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The FMB was founded in 1988 as a non-profit, non-governmental organization by a group of people from different sectors of society. We work on a balanced, equitable and inclusive development model, therefore, we seek a comprehensive approach based on the people themselves. that inhabits the territory where we work and we become articulators of various initiatives with the public sector, the private sector and civil society for the search for solutions and innovative approaches to the complex socio-environmental problems that we face as a society. Sustainable development through nature conservation, social responsibility and the participation of the local population are the basic principles of the work of the FMB. It has a Board of Directors of the FMB is made up of 12 members of civil society and is the highest authority of the FMB. Four members of the board of directors rotate every two years, elected at an ordinary general assembly. There is a president of the board who develops and coordinates the actions along with an executive director. A central vision of the Foundation is to work in an innovative way for sustainable development through the protection of nature, with social responsibility and the participation of the population. All WBF projects take into account equally their different target groups and both indigenous and farming communities are always invited to participate in the measures. To promote sustainable development in the different neighboring communities, the WBF has accumulated resources and technical and institutional knowledge. This forms a valuable foundation for their work and is divided into four areas: Wildlife Sanctuaries, Rural Development, Community Education and Awareness, and Conservation Research and Private Initiatives. Each of these areas, which are constantly being expanded and improved, contributes to improving the quality of life of the local population by reinforcing social, economic and ecological factors. The Mbaracayu Educational Center (CEM) is a boarding school that has existed for more than 10 years and was created for young rural and indigenous women between the ages of 15 and 18 from different rural communities of the Mbaracayu Forest Nature Reserve (RBBM), Department of Canindeyu. The educational center focuses on offering quality education based on the learning-by-doing model and currently houses 150 students who have been studying the environmental baccalaureate there for three years. By targeting women exclusively, the aim is to promote equality and eliminate the disadvantage of rural women in access to education. According to the country's guidelines and recommendations, affirmative action is applied because young women in rural areas have few opportunities to attend secondary school. At CEM, students receive training that allows them to succeed and acquire the necessary skills to develop their communities as part of their commitment to the environment and conservation. The institution welcomes young people from the Mbaracayu Jungle Biosphere Reserve region, which is characterized by its multiculturalism: Paraguayan women, daughters of Brazilians settled in the region, Ache and Guarani indigenous people, and other foreigners. The CEM aims to provide these young people with a quality secondary education to increase their chances in the labor market and thus improve their quality of life and that of their families.

Mission Statement: JDC functions as an inclusive and accessible Jewish Deaf national organization, network and resource center, rooted in Judaism and Deaf experiences, cultures and values of lifelong Jewish learning to discover, connect and flourish.Vision Statement: JDC will inspire Jewish Deaf people, families, allies and professionals with full access to the spirituality, traditions, culture and social heritage of Judaism and of the Deaf community.JDC Core Guiding Values1. Inclusive and accessible resource and advocate2. Jewish traditions and values3. Deaf community, culture and values including American Sign Language and/or Israeli Sign Language4. Growth and preservation of spirituality, heritage and fellowship5. Strong support for Israel and Israeli Deaf Community

Our commitment: IntraHealth is a global champion for health workers. We have pledged to double our impact between 2011 and 2015 to ensure that more health workers are present, ready, connected, and safe. Mission: IntraHealth empowers health workers to better serve communities in need around the world. We foster local solutions to health care challenges by improving health worker performance, strengthening health systems, harnessing technology, and leveraging partnerships. Vision: IntraHealth International believes in a world where all people have the best possible opportunity for health and well-being. We aspire to achieve this vision by being a global champion for health workers.

Former palace of kings, the Louvre has conveyed the history of France for more than eight hundred years. Designed in 1793 to be a universal museum, the Louvre exhibits Western works of art from the Middle Age to 1848, from ancient civilizations that preceded and influenced it and Islamic arts. Its collections are among the most beautiful and diverse in the world. The Louvre is conducting its main missions and meeting its ever-changing challenges: - conserving, enriching, and transmitting a unique cultural heritage to future generations; - proposing a diverse cultural program; - supporting education and training in art history ; - and encouraging dialogue between the different periods in history and civilizations to connect our wide range of visitors to a common history.

