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Partners for Prosperity Projects
Latin America and Carribean
| Chaco Project (Bolivia) |
In the lowlands of southeastern Bolivia, a region known as the Chaco, there is a project developed to uplift and empower a long-ignored population of impoverished farmers through an integrated program of technical training, community organization, and the infusion of spiritual ideals. Known simply as The Chaco Project, the effort encourages a process of self-development. Although much of the training provided by the project is technical--such as how to grow fungus-resistant citrus trees, plant high-protein corn, or vaccinate livestock--a special effort is made to provide supplementary training in community organization and grassroots decision-making techniques, such as consultation.
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| | Universidad Nur (Bolivia) |
Universidad Nur was founded to serve the rural needs of Bolivia, Latin America. As a strategy for economic solvency, the university established itself in an emerging urban center where there were enough students who could afford private education. Once operationally self-sufficient, the university would then launch extension and distance education activities into rural communities.
Nur provides training to public officials, government technical staff, and the members of the community based organizations in Public Administration and Governance.
Universidad Nur and the Institute of Higher Rural Education (ISER) have developed a pilot distance education program, financed by the National Social Investment Fund (FIS), to train rural school teachers as facilitators of community development. During the two-year pilot program, which ended in 1996, 400 teachers completed the training. Distance education is provided. Through distance education citizens of populations far from urban centers, who would otherwise have to leave their source of income to be able to attend class, have access to a university education. This system also allows people to work full-time and to attend classes after work hours.
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| | ADCAM (Brazil) |
-Pre-school through high school education for over 500 children
-A vocational college which provides technical education to improve workforce preparation for youth and adults
-A college of education which offers teaching and administrative degrees and continuing education for school teachers in the region
-A pre-youth program for 200 children that provides safe haven from the streets and social and educational support
-A program to assist the eradication of child labor and rehabilitation of juvenile offenders
-A rural education program that serves village children and indigenous populations
-Training programs for income generation for poor families, especially income development for women through upgrading skills and learning crafts
-Assistance for the elderly with programs of recreation, education and nutrition
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| | Colegio N?r (Chile) |
Colegio N?r has been in operation for over 17 years and teaches students from kindergarten through high school. There are also two rural Mapuche schools, the Muhajir School and the Faizi School. All these include formal curriculum for the study of the Bah?'? Faith, and all are approved by the Ministry of Education. One other Bah?'? educational institution is the Labranza Training Institute, which is located within the Radio Bah?'? de Chile complex. It serves not only the academic needs of the surrounding community, but its agricultural needs also. Assistance welcomed.
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| | Faizi School (Chile) |
The Faizi School in Chile is a rural, government recognized academic school, owned and operated by the National Spiritual Assembly of the Baha'is of Chile, offering education to Chile?s native inhabitant Mapuche population. Set in an agricultural environment, the school opened its doors in 1981 with 1st through 4th grades and 30 students.
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| | Muhajir School (Chile) |
The Muhajir School in Chile is a rural, government recognized academic school, owned and operated by the National Spiritual Assembly of the Baha?is of Chile, offering education to Chile?s native inhabitant Mapuche population Set in an agricultural environment, the school opened it?s doors in 1982 with 1st through 4th grades and 32 students.
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| | ACEM, Association for Science and Moral Education (Costa Rica) |
MISSION
To strengthen scientific and moral capabilities to contribute to the transformation of individuals, institutions and communities of Costa Rica
MAIN LINES OF ACTION
1.Training Center for Moral Leadership:
Project1: Development of Moral Leadership Capabilities for Agents of Change in Talamaca Indigenous Territories in Costa Rica.
2.Production Center.
Project 1: Development of Interactive Theater and Arts to strengthen Moral Capabilities in Youth for the Ruth Pringle Institute of Costa Rica.
Project 2: Development of Radio Programs for 5 Baha-i Radio Stations in Latinamerica.
Project 3: Development of Radio Programs to strengthen moral capabilities and environmental concience.
3. Education for Development
Project:?Empowering Individual Potential for Sustainable Community Based Service: the SAT Program in Talamanca, Costa Rica?.
Project: FUNDAEC Specialization in Education for Development, "Conceptual Framework for Social Action".
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| | Project Badasht (Ecuador) |
Project Badasht, located in Ecuador, Latin America, began in October 1996 with 3 youth serving in one province. Two years later, it functioned with 7 youth serving in 4 provinces of Ecuador. The vision of the project combines massive teaching through teaching campaigns, youth artistic workshops and permanent training both of the youth and the new Baha'is in local and national Institute courses.
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| | Raul Pavon Baha'i School (Ecuador) |
The School is located in Otavalo Ecuador, South America. It includes Kindergarten through to grades 12. The focus of the school is based on maintaining an atmosphere of trust and harmony among the various racial groups and social classes. The curriculum combines theory with practical activities and seeks to develop the ability to think independently and the desire to serve others.
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| | Anis Zunuzi School (Haiti) |
Zunuzi School, based in Port-au-Prince, Haiti and established in 1980, is a K-9 primary and secondary school, serving 232 students. It is located in one of the world's poorest nations. Zunuzi School has an excellent academic curriculum, and is well recognized for its ongoing teachers' training. It is presently expanding to add a computer lab. The goal was to establish a school for the poor, providing them with an affordable basic education and trade. Presently the school offers pre-kindergarten through 10th grade, however, it no longer offers vocational courses. Extracurricular courses include English classes for adults in the afternoons. The school follows the National curriculum fairly closely but offers moral education at all levels as well as English.
