Partnership with Katie Welfare Trust
Katie Welfare Trust Bio
Katie and I spent our 2004 honeymoon in South India. We were visiting the main temple in the city of Madurai (state of Tamil Nadu, South East India), where we had the pleasure of meeting Brother Edwin Issac.
He told us of an orphanage (ISA Children’s Home) he had founded, and was currently running on the outskirts of the city. He invited us to visit, but I was ill and we declined his offer.
Exchanging addresses, we parted ways.
Upon our return to California, we sent a care package to ISA (clothes, school supplies, ect.), later receiving heart-felt photos of the items donated, as well as the people who had so benefited from them. The light bulb went off: It is possible to make a difference. Thus began our desire to work on-going w/ Brother Edwin.
All sharing a passion to contribute, we created a Trust to formalize our relationship; Katie Welfare Trust was established in 2006.
The Trust’s Mission:
To make a positive impact on the tribes of Thandikudi, located within the mountains of Kodaikanal, 125km Northwest of Madurai (see map below). We are in the process of purchasing a parcel of land (approximately 2 acres) in the area, where we plan on building an orphanage with corresponding school (nursery and primary, with a focus on English language acquisition), a home for the elderly and handicapped, as well as a center for women’s reproductive health.
We recently registered the Trust in the U.S. to enable those who donate to receive a tax deduction. We are being sponsored by a wonderful organization, Omprakash Foundation (www.omprakash.org), and are confident our 501© (3) status will increase our ability to fund raise, and empower the Trust to make a bigger impact on the tribes.
When donating, please make the check payable to, “Omprakash Foundation”; in the memo area of the check, please write, “Katie Welfare Trust”, and send donations to:
Katie Welfare Trust
c/o Jason M. Beck
4 Mallory Lane
Redding, CT 06896
We will deposit the funds in the Trust’s bank account in the U.S., and wire the donations to our Trust headquarters in Marurai. Please provide us with a mailing address; we will send a receipt which can be utilized for your tax deduction.
Any donations, however small, will make a fundamental difference in the lives of these people.
In Humble Service,
Katherine T. Sadowski & Jason M. Beck
Katie Welfare Trust
Partnership with BECC
Vision
“To build a community based on the values of Love, Justice, Equality and Peace”
Mission
“To help the marginalized and needy improve their quality of life by providing financial, educational and life skills inputs”.
Project profile
Located in Mumbai (Bombay), Maharashtra, Bandra East Community Centre (BECC), established in 1st September 1974, is a registered voluntary social work organization (NGO, Regd No: BOM-42/76 GBBSD) catering to the socio-economic development of the slums and pavement dwellers. This centre has three storeyed infrastructures with 25 staff and more than 15 volunteers. The activities reach out to street children project, handicapped programmes, community development programmes, clinic for poor slum dwellers, Senior citizens programmes, educational trade courses for the slum youths, nursing room for the street and handicapped children etc.
Web site and contact info: www.beccindia.org ; beccdirector@yahoo.co.in
About the Project
Over the period, the street children project arbitrates to tackle the issues of streets children in Mumbai City with an Integrated Programme. In 1991 an Integrated Programme for Street Children started, under this project it runs 24 hours drop-in shelters and provide food, clothing, shelter, non-formal education, recreation, counseling, and guidance and referral services for children. The other components of the programmme include enrollment in schools, vocational training, occupational placement etc. At present the project look after about 55 street children in BECC shelter home. We work to ensure that every street child is entitled to adequate nutrition, medical care, education, housing, and recreation and is to be protected from all forms of negligence and cruelty from hardened exploiters for their selfish gains.
Need for Volunteers
1. This could be an exchange programme with our staffs and the volunteers. Perhaps volunteers may be get inspire to do more work and also our staff may benefit by exchanging views.
2. We have number of children they can take classes for them. I am also worried these children from the road and don’t have proper upbringing as a result qualified volunteers may find it difficult to go to their level.
3. Most of the time children are occupied because children are going regular classes.
4. As you are aware each child has it own back ground and story to tell each child should be handled accordingly.
5. Five children are mentally or disable children.
6. We have senior citizen/drop out school girl under our guidance and care it would be nice to listen to them but volunteers may have language problem.
6, To stay a great problem we do not have rooms. If they are willing to stay with the children we can accommodate for two week maximum. Again volunteers may not like the set up.
Partnership with Asha Darshan
We are proud to be working with Asha Darshan, a community-based organization working in Assam in NE India. Learn more about Asha Darshan or check back soon for more information!
Volunteer in Pakistan
RAWA, the Revolutionary Association of the Women of Afghanistan (www.rawa.org), runs a number of schools and orphanages in Pakistan. As demonstrated by the email excerpts below, RAWA is eager to host volunteers who can offer their help in any way. We strongly believe that supporting education and cross-cultural contact in this part of the world is a critical step towards undermining some of the roots of hatred and prejudice. Please contact us or RAWA(Andeisha@rawa.org) if you are interested in this volunteering opportunity.
Letters
We invite you to browse through our archive of past newsletters.
Volunteer in Uganda
-SOVHEN Uganda is looking for volunteers to help them with nutrition and enviromental health education. The volunteers work with 29 staff members (2 fulltime and 27 part-time) and a pool of an additional 120 volunteers (35% out-of-school and 65% in-school) and live together in the rural areas of Mpigi, Masaka and Rakai and in the urban slum areas of Kampala. Learn more about our partnership with SOVHEN Uganda>>
-Youth Vision Uganda is currently accepting application letters from creative, talented, passionate and innovative youth to work with orphaned vulnerable children under its early childhood development education model centre of Bright Destiny Academy or its Sports for Development program. Learn more about our partnership with Youth Vision Uganda>>
Partnership with SOVHEN Uganda
Project Profile
Supporting Orphans & Vulnerable for Better Health, Education and Nutrition in Uganda (SOVHEN Uganda) is a student founded legally registered Voluntary Not For Profit and Non Governmental Community based Organization, founded on 15th August 2001 to organize orphans and other vulnerable groups living in difficult circumstances in urban slum and rural areas of Uganda, build solidarity and cooperation among the target group, promote their economic and social development and improve their organizational ability.
Our mission is to struggle for a better quality of life and increased life expectancy for orphans and other vulnerable groups living in difficult circumstances. We will serve in purpose through community dialogue with the rights holders/claimers and duty bearers at individual, household, community, government, local government, religious, higher institutions of learning, private sector, media and international level building on existing community channels, their structures and networks, their resources and opportunities
Partner History
SOVHEN has been an Omprakash partner since summer 2008.
Need for Material Resources
Institutional building: USD $ 6,000 is needed to purchase a truck for transport of SOVHEN Uganda duty bearers in our 4 districts of service for rights holders/claimers group formation, village organization and creation of a federation through community dialogue.(hiring is not cost effective)
The objectives of institutional building programme are to: create solidarity and cooperation among duty bearers and rights holders/claimers with particularly emphasis on orphans and their households participation: build the capacity of group members for sustainable development: encourage groups towards collective action to use natural resources for income generation, support individual groups in conflict resolution, problem solving and development so that groups can manage their activities independently, and enable the orphans and their households to participate in the national development process.
