About Us

If it were up to me, we would just dig right in. However, there are still people who would love to know what was/is running through the creator's mind, giving birth to Project VIEW. Walk with me here.

Two semesters into university, I made a realization when I began to think about possible reasons why our locally-trained professionals may feel inferior to those trained in "first-world" countries. Among all the systemic issues affecting education in the country, two stood out for me.

Interestingly, exposure has taught me these issues are worldwide and the difference is the degree of buffering.

First, the education system is not what it used to be. Various institutions, especially secondary and tertiary schools, made it their mandate to do all the heavy lifting and put almost everything before their students in the knowledge and skills acquisition. This has shifted over the years. Each individual, today, is required to take charge and, via heavy personal efforts, control how they turn up after school.

Self-learning is now the order of the day.

The second thing that came to mind after realizing this was simple. If we now know that we have to take responsibility for our own learning, then how do we even know we are doing it right? Because the truth is, nobody really teaches you how to learn. You are told what to learn. You are given materials. You are tested. But when it comes to the process itself, you are mostly left to figure it out on your own.

So what happens? You try different things. You watch videos. You read notes. You jump between topics. Sometimes it works. Most times, it feels like you are doing a lot without being sure if you are actually getting better. That is where it becomes frustrating. Not because you are not capable, but because there is no clear way to measure or guide your effort. At some point, it stops being about how much you are learning and starts being about whether what you are doing even makes sense.

That question kept coming back to me. If self-learning is now the standard, then why is the process still so unclear? That is where this project really started to take shape for me.

Project VIEW is my attempt to deal with that problem. Not by adding more content, but by making the process of learning clearer. There is already enough information out there. That is not the issue. The issue is how people interact with that information.

So instead of focusing on just providing resources, Project VIEW focuses on structure. It is built around the idea that learning should follow a path. Not a rigid one, but a clear one. Something you can move through without constantly second guessing yourself.

At the center of it are two things. Self-learning and STEM. Not because they are trendy, but because they are where the problem shows up the most. STEM is one of those areas where you cannot fake understanding. You either get it, or you struggle with it. And when the process is unclear, that struggle becomes even worse.

So Project VIEW is built to make that process clearer. To help you know what you are doing, why you are doing it, and where it is taking you. It is not about making things easy. It is about making them make sense.

The way Project VIEW works is actually simple. It starts by accepting one thing. If you are going to learn on your own, then the process needs to be structured enough to guide you, but flexible enough for you to still think for yourself. That balance matters.

So instead of throwing information at you, the system is designed to guide how you move through it. You are not just learning for the sake of covering topics. You are learning with the intention of understanding and using what you learn.

That is where the idea of Know, Understand, Remember, and Apply comes in. Not as something complicated, but as a way to make sure you are not skipping steps. You are first introduced to something. You see it. You get familiar with it. Then you work to understand it. You ask questions. You try to make sense of it beyond just recognizing it.

As that happens, remembering becomes easier. You do not have to force it as much because it is now connected to something you actually understand. Then you apply it. You use it. You test yourself with it. You see where it works and where it does not. That alone already changes how learning feels.

But it does not stop there. Because knowing and applying something in a comfortable setting is different from being able to perform when it actually matters. So the system builds beyond that. It gives you a way to move from learning, to practising, to being tested under conditions that are closer to real situations. Each part connects to the other. You are not starting over each time. You are building on what you have already done.

Another important part of how this works is perspective. Sometimes the difference between understanding something and struggling with it is not intelligence or effort. It is how you are looking at it. So instead of just giving information, the system also tries to guide how you approach it, to help you see things in a way that makes them easier to work with.

At the end of it all, the goal is simple. To make sure that if you are putting in the effort to learn, that effort is actually taking you somewhere. Not in circles. Not in confusion. But forward.