Our Mission is to protect bonobos (Pan paniscus), preserve their tropical rainforest habitat, and empower local communities in the Congo Basin. By working with local Congolese people through cooperative conservation and community development programs, and by shaping national and international policy, the Bonobo Conservation Initiative (BCI) is establishing new protected areas and leading efforts to safeguard bonobos wherever they are found. The Bonobo Peace Forest (BPF) is the guiding vision of BCI: a connected network of community-based reserves and conservation concessions, supported by sustainable development. The Peace Forest provides protection for bonobos and other species in the Congo rainforest, while at the same time ensuring a better life for the people who share this precious land.

We are a team of passionate people working to connect our community to our environment, so that both thrive. WAI Wanaka's kaupapa* is to empower communities to take action to achieve measurable, enduring benefits by better understanding their water, their environment and their impacts. With almost every catchment in Aotearoa New Zealand at risk from human activity in one way or another, we believe that it will take all of us, working together, to safeguard and sustain Te Taiao**. *Kaupapa is the māori word for purpose. **Te Taiao is the natural world that contains and surrounds us - land, water, climate and living beings. Te Taiao also refers to the interconnection of people and nature, an eternal relationship of respect, reciprocity and interdependence.

Vaga Lume Association is a Brazilian non-profit organization founded in 2001 grounded in the belief that investing in people is the best way to transform a reality. Its mission is to create opportunities for cultural exchange by reading, writing and orality, valuing the empowerment of people and rural communities of the Brazilian Legal Amazon region. Vaga Lume works in 160 rural communities (indigenous, riverside, roadside, rural settlement people or quilombolas - Brazilian with African descent) of 23 municipalities in the Brazilian Legal Amazon region, which encompasses nine federal states (Acre, Amapa, Amazonas, Maranhao, Mato Grosso, Para, Rondonia, Roraima and Tocantins), occupies 59% of the Brazilian territory and has 20 million people (12% of the Brazilian population). Despite the fact that education and culture are basic social rights, protected by the Brazilian Constitution and under human rights international treaties ratified by Brazil, its access and implementation in the Amazon region are very limited. It is one of the poverty zones in Brazil - with a GDP per capita 30% lower than the national value - where 42% of the population survives with less than US$ 5.00 a day. Due to the outstanding impact of Vaga Lume's work in the region, the organization is recognized by many international and national awards such as the Juscelino Kubitschek Award of Merit for Regional Development in Latin America and the Caribbean given by the Inter-American Development Bank (2009); the Millennium Development Goals Award, conferred by the United Nations and the Brazilian government (2005); the Vivaleitura Award, from the Ministry of Culture and the Ministry of Education (2008); and the Chico Mendes Environment Award, given by the Ministry of Environment (2006 and 2008). In 2011, Vaga Lume received its most important recognition: the 4th place at the Intercultural Innovation Award, conferred by United Nations Alliance of Civilizations (UNAOC) and the BMW Group. As an awardee, in 2012, Vaga Lume was welcomed to the World Intercultural Facility for Innovation (WIFI), a network formed by the UNAOC, the BMW Group and the ten 2011 winners. Through this network, the UNAOC and the BMW Group challenged all winners to replicate and scale up their actions to promote intercultural dialogue and offered training, consultancy and institutional support to assist organizations to accomplish such results.

Empowering immigrants and others to become self-sufficient, productive and civically engaged. Hispanic Unity of Florida, Inc. (HUF) was founded 34 years ago, in 1982, by community leaders who recognized south Florida's growing role as a haven for immigrants and refugees. HUF is the largest 501 (c) (3) non-profit organization in Broward County dedicated to serving the immigrant population by fulfilling its mission of "Empowering Immigrants and others to become self-sufficient, productive and civically engaged". HUF's goal is to ease immigrants' acculturation transition by providing skills, services and tools to help them build their new lives in their adopted country. Recognizing that focusing on and providing coaching on an individual basis is more likely to achieve educational and economic success, HUF offers a one-stop, integrated and multiservice approach designed to serve entire families and meet their evolving needs as they build new lives. Annually, we serve 17,000 diverse and multicultural clients from the United States and from more than 25 other countries.