Eduaction:
- Adult literacy program: $1000 per year fully sponsors Adult literacy program
The objectives of the Adult literacy program (ALP) are to provide surviving parents and other orphan care caregivers in their groups with an opportunity to: learn how to read and write their names and addresses: understand group dynamism; understand the importance of child education and help their children in basic education.
- Non Formal Pre- Primary Education: for $15 per month you can sponsor an orphan living in difficult circumstances in households: separated from their siblings, widow and child headed, impoverished and abusive, institutional care, old and frail grand parents, orphans who have become children street children, refugees or internally displaced, HIV+ orphans, orphans who are being used as child laborers by meeting his/her pre primary education, scholastic materials, feeding, clothing, medical care and other essentials. What is required is a start up fee of $50 and then a monthly support fee of $15 thereafter. Detailed information, photographs and background of the boy/girl pr child will be provided to his/her sponsor
-Non Formal Post Primary Education: for $30 per month you can sponsor an orphan living in difficult circumstances in households: separated from their siblings, widow and child headed, impoverished and abusive, institutional care, old and frail grand parents, orphans who have become children street children, refugees or internally displaced, HIV+ orphans, orphans who are being used as child laborers by meeting his/her post primary education, scholastic materials, feeding, clothing, medical care and other essentials. What is required is a start up fee of $100 and then a monthly support fee of $30 thereafter. Detailed information, photographs and background of the boy/girl per child will be provided to his/her sponsor
Books: SOVHEN Uganda is in constant need for books for our mobile reading tent with an aim to develop life long reading skills and culture and to encourage literacy. The mobile reading tent targets less advantaged children in our rural and urban slum areas of service in order to inculcate the reading culture and introduce them to libraries at an early age.
Clothing: We are in constant need of clothing to improve on the health and well being of the rights holders that we serve. They are 400 children below 18 years who have lost one both parents. Their numbers include orphans in households: separated from their siblings, widow and child headed, impoverished and abusive, institutional care, old and frail grand parents, orphans who have become children street children, refugees or internally displaced, HIV+ orphans, orphans who are being used as child laborers.
Shelter: For $6000 we can have a home for the suffering hard to place children who include orphans who have-not been successfully traced, handicapped children, and groups of siblings. The home will enable us create a safe loving and nurturing environment for these rights holders/claimers as we plan to accommodate more. They will be provided with health diet and good education while in the home. While in the home, these children will undergo discipline and behavior change before they are released back into the community. In the long run, we shall have these children growing up as God fearing and as the future generation of leaders who will have a value system that stops war and prevents diseases. When they are released back into the community as health, educated and well-adjusted adults they will surely play their part in re-building their country into a positive and prosperous nation.
Need for Volunteers
As duty bearers entrusted by society to fulfill the human rights of rights holders/claimers namely orphans, persons with disability, elderly, women, children) living in difficult circumstances in urban slum and rural areas of Uganda, we are in constant need of volunteers ( individuals and institutions ) both formal and informal from other countries to jointly play our parts as duty bearers with a responsibility of ensuring that the rights of orphans and other members of the society, especially those most vulnerable are attained.
Together with the volunteers we will build on existing community channels (groups and organizations), their structures and networks, their resources (manpower, funds, materials and structures) and opportunities in addressing prioritized issues of concerns for the rights holders/claimers in the areas of Institution building: Self Generating Fund: Education and Awareness Raising: Environmental health and nutrition.
The volunteers in collaboration with our 29 staff members (2 fulltime and 27 part-time) and our pool of 120 volunteers (35% out-of-school and 65% in-school) will live together with the rights holders/claimers and their surviving duty bearers in our villages of service in the rural areas of Mpigi, Masaka and Rakai and in the urban slum areas of Kampala. This arrangement provides another opportunity for the volunteers to assimilate the foreign culture and is important for their integration into the local community. The host family provides support, a sense of belonging and serves as a reference point to help orient the volunteers in their foreign environment.
Volunteer in Nigeria
CHRIFACAF is seeking short-term volunteers to make an impact on the lives of their community. They accept volunteers with various backgrounds and skills. The volunteer would spend one to three months with CHRIFACAF and there would be available accommodation with the host communities or inns nearby. Learn more about our partnership with CHRIFACAF>>
Partnership with Nigerian Christian Fellowship and Care Foundation
Project Profile
The Nigerian Christian Fellowship and Care Foundation (CHRIFACAF) is a non-profit humanitarian organization whose primary focus is to provide free health care and humanitarian services to the surrounding rural communities and beyond. To liaise and partner with local and international humanitarian service providers in the identification of target communities for the operation of the foundation’s in the actualization of her aims. To print free Christian tracts and engage in free Christian education to all interested member of the Christian community. We are dedicated to working with old people, young people, widows, disabled, women, orphaned and vulnerable children, families and their communities in Imo State, Nigeria, to reach their full potential by tracking the causes of poverty and injustice.
Partnership History
CHRIFACAF has been an Omprakash partner since summer 2008.
Need for Volunteers
CHRIFACAF values short-term volunteers because we repeatedly see how their brief excursion makes a lasting impact on their lives as well the lives of the people they go to serve. We require volunteers from vary background and the ones that have vast array of different skills.The volunteer would spend one to three months. There would be available accommodation with the host communities or inns nearby
Need for Material Resources
Here is current list of projects that requires funding and monetary donations.
REQUEST FOR SHIPMENT SPONSORSHIP COST:
Books for Africa, a non-profit in U.S.A, has approved a shipment of a 40ft container packed with books and five laptops to Christian Fellowship and Care Foundation, a non-profit based in Nigeria, to enhance literacy and furnish libraries in Imo State, Nigeria.
According to Books for Africa, the value of one 40ft container of books by conservative IRS estimates exceeds $165,000, while the cost required for shipment of the container is estimated at $10,000. We therefore, request sponsors who can take it upon themselves to ship the above container or help with the shipping cost.
Education sponsorship for low income children:
To provide books, pens, educational materials, school uniforms, etc. for children’s whose parents cannot afford it. We target to sponsor and pays school fees for 100 children’s, 50 from primary and 50 from secondary, from low-income families in Ehime Mbano..
Cost (US$) Quantity Total (US$)
Primary school student $10 50 $500.
Secondary school student $25 50 $1250.
Education:
To foster a basic education, providing a civic skills and competence apart from general education, Civic competence also includes a basic knowledge of Science, computer and technology, the use of information and communication technology, the promotion of health, dialogue and interaction skills and social skill, so that marginalization and alienation can be prevented, thereby unlocking the opportunity for children, Adults, women and girls also
Cost (US$) Quantity Total (US$)
Youths Computer House. $25,000 1 $25,000.
Vocational Training on different skills for 60 youths.
Health:
To train village health volunteers who will provide free First Aid and health care to the villagers in other to improve survival for the most vulnerable children, integrated management of childhood illness, nutrition and monitoring of their health.
