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Partners for Prosperity Projects
Education and Training : Elementary
| 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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| 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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| 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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| Boona-Baana Center for Children's Rights (Tanzania, United Republic of) |
A small, grass-roots organization located in Dar es Salaam, Tanzania. Their aim is to create a series of local, sustainable projects which will assist vulnerable children in accessing their rights under the United Nations Convention on the Rights of the Child.
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| Brighton Creek Baha'i Conference Center (United States) |
To become a Regional Training Center to serve the spiritual, educational, cultural and fellowship needs of the general public and a diverse Bah?'? community.
To develop sustainable income from use of the facility while providing an environment sensitive and respectful to all peoples and cultures.
To harmoniously develop and beautify the natural environment showing respect for the ancestral Indian land.
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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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| 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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| 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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| Educators for Social and Economic Development (United States) |
EDSED (Educators for Social and Economic Development) is a loosely structured learning community of Baha?i Educators around the world actively working to promote Baha?i educational ideals. Many are working in Baha?i Schools and institutions.
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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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| Nancy Campbell Collegiate Institute (Canada) |
NCCI is an accredited Canadian International private school (Grade 7 to High School Graduation), dedicated to inspiring academic excellence within a clear moral framework. They offer students an innovative and high quality co-educational environment where they learn to harness the power of both the arts and sciences to develop intellectual capacities, uplift the spirit, and raise social consciousness. Nancy Campbell Collegiate Institute (NCCI) provides a complete academic curriculum meeting Ontario Ministry of Education standards, leading to the Ontario Secondary School Diploma (OSSD).
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| Rabbani School, The (India) |
The Rabbani School, was established in 1977 near Gwalior, Madhya Pradesh in central India. It was designed to meet the objectives of training a new generation of rural Indian youth with high moral standards, academic and practical skills for rural development, and a love for service. Through continual service to nearby villages, gradually the school and villages have become partners in many community development efforts. The Rabbani School educational community now includes more than 200 boys from rural India studying in the high school program in grades 5 to 12; the faculty and community development staff; many residents of nearby villages; and more than 600 children studying in village primary schools assisted by Rabbani staff and students. The campus is a 72-acre farm where students help to grow some of their own food and practice agricultural skills.
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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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| Setsembiso Sebunye High (Swaziland) |
The Setsembiso Sebunye High is the last phase in the development of a K-12 institution whose successful pre-primary and primary schools have been in operation for ten years. As a social-economic development project of Swaziland, the high school plans to offer one of the first technologically current training programs in the country. Unity in diversity is one of the cornerstone principles of this school. It receives partial government funding and admits students of all backgrounds regardless of race, gender, religion, or class.
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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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| 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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