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| | CAFT-Centre for Learning, Training and Transformation (Haiti) |
CAFT responds to expressed needs and interests by providing
training in a variety of non-formal thematic areas: principle-
based leadership and governance, capacity building for
grassroots community groups, character development for
children, leadership skills and environmental awareness for
youth, parental education, health awareness and HIV/AIDS
prevention, participatory learning and action (PLA), early child
care and stimulation, nutrition etc. CAFT is further the official
Haiti
representative of Toronto-based Global Learning Partners, and
has trained trainers from over 20 local and international
organizations (CARE, UNDP, WORLD VISION, SAVE THE CHILDREN
US, RED CROSS, etc.) and government Ministries in the Dialogue
Education approach.
Current partners include UNICEF (training of staff and peer
educators working with street children and youth) and the YELE
Haiti Foundation introduced by Wyclef Jean in January 2005. For
the YELE Haiti Foundation, the CAFT program of Teacher
Training and Parental Education is entering its second year with
a doubled number of schools and has attracted the attention of
local and international media. This program has already
inspired dozens of teachers in flood-devastated Gonaives and
violence-ridden Cité Soleil to introduce active learning methods
and eliminate corporal punishment from their classrooms.
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| | Zunusi School (Haiti) |
Zunuzi School, Haiti, established in 1980, is a K-9 primary and secondary school, serving 232 students. The student population comes mostly from no to low-income families, and most students are only paying minimal or no fees to attend the school. Located in Haiti, one of the world?s poorest nations, per capita gross domestic product is $370. Only 40% of 1.3 million eligible children attend school, about 47% of the population is illiterate. Zunuzi School has an excellent academic curriculum, and is well-recognized for its ongoing teachers? training.
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| | Bayan Foundation (Honduras) |
After years of working with the people of the North Coast of Honduras in health and education, the Bayan Foundation decided some years ago to implement FUNDAEC's SAT program in the region. SAT(Spanish for 'System of Tutorial Learning') is a rural non-formal-education and development project located in Colombia, Latin America, that aims to provide young people with the skills, knowledge and attitudes that will enable them to become community leaders. The project is being managed by the Bah?'? Agency for Social and Economic Development of the United Kingdom (BASED-UK), and implemented by the Bay?n Association for Indigenous Social and Economic Development in Honduras. The SAT programme has been tremendously successful in other Latin American countries, where it has been practised for almost thirty years, and shows great potential in Honduras. The basic aim of SAT is to provide young rural people with the skills, knowledge and attitudes or values (honesty, trustworthiness, etc.) necessary to live and work in rural areas, and become effective community leaders. SAT is a non-formal secondary school education programme for rural life. The courses cover maths, sciences, service to the community, (in the areas of health, literacy and community organisation), agriculture/farming methods, 'descriptions' and 'readings about society''.
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| | Bayan Indigenous Social and Economic Development Association (Honduras) |
Bayan Indigenous Social and Economic Development Association is a non-profit, Honduran development organization founded in July of 1985. Bayan's purpose is to select the indigenous communities who demonstrate interest and desire to work on their own developments and promote in them the principles of unity, coordination and consultation. Currently Bayan operates a small hospital and primary health care centre, and a secondary educational program known as Tutorial Learning System (SAT), which allows secondary education without the need to migrate to the city. There is always an urgent need for volunteers both short and long term.
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| | Daystar School (Honduras) |
Daystar School is located in Juticalpa, Honduras, a city of approximately 40,000 located in a large farming valley. Daystar is a private, family-run, bilingual school, which was founded in 1988, and currently encompasses Pre-School through 12th Grade and a student body of 475. The school is accredited with the Honduran
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| | Tierra Santa Home for Abandoned Orphans (Honduras) |
The founder and present director, Sr. Santiago Martinez, officially opened Tierra Santa on July 4, 1986. It is situated in the town of Villa de San Antonio about 45 minutes from the Capital, in Honduras, Latin America. The Home was started in response to a need to care for children who have been abandoned by the parents for social, economic or personal reasons. Santiago Mart?nez has a wonderful vision for the children in the orphanage - that each one be well educated and rise up to serve their community and country. He does not believe that they should only be recipients of charity but rather should be serving members of society. One of their service projects, for example, is to run a regular soup kitchen in the village. Some of the girls, after completing high school, have obtained scholarships to study overseas, and many do typing, textile and computer courses, etc., to learn skills which will help them become financially independent. Further funding would help the orphanage develop its educational facilities and capacity, for example by paying the salaries of a full time special needs teacher and a social worker, as well as to improve the presently very high ratio of children to staff.
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| | Anisa Foundation (Mexico) |
The Anisa Foundation's mission is to promote education throughout northwestern Mexico:
promote gender equality; establish S.A.T. (Sistema de Aprendizaje Tutorial) groups in rural, northwestern Mexico and to promote discussion within Mexican society about a different concept of leadership -- one based on principles such as service, education and other human values.
Several S.A.T. tutors trained in the Cucap? indigenous areas south of the city of Mexicali, a year-long project completed which promoted gender equality in junior high and high schools in Mexicali and several conferences in Mexicali universities on the theme of Moral Leadership as well as the Equality of Women and Men.
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| | Badi School (Panama) |
The Badi School is a social and economic project founded in 1992 as an education laboratory to practice quality standards. The school itself was established in 1993, as a K-9 elementary school serving 158 students in San Miguelito, Panama. The school strives for excellence in reading and writing, the development of an ecological consciousness, and the creative instruction of English, in addition to free parent-education workshops. Progressive training in basic computer science, the use of the Internet and Digital Geographical Applications for the formation of urban vegetable gardens, as well as garbage processing and environmental control are also integrated in the curriculum. It costs $50 a month to educate one child.
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