Cost (US$) Quantity Total (US$)
Training of village health care volunteers $300 30 $9,000.
Provision of primary Health care by construction a health care center in Nzerem.
$45,000. 1 $45,000.
Provision of foods/ Orphanages:
We wish to provide raw foods such as rice, beans, garri, yam and cooking items to Orphanages in Imo State. The raw foods would be distributed to the management of each orphanage twice a month as well as to engaged in school feeding program for school children who goes to school hungry.
Provision of clean water to rural communities:
For many years now, the community of Nzerem has been suffering because of water. Located in steppe and desert terrain, Nzerem is one of the poorest community in Ehime Mbano in Imo State, Nigeria. The inhabitants have to obtain water from overflow collectors of small, unsanitary river. Hepatitis, Diarrhea, intestinal infections, and parasites kill many of the residents each year, 85 per cent of them “children”. This causes a desperate search for water, especially for the women, girls, and boys, who are responsible for obtaining water for the household and livestock. Boys and girls have to drop out of school and walk eight to nine miles in deep down valleys a day to get water that the family needs
Clean water is obtained through drilling of boreholes. This requires the drilling of bore holes, pumping systems, building of water tank and other expenses.
Partnership with Circle Of Women
Circle of Women: Reach and Teach Across Borders was founded in 2006 as a nonprofit organization to promote education for girls in the developing world through collaborative school building projects. Its mission is to equip girls with self-reliance, knowledge, and increased capacities to both enhance their own lives and to become active, contributing members of their changing societies. Circle of Women also raises public awareness about these girls’ education and interests to facilitate a global exchange of information and resources. If you are interested in contributing either human or financial resources to Circle of Women we encourage you to visit their website, http://www.circleofwomen.org, or email an inquiry to info@circleofwomen.org. If you have a question for Circle of Women’s contact with Omprakash please email nick@omprakash.org.
Circle of Women created a partnership with Omprakash in July, 2008. The partnership was created in light of shared goals and similar efforts at the proliferation of education. Like Omprakash, Circle of Women believes that the world houses an increasingly global community, which features a circle of exchange: exchange through dialogue, through support, through actions, through admiration, and through understanding. Circle of Women strives to create a channel for positive cross-cultural exchange. Therefore, they look to find both financial and volunteer support through the Omprakash network.
Need for Volunteers:
Circle of Women is looking for volunteers who are interested in its cause and who looking to help add momentum to the organization and its goals. Volunteers can get involved through the Circumference Program by starting a new Circle of Women project, starting a Circle of Women branch, or supporting Circle of Women’s existing programs. You can support an existing program by volunteering your time, sharing your network, or by sharing your ideas, expertises, or resouces. If you are interested joining the circle, please contact info@circleofwomen.org to learn more about its Circumference Program.
Circle of Women is looking for financial support for the construction and maintenance of the Wonkhai School in Afghanistan and the subsequent education to girls that it will provide.
“Project Wonkhai”, is Circle of Women’s first project. It involves the construction of a 600-person girls’ school and a health clinic, the maintenance of school supplies, and the support of supplemental salaries for teachers in Wonkhai, Afghanistan. In total, the project will cost $115,000. Fahima Vorgetts, a board member of Women for Afghan Women, collaborates with Circle of Women by serving as an in-country contractor during frequent trips between the US and Afghanistan.
$ 15 buys a blackboard for a classroom.
$ 20 pays the lead teacher’s salary for one month or buys 15 textbooks.
$ 50 buys 150 desks.
$ 100 covers the cost of educating one girl for one year or buys access to healthcare for 10 girls on the school site.
$ 200 covers the annual cost of bus transportation for the girls or the training of one teacher.
$ 600 buys lunch for all the girls for one day.
$ 1000 buys the school supplies for all 600 students for one year.
$5,000 covers the cost of an electrical power generator and internet access.
$15,000 covers the construction costs of a women’s healthcare clinic.
Partnership with Sphoorti Foundation
Project Profile: SPHOORTI (http://www.sphoorti.org) is a simple grassroots organization working for underprivileged children - homeless, orphaned, abandoned and other at-risk groups. It was formed in Aug 2006. Its mission is to change lives of children belonging to such underprivileged groups by providing them with long-term care and skills, and transform them into responsible citizens. Children at SPHOORTI are in their complete care and custody and SPHOORTI is committed to impacting their lives 24×7, 365 days a year. To learn more, please contact willy@omprakash.org or srivyalv@yahoo.com.
Partnership History: SPHOORTI has been an Omprakash partner since June, 2008.
-In June, 2008, SPHOORTI received 15 boxes of books as part of our India Book Distribution Project>>
Need for Material Resources:
-Educational expenses for 53 children - $5600 per annum
-Furniture requirements – Iron racks (12) - $600 buckets (12) - $400
-Water containers - $160
-School bags - $600
Need for Volunteers: SPHOORTI is searching for a volunteer who can help improve its website.
Learn more about SPHOORTI: www.sphoorti.org/gallery.html; www.sphoorti.org/testimonials.html; www.youtube.com/group/sphoorti
Videos
Partnership with MORE
Movement for Rural Emancipation (MORE) was started in 1984 with a commitment for fighting poverty and marginalisation. It is a Civil Society Organisation (CSO) based at Madanapalle in Chittoor district of Andhra Pradesh in India. Madanapalle is part of Rayalaseema, which is an arid zone known for its recurrent droughts.
The reconstruction path of MORE includes (a) Education (b) Health (c) Livelihoods and (d) Leadership Development. It focuses on the most vulnerable and marginalised sections of society with a view to include them in all spheres of development process. The organisation believes that inclusive growth and development will be a reality only when the most marginalised sections occupy the centre stage of development. This is possible only by community based approaches with a “bottom-up” orientation. Community based reconstruction or Community Based Rehabilitation (CBR) is the philosophy of MORE.
MORE keeps constant touch with marginalised and vulnerable people such as Persons with Disabilities (PWD), Persons Living with HIV and AIDS, dalits, religious and ethnic minorities, women and most importantly children. Through CBR means MORE aims to bring an end to discriminatory attitudes within communities and help develop an inclusive society.
Since inception MORE has been putting its efforts on supporting children from poor and excluded families to access school education. In 1997 it broadened its focus to Community Development through Participatory Rural Appraisal (PRA) techniques. MORE carried out a novel conscientisation programmein 30 villages (for 2 years) in Gurramkonda mandal (mandal is a sub unit of a district) with adolescent girls and women. This programme resulted in profiling MORE as an agency engaged in rights and development action in the district.
MORE initiated a CBR project in 300 villages (Madanapalle, Vayalapadu and Kurabalakota mandals) with support from ActionAid in 1999. A mid term review of this project was carried out in 2004 with technical support from Asia-Pacific Development Centre on Disability (APCD), Bangkok. The review findings were positive and led the project to gear itself up for another 5year extension. A Withdrawal Plan has been finalised for the period 2007-09 according to which ActionAid support will come to an end in 2009. MORE is actively looking for new partnerships in this context.
