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Partners for Prosperity Projects
Education and Training : Secondary
| 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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| 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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| 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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| Banani International Secondary School (Zambia) |
Banani International Secondary School, based in Lusaka, Zambia, aims to provide education for girls of diverse ethnic, cultural, and religious backgrounds. The school endeavors to create a positive, dynamic and clean environment within which students can develop in the areas of academic knowledge, practical skills, physical fitness, and moral responsibility. Students are encouraged to use a rational, scientific approach to problem solving, both in and outside of the classroom; to think independently and to express them selves clearly and honestly within the bounds of courtesy and respect. Banani School places emphasis on the sciences and agricultural education and offers arts courses. IGCSE courses presently offered are: English as a Second Language, English as a First Language, English Literature, French, History, Geography, Mathematics, Biology, Chemistry, Physics, and Agriculture. A program of computer studies supports the curriculum.
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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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| 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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| Cowichan Green Community (Canada) |
Mission: To promote energy efficiency, healthy housing and environmental sustainability in the Cowichan Valley.
Goals:
Establish partnerships within the community and beyond which result in the development of holistic, environmental-based projects that address social/economic development issues, as well as make the link between health and environment. ?Where environment and community meet?.
Accomplishments:
- Presently working to establish an urban training centre for backyard food production (organic) targeting low-income households
- Developed a Green Home Visit Program, ?Sustainable Living? workshop series ? organic gardening, Native Plant Gardening, Healthy Housing, others, and a Climate Change Kiosk - surveyed over 1000 local residents to raise awareness of Climate Change as it relates to typical North American rural communities.
- Spawned the Cowichan Valley Cycling Coalition to help promote cycling as a legitimate, sustainable form of transportation
- Organized an ?EcoFair? highlighting local environmental organizations and their activities
- Presented to schools
- Community networking
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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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| Maxwell International School (Canada) |
Maxwell International Baha'i School is based in Shawnigan Lake, British Columbia. It is a dynamic learning community Canadian-based private academic school, grades 7-12, committed to: scholarship, the development of spiritual ideals, achieving excellence in moral and ethical behaviour, and the enhancement of personal character through service to humanity. Students have opportunities both on and off campus to learn about service in a variety of social settings.
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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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| New Era Development Institute (India) |
New Era Development Institute (NEDI) is an organization that can be found in India. Its vision, its programs, its method of working and its rules are applicable to people of all backgrounds and faiths. The aim of the New Era Development Institute is that each individual trained at NEDI will have a new vision, a new heart, and a desire to serve his or her community. As a result, they will have increased self-confidence and will have understood the connection between their involvement in service and their growth as a person. Furthermore, they will have gained a trade by which they can earn an income and will have learnt a few skills that can be of service to the community.
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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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| Townshend School (Czech Republic) |
The Townshend International School is a co-educational, residential and daily attendance secondary school established on principles inspired by the Baha?i Faith. The school is situated in the Czech Republic. All subjects are taught in English. It draws its students from many continents.
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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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