Revoar was born in 2017 from a dream of working with the power of socially vulnerable youth, starting from the perception that youth is an important phase of a human being's life, during which young people are in full development and in a moment of great doubts, pressures and conflicts. However, they have few opportunities, people and places that are safe and adequate for them to develop fully and reflect on and share anxieties and concerns about their decisions about the future. This absence of specific conditions and support to look at oneself and develop in an integral way, whether in the current school system, in families or in places and groups frequented by youth, leads today to a frequent number of young people with depression, with fear and few prospects for the future, and suffering from anxiety and psychosomatic illnesses. The power and vitality of youth, as well as their potential for mobilizing change, both in relation to their role in the economically active population of the coming decades, and for their strong presence and transformative power, have been underdeveloped and got little attention, due to the way in which the education system is considered in the country. Education today remains focused on the enhancement of cognitive skills, with a focus on the obligation to teach content and a more technical vision of education, which is geared towards preparing people for the professional market. Traditional education still uses models designed to answer old demands, without being able to clearly meet the demands of the new century and reflect new discoveries about human complexity. This policy option for education excludes from the process of development of human beings, which are complex and multidimensional beings, the learning of social and emotional skills. Young people, the adults of tomorrow, end up going through school and the youth phase without having the opportunity to know and improve a human dimension relevant to their integral development, which in turn generates human beings with limited, and little explored potential. Today, schools are unable to fulfill the mission of developing all the skills that human beings need to face the challenges of the 21st century. And that does not mean that cognitive skills (interpreting, reflecting, thinking abstractly, generalizing learning, etc.) should be left aside, but rather calls for the integration of the development of socio-emotional skills into the teaching/learning process, since the two are related and complement each other, and together they allow for the integral development of human beings. Therefore, the development of a full education, which considers the human being in its entirety and fullness, is, in general, not being achieved. Currently, there are many terms that refer to socio-emotional skills, such as education for life, 21st century skills, soft skills, emotional and social intelligence, among others. Regardless of the term used, studies have demonstrated the importance and benefits - individual and social - of developing such skills, such as increased creativity, overcoming losses and difficulties, improving teamwork, reducing bullying, decreasing anxiety and depression and better awareness of talents and strengths. With the lack of an integral education that is concerned with the development of these skills, young people miss the opportunity to improve the way they relate to themselves and to others, they do not know how to deal with their feelings and emotions, they do not learn to make decisions in a responsible manner, they don't learn to deal with problems and difficulties, they don't develop empathy, self-confidence and they don't learn to be collaborative people. In view of all these situations and realities, Revoar was created with the proposal to design and implement educational processes for young people in situations of social vulnerability, in public and private schools in Rio de Janeiro, working to contribute to the socio-emotional development of these young people. The organization's mission is to promote a new education, which values a more humane and integral education, in order to enable better personal and socio-emotional development, through a focus on four pillars: self-knowledge, collaboration, empathy and autonomy. To fulfill these objectives, a novel educational path was created, based on practical and dynamic experiences, combined with deep and provocative reflections and meditations, based on several collaborative and innovative methodologies, which was named Pedagogy of Reconnection. The entire methodological process proposed is participatory, respecting listening and dialogue between participants. Knowledge is sought through pleasure and the desire to be in Revoar. And, for this, the methodology is based on participative, cooperative and playful actions that recognize the individuality of each one and, at the same time, the strength and importance of the collective. Revoar's methodology is inspired by innovative and collaborative methodologies such as: Pedagogy of Cooperation, Cooperative Games, Dragon Dreaming, mindfulness, Art education, among others, for the development of socio-emotional skills. Instituto Revoar, in its four years of activity, has held courses with middle and high school students from public schools in Rio de Janeiro, as well as with young people under age who have committed crimes and serve socio-educational measures at the Novo Degase institution. Based on the monitoring and evaluation of its actions, Revoar verified positive and important results, such as, for example: greater ability among participants to identify their own feelings and emotions and greater confidence in expressing them; greater capacity for listening and empathy, and improvement in sociality and working in groups; increased self-esteem through the identification of skills and strengths; improvement in life prospects with the awakening of dreams and greater capacity for choice and decision making with the elaboration of life projects. After two years of working with young people, in 2019, Instituto Revoar began to share its experience and knowledge with educators from the municipal education network in the city of Rio de Janeiro through the "Connected Educators" project. Connected Educators is a process of experiential training, from the perspective of integral education, which aims to deepen the knowledge of educators about socio-emotional skills, so that they can more intentionally develop them in the classroom. The Connected Educators course focuses on connecting educators with themselves, with their "I-educator", with their studies and with the school and, from there, developing a more direct and deeper knowledge about socio-emotional skills, and about ways to develop them intentionally in the classroom. The feedback from the participating educators was very positive, having seen results in the educators' self-esteem and motivation, as well as their practical experience of socio-emotional education in the classroom. Instituto Revoar, therefore, currently creates learning experiences to strengthen and connect educators and students, with a focus on the development of socio-emotional skills and the promotion of integral education.