Over the years MORE has been able to develop a system of therapeutic and educational services for PWD at their doorsteps. These services are provided by CBR Workers (CBRWs) who are identified and trained by the project. Each CBRW covers a cluster of 6 to 8 villages known as a Panchayat. Panchayat is the lowest rung of political and administrative structure in India.
The CBR Panchayats consists of 15 to 30 PWD depending on the size of the Gram Panchayat. The members elect a CBR President and 5 Disability Activists (one each for loco motor, intellectual impairments, cerebral palsy, speech and hearing and visual disabilities) for a two-year term. The CBR President and the Disability Activists form a core group at the CBR Panchayat level. This Core Group appoints a CBRW in consultation with the project staff. CBRW is constantly trained by the project so that he/ she is in a position to provide therapeutic and educational inputs for PWD.
The Disability Activists elect their Spokespersons who operate at the mandal level. Each mandal has 5 disability-specific Spokespersons. These Spokespersons in turn elect Disability Leaders to represent PWD at the district level. The Activists, the Spokespersons and the Leaders have critical engagement with Panchayat Raj Institutions (local self-governance institutions) at different levels.
CBRWs
CBRWs are identified and trained by the project. They visit homes of PWD and initiate discussion amongst family members and neighbours on the barriers they face. Needs assessment of the person concerned is made through group discussion taking into account local resources available. The project has been able to identify 45 rehabilitation goals that are necessary for different PWD in the area. These least common goals fall under 3 categories namely therapy (20), ADLS (15) and pedagogue (10). CBRWs are trained to work with PWD and other family members on these goals on a 3-month time frame basis. As far as possible family members and neighbours take responsibility for the necessary action. The CBRW acts as a facilitator and gives expert inputs. Once a goal is set for PWD it becomes a collective responsibility of the household members while CBRW assumes the catalyst role. The CBRW commits to visit the household 4 times a month spending 2 hours with PWD on each visit. It is generally expected that a “CBR goal” is achieved over a period of 3 months. Hence the CBRW visits the household 12 times with clear tasks and objectives. The payment for CBRW is made on the basis each visit.
MORE believes that CBRWs are common denominators who can fit into either a development scheme or function as freelance workers. During the past 5 years the project has trained more than 100 CBRWs who are providing “CBR deliverables” in their respective villages. Some of them operate in freelance mode while some work in a project framework.
A system is in place where achievement of goals is reviewed at the end of 3 months to decide whether the families then can continue the process on their own or not. Clear task analysis with house visit schedules will be worked out in consultation with family members and activists. CBRWs will be paid fees based on these schedules with due endorsement by the CBR Panchayat.
PROPAGATING CBR
With the experience of training and promoting more than 100 CBRWs MORE would like to request prospective supporters/ partners for popularising a cadre of CBRWs. The reason why MORE wants to promote CBR is because it brings rehabilitation know-how to rural and slum communities’ thereby enabling people to take responsibility for their own lives. MORE is keen to highlight the need for CBRW at every panchayat level. If a panchayat can afford to have a teacher, a health worker, a revenue collector or any other community functionaries then why not have a CBRW as well?
PARTICIPATORY TRAINING
MORE has a rural training facility that can accommodate 25 persons at a time. Over the years the project has developed a system of CBR training that is based on community resources. It has put together a training curriculum with 120 clearly defined sessions. Please contact for details. These sessions have been developed keeping in mind the CBRW profile that has emerged out of the project experience. Each session is planned for 1.5 hours with a combination of lectures, role plays, practical inputs and other group exercises. These sessions focus on the (45) CBR deliverables apart from other essential elements. The training will be provided in 3 phases with 10 days duration each. During the inter phase periods the trainees will be oriented to field work in their respective villages. Thus the 30 day training programme is scheduled to culminate over a span of 3 months. By this time the CBRW trainees will have been graduated into their works.
An important aspect of the training is that it is totally participatory. As the sessions have emerged from the community experiences the faculty too is mostly from the community. Disability Spokespersons play a key role complementing the project staff who lead the sessions. Where necessary the training co-opts external faculty drawing from other CSOs in the area.
COMPLIANCE WITH STATUTORY REQUIREMENTS
The Governing Board meetings take place regularly. The minutes of these meetings are filed with the Registrar of Societies on annual basis. Filing of FC and IT returns are complied as per law. The staff is covered under PF and gratuity schemes. Asset registers are maintained and major items insured. Regular depreciation of the respective values is notified in the audited statements.
The Executive Committed receives quarterly reports on the management of the project. Gender Cell has been constituted at the board level. The members of the Cell interact with project staff periodically. Major decisions in relation to the project are taken in consultation with Board members and funding agencies.
MORE has clearly written down rules and regulations on (a) staff matters (b) accounting procedures (c) statutory requirements (d) code of conduct etc. This has been followed since 2000. This written document is updated as and when required.
Helping Hands– More Information
INTRODUCTION
We founded Grupo “Yanapaq Maki Kuna” in 2005 on the first of August, and therefore we are still quite a young organization. Grupo “Yanapaq Maki Kuna” means “Helping Hands” in Quechua, the original Inca language.
Our object is to help the children and single mothers who are in a state of poverty, abandonment, physical and emotional violence, malnutrition, and discrimination. At the moment our main location is in the San Sebastian district of Cusco.
The volunteers that have assisted our organization over the past few years have come from countries all over the world, including Holland, the United States, Germany, and many others. If you help us, on any level, you are working to improve many peoples’ lives and will forever be a part of this project.
THE LOGO
Our organization’s logo expresses exactly what we are about: to give and at the same time receive.
In the logo’s photo the small hand is giving to the larger hand; the significance being that even the poorest people of the world have something to give.Both hands need each other, because without one the other can neither give nor receive.
We can all be represented by both hands, the larger or the smaller, depending on the circumstances. The social situation in Peru is still rapidly deteriorating, both economically and educationally. Human misconduct and exploitation is a daily occurrence. The drive of our society, as it is in all others, is to survive and to work towards a comfortable life. However, here in Peru opportunities for happiness and prosperity seem destined for the few blessed with economic power. Over the past ten to twelve years, the problem of socio-economic difference has grown to appalling proportions. Many are experiencing poverty and the misery that accompanies it; this is the reality we live with. Ignoring the poor seems to be the easiest solution for many, including the government; however, we know it only makes the problem worse.
FACTS AND FIGURES
Cusco´s Social and Economic Reality:
-52 % of the population is female and 48 % male.
-Only 15 % of the working population occupies professional positions. Of this percentage only 0.8 % are women.
-Only 5.5 % of women with families work and are the sole support of their families. The rest are “landladies of house” (they work at the house).
