of cost and knowledge of the local language(s). The Mavis Talking Books help overcome such limitations since they can be programmed in the languages that the target beneficiaries understand. They can be deployed in such communities without needing facilitators and the associated costs.
Education in Conflict Areas
In conflict affected areas, the Mavis Talking Books provide learning-on-the-go where infrastructures are not available or required. Examples could be in IDP Camps, Refugee Camps, etc. Our solution ensures priority is given to continuing education and that children do not lose school years due to conflict situations. Since the Mavis Talking Books are available for use anytime of the day, children who have lost school years could be helped to catch up with their peers.

Why the Talking Books & Education Model

a. Recognizing of the dearth of good quality teachers, good quality educators are used to develop high quality lessons and learning materials, using the NERDC curriculum

b. Technology is used to make the developed content readily available/accessible to the learners wherever they are. Internet is not required.

c. The technology is simple to use and delivers the lessons interactively (in an exciting and engaging manner) in the language that the learner understands (preferably, in the mother tongue in the first three years of the Primary School). This is a requirement of the National Policy on Education.

d. This mode of education is learner-centered and self-paced. The design is such that even a stark illiterate can use the Talking Book™ to learn.

e. In a classroom setting, children learn in small groups of four (4). Collaboration and high degree of participation is achieved, and learning is greatly enhanced. Average grades improve tremendously.

f. The burden on the teacher is drastically reduced, so that the teacher can now facilitate learning by going around to assist the small groups, if they need help. The teacher writes very little on the board and is not exhausted at the end of the day. A teacher handles more small groups with better results. The teacher can use the teacher’s pack to continue self-improvement.

g. In a non-classroom setting, no infrastructure is required. Out-of-school children (OOSC) can start using the Talking Books after few minutes of getting exposed to them. OOSC can also learn in small groups as discussed above. Adults or even parents can learn together with the children. The Talking Book is a great enabler.

h. Girls can use the Talking Books to learn or they can learn with their small group of friends. This way the discrimination against girls or certain socio-cultural concerns could be drastically reduced, if not eliminated.

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