Our mission is to promote dignity, community, and self-sufficiency by working with marginalized populations in rural Honduras on a long-term basis, facilitating access to health care, education, and livable wages. Our comprehensive approach to grassroots community development promotes local traditions, encourages community leadership, and emphasizes collective ownership. Un Mundo seeks to improve the present and future socio-economic conditions and the quality of life of the families in rural Honduras who are living in extreme poverty by providing them with tools and resources to be self-sufficient and unified. Our work began from spontaneous relief actions after Hurricane Mitch devastated Honduras in 1998, and we grew to gain 501(c)(3) nonprofit status in 2001. Initially, the organization was sustained by the generosity of international volunteers, but we have gradually evolved such that more and more of our project work is managed by local Honduran leaders. Within a few years, we expect that we will be able to realize our vision of seeing equitable, fruitful, life-giving projects in the Cangrejal River Valley being 100% run by the local communities.

One Common Unity (OCU) is a 501(c)(3) non-profit organization that breaks cycles of violence and builds compassionate, healthy communities through the transformative power of music, arts, and peace education. Youth in Washington, D.C. are four times more likely to die by homicide than by the next closest cause. Students (ages 11-18) in our programs grapple with community violence, crime, poverty, drugs and high rates of incarceration, all of which reinforce cyclical trauma. Structural violence and racism, enforced through housing policies, access to educational opportunities, and an unequal distribution of resources, adds further hurdles to the lives of youth and their families. Building upon their incredible resilience, One Common Unity provides safe, supportive spaces where youth discover their authentic selves, connect with nature, and are equipped with the skills, tools, and support to disrupt cycles of violence and poverty.

The German-Colombian Chamber of Commerce (AHK Colombia) is projected as a large multidisciplinary network that connects Colombia and Germany, creating links and bilateral opportunities for business strengthening, sustainable development and knowledge transfer. Supporting SMEs from different fronts in the optimization and continuous improvement of their processes for the fulfillment of business objectives, strengthening the links of binational relations, framed in strategic pillars of sustainability, innovation, entrepreneurship and continuous training. AHK Colombia works so that the actors of its ecosystem meet their objectives. That is why we generate quality solutions oriented to the needs of the market, in order to be the best option for sustainable progress. The AHK Colombia is also focused on sustainable development; promoting equal access to economic opportunities for those who need them most. We particularly prioritize women, young adults, and migrants according to the German government's priorities in the framework of the cooperation with Colombia.