-There are many stereotypes about women and work. For example: for many men, a woman who works wants to be a man (or lesbian) or is unfaithful. A real woman takes care of her children, cooks well, washes and does not leave the house. Culturally, it is difficult to think about a woman as a boss. A woman is never going to be as efficient as a man, have a happy and united family, etc. Because of these stereotypes and others, it is difficult for women to find work, and if they do, they usually have many problems with their husbands and neighbors. There are many stereotypes about men also. For example: a man is the “king” of the house. The man must support his family, but does not do housework, cook, etc. Only the man can go out with his friends. All this seems of an ancient novel, but it is our sad reality. Many women suffer ill-treatment by their husbands or cohabitants. And naturally the stereotypes and their harmful results are more prevalent in communities lacking education.
-Normally, young men marry between 19 and 25 years. In the poorest sectors, many marry younger and often as a result of an unplanned pregnancy. In the more affluent sectors, men marry between 29 and 34 years.
-38% of Peru´s population consists of children, teenagers and young adults (from 5 to 24 years of age), One reason for this is the tendency of young, poor families to have four or five children. (Many of these births are not planned.)
-Of every 10 physical and emotional acts of aggression toward women, only 2 are denounced, the rest are considered to be “normal” family problems.
-The mistreatment of children is frequent due to parents’ mis-education. For example, some parents make their children sit on warm bricks because they wet themselves in bed. The parents believe this will cure them of this “disease of the cold.” Many children go to the hospital with burns from this remedy. Other mistreatment is the result of violent or alcoholic parents, acting out of economic and/or personal frustration.
-Out of every 10 illiterate people, 7 are women.
-Iliterate persons face marginalization in schools as well as general social life.
Cusco´s Educational Reality:
-35 % of school aged children do not go to the school, because they have to work.
-Many children study at night and work during the day.
-25 % of children who study do not graduate.
-75 % of children who study are malnourished.
-30 % of 8 and 9-year-old children can neither read nor write.
-Children are in classes 4 hours daily.
-Classes are completely theoretical; none of the work is experiential. There are no theatre, music, art, or physical education classes. Field trips never occur and investigation and personal development is not encouraged. This model is unable to holistically serve the needs of the students.
-In the primary and secondary schools there is a minimum of 40 students per class. Normally the teachers are unable to learn the names of the students, let alone their problems.
-92 % of students who finish secondary school do not know how to study or know what to do after completion of their studying.
FROM PRE-INCA CIVILISATION TO NOW (Historically Taught Values)
In the pre-Incan period the ancient people of Peru abided by the three following words:
La mita refers to the “work” that had to be done within the society. People worked together as a community, for the good of the community; and at the same time to improve the circumstances of every inhabitant. Work was regarded as a moral responsibility rather than mandatory action. Participation in this activity was in fact to be part of the community.
Work changes your life, from the inside to the outside; it is a blessing, not a punishment. But the work must have one communal goal; the individual is second. What you do for the community is reflected in your personal life.
Mita= work, individual, group
El ayllu stands for “the individual within the group”. The key to forming harmony and solidarity within the community is respecting your fellow individual. Thus, in pre-Incan culture every person in the group had their own qualities and position, from the children to the elderly, and from the women to the men; every person was respected for his or her contribution.
Ayllu could be a boy in the street, a beggar asking for life, a poor mother with a hungry child, and people suffering because they don’t have friends or love. Ayllu is people living well and poorly. Ayllu is everyone you know and all the people that you will know. Every person has qualities in common with the other; we just don’t have the time or interest to recognize this.
Ayllu = people, personal, and group
El ayni incorporates the idea of each person’s individual rights and responsibilities within the group. The life of every person in pre-Incan society was guarded by the principle of “el ayni,” because it was the law of living together. The ayni existed in the actions of the people, not in papers or words: thus, for indigenous people, justice is action.
Ayni = the law, social order, natural justice
GROUP MISSION
The work we have already accomplished and will continue to accomplish in the future is based on the three ancient words: La mita, el ayllu, and el ayni; because we firmly believe this is the only way to successfully change people’s lives.
PLANS FOR THE NEAR FUTURE : (2008)
This year (2008) we hope to help 60 children with quality education, daily breakfast and lunch, medical assistance, and our love and protection. The school started the 3rd of March this year. The children study in one year what they normally would study in two years in a normal school, and thus have a chance to recover lost years. We are convinced this is possible because of the following three reasons:
1. Our classes are smaller than those in regular schools. While a normal Peruvian school works with classes of 40 children our classes will have half this amount. By teaching in groups of 20 children, every student will receive more personal attention and automatically the speed at which the entire group is able to deal with the subject matter will increase.
2. Our teaching methodology focuses solely on core education, rather than paying a lot of attention to “extra” subjects. A traditional school in Peru will teach religion for at least two hours a week; it will also teach “educacion civica” (teaching Peruvian national emblems, anthem, etc.) for two hours a week.
3. Our school offers a 7 hour program instead of the regular 4.5 hour program, increasing its efficiency.
FUTURE PLANS
1. THE EXTENSION OF THE SCHOOL BUILDING:
We believe that the construction of additional classrooms would be a solution to many of the problems in this area. Currently we have just 4 classes but we are planning to make 2 more in the next year. Right now the closest area school is completely full, which means that many of the children travel a substantial distance in order to receive proper
education. With the construction of a new school these children would not have to make a long and expensive commute. With a school in their proximity, many children currently unable to study might be willing and able to participate.
Also the new building could provide the infrastructure for “COMMUNAL MEETINGS” and “PARENT SCHOOLS” as well as to provide a meeting point for students and professionals of education. In addition, this building might also be used as a “POPULAR DINING ROOM” (see point 3) and for “COMMUNAL SHOWERS” (see point 4).
In other words, an extension of our school could change the lives for many people in our community. We have a building where classes will be taught this year, but it is relatively small and we will need a bigger structure for the future.
2. EXTENSION OF THE SCHOOL’S SERVICE:
We are planning to offer an alternative form of education in order to reach the street children who are not fortunate enough to participate in our regular school program. These children do not study because school schedules are inflexible around their employment in the streets of Cusco washing cars, and selling postcards, cigarettes, crafts, etc. For this specific group of children we will offer a special program.
(At right: Mario with students.)
Seventy percent of the normal program will be offered in special autodidact materials. In this way the children working in the streets will be able to create a special schedule around their work. We will however continue to teach thirty percent of the classes to students in this alternative program in traditional form. This means the students will come to our school one or two days a week in order that adequate guidance and control can be maintained.
Thus our goal is to reach a bigger group of working street children so that these children will NOT LOSE YEARS OF EDUCATIONAL OPPORTUNITY.
3. IMPLEMENTATION OF A “COMEDOR POPULAR” (POPULAR DINING ROOM):
A “COMEDOR POPULAR” is a place where the poor can eat a good meal at a fair price. In Lima, these COMEDOR POPULARS are very common and have many clients. Normally alunch, in a restaurant, costs between 3.5 - 4 Soles, but in a POPULAR DINING ROOM, the cost of a lunch is around 1.5 Soles.
By providing a “COMEDOR POPULAR,” we hope to be able to feed 40 families living in extreme poverty. These families generally suffer from bad nutrition and every day it is a struggle for them to live on 5 or 6 Soles (one dollar is 2.94 Soles) for the whole family. The implementation of a “COMEDOR POPULAR” would completely change the lives of these families.
The most important spin-off of this initiative would be to informally educate many of the illiterate parents. Our experience has thought us that many of the parents involved in the project are generally reluctant to follow any classes to combat their illiteracy. Yet our same experience has shown that if basic commodities are provided for the family, the parents are generally more inclined to be educated about important things like disease prevention and basic hygiene.
4. IMPLEMENTATION OF “COMMUNAL SHOWERS”
This service is important because these families do not have facilities to clean their bodies. Many children do not remember when it was the last time that they took a shower. We believe that offering communal showers would help to change the hygienic habits of the whole community and to avoid many diseases.
OUR ACTIVITIES
2005 :
-Helping 15 children with their homework and keeping them hygienically healthy
-2 visits to parks in Cusco
-1 visit to the “Historical Museum of Cusco”
-Organizing soccer and volleyball games (one time per month)
-A Christmas party and presents for 15 children.
2006:
-Helping 30 children with their homework and keeping them hygienically healthy
-Starting the craft-work with 3 single mothers
-Selling our products to Cusco’s markets as well as to other countries
-4 visits to parks in Cusco
-4 visits to the museums of Cusco
-3 visits to archaeological sites in Cusco
-One general birthday party with presents for all children
-A Christmas party and presents for 30 children
-Haircuts for children and regular medical check-ups (4 times a year)
-Organizing a competition of kite-flying, soccer, and volleyball
-Regular soccer and volleyball games (one time per month)
-Occasional organized lunch and appetizers (depending on funds - around 30 times per year)
(At right: Helping Hands students on a field trip to Incan ruins in Cusco.)
2007:
-Helping 35 children with their homework and keeping them hygienically healthy; also
providing them with study materials (books, notebooks, pens, pencils, markers, etc.)
-Developing the craft-work of 15 single mothers and improving the commercial aspects
of their products.
-Starting literacy classes for single mothers and other under-educated women
-Starting informal education of illiterate and poor women about their rights and
important place in the family and within society
-Starting informal education about family planning, sexual education for teenagers and
young adults
-Selling our products to Cusco`s markets as well as to other countries
-6 visits to parks in Cusco
-8 visits to the museums of Cusco
-4 visits to archaeological sites in Cusco
-Two general birthday parties with presents for all 35 children
-A Christmas party and presents for 35 children; money for the presents was collected
by selling Christmas cards to our sponsors – the children made the cards with supplies bought by Helping Hands
-Haircuts for children and providing regular medical check-ups (4 times a year)
-Organizing a competition of kite-flying, soccer, and volleyball; commencement of
organized sessions in painting, singing and creating poems and short stories
-Regular soccer and volleyball games (two times per month)
-Occasionally providing lunch and appetizers (about 60 times per year, for 35 children)
-We have set up a new network of cooperation with local discoteque “Uptown” in
organizing a “Santa Clause” party. During the party Helping Hands has been able to collect voluntary contributions with a value of around 1200 soles. This money in turn will be advocated to help and provide for the poor streetchildren in Pisco (this province was affected greatly by the 2007 earthquake). Through contacts with voluntary organizations and single mothers in the city of Pisco, we gave materials educative to 120 children of the street in 10 February.
-Helping Hands has also recently organized a New Years BBQ. We invited many
volunteers and other interested people to join us in a day of football and volleyball matches and food. This event collected an additional 500 soles for our project.
2008:
-Official education of 60 children.
-Breakfast and lunch every day for 60 children during the year.
-Maintain hygienic checkups and continue to provide study materials (books,
notebooks, pens, pencils, markers, etc.) for these children.
-Maintain and develop the craft-work of the single mothers.
-Organize formal literacy classes for single mothers and other under-educated women.
-Provide informal education of illiterate and poor women about their rights and
important place within the family and society.
-Provide informal education about family planning, sexual education for teenagers and
young adults.
-Organize fieldtrips to 7 parks in Cusco.
-Organize an extracurricular program of 10 visits to the different museums of Cusco and
8 visits to archaeological places in Cusco and others districts.
-Provide two general birthday parties for all 60 children including presents.
-Organize a Christmas party for the children including presents.
-Haircuts for children (8 times a year) and medical checkups (4 times a year).
-Organize a competition of kite-flying, soccer and volleyball as well as provide courses
in painting, singing and making poems and short stories (2 times a year including the sponsoring of prizes).
-Regular soccer and volleyball games (two times per month).
PROJECT COSTS / SPONSORSHIP OPPORTUNITIES
At Helping Hands, we are proud to say that 100% of all donations go directly to the costs of running the project: teacher salaries, school supplies, building costs, and similar expenditures. We have no “overhead” costs, and therefore you can be assured that your donation will be used as effectively as possible.
What is the current direct cost per child (breakfast, lunch, classes, and all activities)?
Price for one child for one day: 5 soles ($1.67)
Price for one child for one month: 147 soles ($50)
Total price for one child for one year: 1470 soles
($500)
Teacher Salaries
As of January 2008 we want to help 60 children divided into three classes. We believe smaller classes of twenty children will allow individual attention.To accomplish this we will have to hire three new full-time teachers. You can make a difference by donating towards their salaries.
An average teacher’s monthly salary is 1,000 soles or roughly $333.
Help us Build a Kitchen
Nobody can learn on an empty stomach, so we want to begin providing two meals for the kids daily. In order to feed sixty mouths we will need a gas stove, plates, bowls, glasses, and silverware as well as extra money to go towards the daily food. Below is the estimated cost of the investment.
Gas stove: 450 soles ($154)
30 soup bowls: 75 soles ($25.6):
30 plates: 75 soles ($25.6)
30 cups: 75 soles ($25.6)
30 glass: 60 soles ($21)
4 big pans: 320 soles ($109)
4 frying pans: 120 soles ($41)
96 silverware items: 96 soles ($33)
TOTAL COST OF KITCHEN PROJECT: 1272 soles ($435)
Support the Meals
Price for one child for one day: 2.5 soles ($0.9)
Price for one child for one month: 50 soles ($17)
Price for one child for one year: 500 soles ($171)
Price for 60 children for one year: 30,000 soles ($10,260)
Support the Other Expenses
Light and water for one year: 1200 soles ($411)
Phone and internet for one year: 1500 soles ($513)
Support our new projects:
- THE EXTENSION OF OUR SCHOOL BUILDING
- EXTENSION OF THE SERVICE OF THE SCHOOL
- IMPLEMENTATION OF A “COMEDOR POPULAR”
- IMPLEMENTATION OF “COMMUNAL SHOWERS”
- HELP CHILDREN AND SINGLE MOTHERS OF PISCO
GRATEFULNESS
We, the group YANAPAQ MAKI KUNA, want to say: THANKS A LOT!!! To everyone that helped us with your time, with your love, with your interest and with your desire to change the lives of people that live very far from your countries and cities. You are the motor, the spirit of this car. Each one of is a part of the whole of this project. Everyone has a place in our hearts and minds. All of you are an example for us, thanks for being like you are and thanks for your friendship and your interest in us.
Book List
General
Chua, Amy. World on Fire.
This book by a Yale law professor offers a particular interpretation of how democratization and economic liberalization can manifest themselves in developing countries.
This book by a noted Brazilian educational reformer outlines a philosophy of educational reform for oppressed people of the world.
Kidder, Tracy. Mountains beyond Mountains.
Kidder tells the story of Paul Farmer, an American doctor whose work in Haiti, Russia, and beyond exemplifies what it means to approach social reform with a “preferential option for the poor.”
Sachs, Jeffrey. The End of Poverty.
This book by a renown American economist discusses the possibilities of ending extreme poverty by 2025.
Said, Edward. Orientalism.
This landmark text discusses how certain Western perceptions of global “Others” have shaped the past several centuries of geopolitical history.
Stiglitz, Joseph. Globalization and its Discontents.
In this book, one of Bill Clinton´s former economic advisors outlines his understanding of the pros and cons of contemporary global economics.
India
Matthiessen, Peter. The Snow Leopard.
This account of a trek in Nepal in 1973 is a fantastic introduction to some of the Buddhist traditions that volunteers might encounter in northern India, Nepal, and Tibet.
Mehta, Suketu. Maximum City.
Mehta gives a colorful and very readable account of life in contemporary Mumbai (Bombay).
Narayan, R.K. The Guide.
This classic story by one of India´s most famous novelists sheds light on some of the ways that the country´s religious traditions manifest themselves in the modern context.
Norberg-Hodge, Helena. Ancient Futures.
This recent book is a must-read for anyone traveling to Ladakh. The author, who directs an NGO operating in the area, offers her strong views on how globalization, modernity, and “development” have affected the Ladakhi people.
Rushdie, Salman. Midnight´s Children.
In this highly-acclaimed novel, the life of Salman Rushdie´s protagonist mirrors India´s social and political history since its independence in 1947.
Roy, Arundhati. The God of Small Things.
This novel provides a revealing description of caste, class, gender, and religious dynamics in contemporary India.
Roy, Arundhati. Power Politics.
Roy, Arundhati. The Cost of Living.
These two collections of very readable non-fiction essays by Arundhati Roy contain the author´s strong views on contemporary social and political issues in India.
Pakistan
Mortenson, Greg, and David Relin. Three Cups of Tea.
This book describes Greg Mortenson´s efforts to build schools throughout rural Pakistan through his work with the Central Asia Foundation (www.ikat.org).
Partnership with Springdales Public School
Project Profile
Springdales Public school, Mulbekh is a high school situated in a remote village called Mulbekh in Distt Kargil (Ladakh), Jammu & Kashmir (India). It was founded in 1992 by few of the educated people of those times keeping in mind that EDUCATION is the only solution of our problems. Email willy@omprakash.org or norboo_secmol@yahoo.co.in to learn more.
To understand the present scenario of education, we need to go back into history:-
Brief History of Ladakh.
Till 1842, Ladakh (Leh & Kargil) was an entirely a separate kingdom with its own kings but it was invaded by the Dogra rulers ( Rulers of Jammu & Kashmir) and it remained under Dogra rulers until India got independence in 1947. Ladakh being under Dogra ruler at the time of India’s independence became a part of J&K as
J&K became a part of India.
Jammu & Kashmir consists of three regions called Jammu, Kashmir and Ladakh. Jammu(Hindu majority), Kashmir(Muslim majority) and Ladakh(Buddhist majority). All the three regions has an entirely different culture, tradition, language, religion, demography etc.
History of education in Ladakh.
Ladakh remained completely isolated and cut off from rest of the world till 1960 when for the first time it was connected to rest of the country through J&K by road. Till that 
Ladakh was quite peaceful with its own unique culture, tradition and sustainable way of living with agriculture as the only source of income. But with the opening of the road, the so called “Development” entered Ladakh in many forms and education was one of them.
Till 1960s, there were only one or two govt schools doing pretty well but with the opening of the road, hundreds of govt schools were opened in Ladakh without any proper research resulting in a never ending chaos and confusion for Ladakhi students. In every nook and corner a govt school was opened in 1960s and 70s when there were hardly any educated Ladakhis who can become a teacher in those schools. So, like the schools were opened in hundreds, teachers from Jammu & Kashmir were also appointed in those schools in hundreds as there were no local qualified teachers. And posting in Ladakh for those teachers was like sending to hell because of its unbearable cold. Above these if you see the system of education or curriculum in those days in the govt schools, it was unimaginable. The most confusing 
part of the system was the language ie the medium of instruction. Ladakhi students were given admission at the age of 6 yrs in 1st grade, till that we don’t know anything at all except our own language ie Ladakhi with which our little kids grows and they are pretty good at it being our mother tongue but when we enter school, almost every subject is in URDU, an entirely alien language. We have to study almost everything in Urdu like mathematics, science, social etc. At some later stage only Bodyik language was introduced in the govt schools otherwise it was mainly Urdu and English only. Now interestingly, when the students reach 8th grade, when they did learnt the Urdu language by hook or crook, the medium of instruction is completely and all of a sudden changed into ENGLISH, that means you have to study everything in English by keeping Urdu as merely an optional subject as English was till 8th grade. It is done because in 10th grade students have to appear for an important and decisive board exam which is in English medium. Beside the language confusion as mentioned above, there is one more similar problem ie The language those outside teachers use while teaching our kids. They use the same Urdu language in which all the books are written and published. It is next to impossible for our little kids to understand what they are saying, and understanding what is written in the books is just impossible. Now, those already frustrated teachers become mad when the students don’t understand what they are teaching to them, and there is no other
best way to show their madness except beating those innocent kids for no
reason resulting in high drop outs from schools and also high failure rates. During 80s and late 90s, pass percentage in the govt schools were merely 5% and Failure 95% in that important metric board examination.
That is not the end, when a Ladakhi student any how finishing with his 10th and 12th grade exam from these govt schools go for higher studies in other cities like Jammu, Chandigarh or Delhi, they face one more serious and similar problem ie HINDI language, as in those cities you wont find Urdu except English and Hindi. Now when we study outside Ladakh, we struggle with Hindi as we did with Urdu and English at the earlier stages. Now with the above confusions, you find that when the Ladakhi kids are grown up they forgot their own mother tongue, their own identity.
Why we had to go through such unnecessary struggle at such an early stage were learning should have been a fun. Above all facts were same for whole Ladakh ie Leh and Kargil Distt both till 1994. But the gap started then onwards between Leh and Kargil in every field including education. In 1974, Ladakh was opened to international tourism for the first time, which was a boon for Leh’s economy and development as you can see it now. But Distt Kargil remained as it is in every field either it is development, tourism, education etc.
Now, if we go back to education. In 1994, an important historical operation or a mission was started in Leh in Education called ONH (Operation New Hope) in collaboration of J&K govt, Community and most importantly local NGOs like SECMOL. The aims and objectives of the above mission was to change the system of education from the root by eliminating all the causes as mentioned earlier. And it was a huge success with the 10th grade result rising to almost 55% pass percentage which was just 5% earlier along with many other changes and improvements. One important changes in the field of Education in Leh was opening of some very good private schools started in 1970s with hardly one or two private schools which if you see now grows exponentially giving quality modern education to those children. If you see the flow of foreign funds in those institutions it is huge and still coming in, and its growing, growing and growing. Now, Children at Leh especially in private institutions are way ahead in everything. Thanks to those Ladakhi educated and visionaries who started such institutions because of which those children are getting world class education just at their doorstep?
Now, What about Distt kargil and villages like Mulbekh? What about the schools in such remote villages?
There is no ONH programme initiated by any govt, there is hardly any NGOs, Community ie people they are still in dark with just no idea of modern education, development, tourism etc. Govt schools are still as it was in 1990s with hardly any changes. There are few private schools in Kargil but way behind in every aspect.
A brief introduction of Kargil:- Kargil is the only other Distt in whole Ladakh as mentioned earlier with almost 80-90% Muslim and hardly 10-20% Buddhist. Leh is an another Distt in Ladakh with approximately 20-30% Muslim and 70-80% Buddhist.( Above given datas in percentages are approximate ).
What had started in Leh 15-20 years earlier is starting in Kargil now only, either it is Development or Education.
To me like for most of other people, QUALITY EDUCATION is the only hope and solution of all the problems we face today. Keeping this in mind and with a vision, I came back to my native village called Wakha-Mulbekh after completing my higher studies in Engineering from Delhi by staying there for almost 15 years and looking at the problems and struggles from a very close distance and facing it myself, and decided to sacrifice my career in Engineering and decided to work in the field of education, so that I could also give our children what they deserve as others in various part of the world.
SPRING DALES PUBLIC SCHOOL, MULBEKH is a school in a remote Buddhist populated village in Distt Kargil, where quality education is still a dream. I am working in this school as the Principal, I had joined this school few months earlier only which was my dream and still it is and planning to stay here for a long time with a dream and vision of giving quality education to our children. I wanted to make this school more than a school, an institution, an institution of real learning where every student can get what they really deserve. An institution, where we can educate students to make this world beautiful, wonderful and peaceful where every one can live for a Healthy, wealthy and Happy life.
To make my dream and vision a reality, I need support from various part of the world in many forms for the school, so that I can make their dreams come true. Any kind of support would be very welcome for us like volunteers, materials and funds for constructing school/ hostel building, Library and Laboratory buildings, teaching aids for little kids etc.
Lets join hands for a wonderful cause of educating our present for a peaceful and happy future because today’s children are tomorrow’s citizen. Lets help them now, so that they can help others tomorrow.
Tsewang Norboo
Principal
Spring Dales Public School, Mulbekh.
Distt Kargil (Ladakh).
State- Jammu & Kashmir (India)
Pin- 194109
Phone:- 9469292917(Mobile)
01985-270133(office)
01985-270021(Residence)
Partnership with Youth Vision Uganda
Project Profile
Youth Vision Uganda is an indigenous youth led non profit making community based organization (CBO) that was formed by local youth professionals in January 2006 and registered with Gulu District Local Government – Department of Community Development Service on 3rd May 2006 Registration Number CDR/106. It was established in an attempt to answer to the needs of the less privileged members of the society –especially the youth and children through provision of quality education and training initiative for improved social and economic development.
Youth Vision Uganda initially started with an early childhood development education model centre and soccer for development program as part of the process of encountering all the youth and children realize their full human potential. Up to date the major activities of Youth Vision Uganda focuses on providing quality early childhood development education, placement and support of children in primary schools, sports for development program and HIV/AIDS awareness/ behaviour change program.
All these activities are delivered through direct implementation with the target beneficiaries and the communities involved because we strongly believe that our dreams can easily be achieved through collective and participatory project implementation approach for effective results. The mission of Youth Vision Uganda is to help transform live, reinforce communities and foster knowledge through innovative education and training initiatives for improve social and economic development of the less privileged youth and children. For more information visit: www.youthvisionuganda.cfsites.org and contact ashley@omprakash.org or youthvisionuganda@gmail.com.
Need for Material Resources
We are seeking for both in-kind financial and material donations from any charity organization, foundation, churches and individual -Good will ambassadors interested in touching other people’s lives through love and zeal. Some one who is ready to help make a difference in the humanitarian aid world by passing on the flames in them by joining hands with us help REBUILD the tattered and traumatized lives of hundreds of disadvantaged, needy, poor rural and semi rural youth and children living in Kati kati village Lacor, Gulu district Northern Uganda.
Below are some pressing needs and options for supporting our work with the less privileged youth and children.
- With $ 2,626 enough teaching /learning materials can be purchased for our entire community leaning centre for a year.
- With $ 1,499, One hundred (100) full set of school uniforms, sweaters and socks can be purchased for the neediest orphaned vulnerable children in the community learning centre.
- With $ 1,745 we can be able to provide the 166 OVC in the centre with a very nutritious meal for at least two terms.
- With $ 310 you donate today enough basic health and sanitation facilities can be purchased.
- With every $ 176 a slide, swing game, monkey bars or Mary- go- round can be installed in the children play ground (Class).
- With every $ 71 you donate today will help us pay one teacher’s monthly salary
Projects
- With $ 5,900 you will help us build permanent block classroom under the tag of “The Roof Above Self” A shelter building project for the 166 OVC who are currently studying under temporary build structures.
- With $ 1,500 a complete library can be stocked with text books, songs and story book, drawing boards, pictorial manila, crayons, reading charts and label among other things otherwise Little children’s education will not mean much if children pass through school without learning how to read, or if having learned how to read they have no access to books.
Your In-kind material donations in terms of educational kits like songs and story book, drawing boards, pictorial manila, crayons, reading charts and labels, toys and dolls. Bales of children’s clothing and shoes, soccer jersey, boots, and sports wear is an inspiration towards our efforts and hard work as it will help make our work with the less privileged children easy and more rewarding. Whatever you can contributes builds up for maximum project reached and we are committed to letting you know the value of your contribution and impact made.
Need for Volunteers
We are currently accepting application letters from creative, talented, passionate and innovative youth to work with orphaned vulnerable children under our early childhood development education model centre of Bright Destiny Academy or the sports for development program a friendly youth social reintegration program all based in Kati kati, Lacor, Gulu district in northern Uganda.
The posts include: Project Education Manager, Early Childhood Education Teachers. Theater/Drama tutors/Sports Coaches and Social Workers. The tasks are as vast as the volunteer’s ability and experience. These full times (35 hours per week) role involves providing creative and innovative workshops, administrative roles, teaching, holding functional classes and learning sessions with the most disadvantaged but active youth and children on a daily basis. You can volunteer for a minimum of 2 weeks (tourist students). To have a better understanding of the community you seek to serve and for purpose of broadening your experience in the humanitarian aid world we recommend you to work at least for a minimum of 1 to 2 month, 3 month or even more depending on your schedules and commitment. For more information on volunteering/internship visit: www.youthvisionuganda.cfsites.org