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ENVIRO CRIME SOLUTIONS is primarily involved in the protection and conservation of Rhino in Africa. Our entire existence is based on saving rhino which is on the IUCN list of threatened species (White Rhino) and the IUCN Endangered species list (Black Rhino) RHINO POACHING FORENSICS The basic principles of a poaching scene is exactly the same as any other crime scene with the exception of course that the "victim" is a 2.5 ton animal. Enviro Crime Solutions specifically specializes in the gathering of forensic evidence on rhino poaching scenes. (although we often are involved in other poaching incidents such as pangolin and abalone poaching.) THE OBJECTIVES AND GOALS OF FORENSIC INVESTIGATIONS Processing the crime scene for evidence gathering. Gathering criminal evidence such as fingerprints and human DNA Determining the time & way the animal died Building criminal cases against individuals or possibly syndicates Gathering rhino DNA thru the RhODIS system. Linking cases to other investigations. (Intelligence Mapping) THE BASICS OF A FORENSIC INVESTIGATION The easiest way to describe a forensic investigation into poaching is to refer to the popular TV series CSI. With one or two rather big exceptions. When a rhino is poached the most common scenario happens as follows 1. Ranger patrols will find the carcass and in many cases give pursuit of the suspects. 2. Regardless of whether a suspect is arrested the forensic team will "process" the crime scene. 3. All forensic evidence and material will be categorized and handed to the investigating officer who will add it to the evidence as part of the case file (docket). 4. The rhino DNA will be taken and processed into the RhODIS rhino DNA database. PROJECT LOCATION The primary area of our work is the south Eastern Part of South Africa in and around the Kruger National Park which hosts 75% of the rhino population of the world. We do on occasion work in areas away from the park but this is dictated on needs basis where other law enforcement is not available. YOUTH CONSERVATION EDUCATION At ENVIRO CRIME SOLUTIONS we realize that the battle that we are in for the protection of rhino is a long term one. It is critical that a next generation of conservationists can continue the battle one day when we are not there anymore. With this in mind we devised an education structure by which we could target individual learners who have shown a previous disposition and hunger for natural sciences and conservation. The aims of our programs are not only to show these learners their natural heritage but to work with them in a long term relationship whereby they can have access to practical experience which in normal circumstances they would never have been able to experience. This means that we target fewer learners but the ones that we do assist gets assistance over an extended period of time and hopefully later on access to bursaries and education program where they can study conservation at a tertiary level. The entire aim of the program is holistic in nature and strives to assist learners up to the level where they are qualified to be good conservationists. OBJECTIVES AND METHODOLOGY OF OUR EDUCATION PROGRAMS Targeted approach with a view to continuous support Exposing learner to opportunities that otherwise would have been impossible to get Target disadvantaged communities / learners Learners must be from communities around the parks Assist learners with possible scholarships or educational assistance We believe that our approach will make a difference to the lives of those that we try to help. We look for a passion in the students that we take into our care. It is that passion that drives us at Enviro Crime Solutions and we want to work with people that have the same passion. Conservation is not just a job. It is in your heart and we search for those that have that same passion. PROJECT LOCATION & BENEFICIARIES Our education programs focus specifically on the youth around the Kruger National Park. The area is specific problems in socio economic status and inequality with little or no access to tertiary education and/or opportunities to these. PROJECT RESULTS / IMPACT It is no secret that we are in the fight of our lives to safe rhino. The work that ENVIRO CRIME SOLUTIONS does is different in that it is almost exclusively reactive in nature. Although it is different from the traditional conservation methods and practice it still fulfills a critical role in the overall rhino protection plan. ENVIRO CRIME SOLUTIONS has attended to more than 400 poaching scenes. This equates to 400 + rhino DNA entered into the RhODIS DNA system and a host of successful convictions of poachers due to the evidence that was gathered by our staff. We have educated more than 2500 school children on rhino poaching and the value of having rhino and the natural heritage that they stand for. Our work is often reactive but nonetheless critical. For as long as there is poaching we will be continuing the fight against poaching. Our work never stops which and it is very hard to quantify our impact in terms of animals saved and the overall impact on rhino number. What we do know is that without our work the damage to rhino populations would be catastrophic. WHAT THE FUTURE HOLDS It is no secret that we are in the fight of our lives to save rhino. The work that ENVIRO CRIME SOLUTIONS does is different in that it is almost exclusively reactive in nature. We know that our work is most likely never going to stop. This is not work that has a start and end date in the traditional conservation methodology. We are fully aware of the current situation and we believe that this is one of the aspects that sets us apart. WE WILL NEVER STOP. We are an incredibly dedicated people with willpower and tenacity like few others. Regardless of the incredible difficult and often disheartening situations that we find ourselves in we believe that we play a critical role in the fight against rhino poaching. Our lives are built around this and we sacrifice a tremendous amount to do what we do. We do all we can to do more and more. Having the support of others will enable us to do even more. COMMUNICATION & PUBLIC AWARENESS We visit schools as part of our education programs and ensure that there is ample publicity for our work. We actively visit companies and other institutions and raise awareness of our work and the plight of rhino (See example of letter of recommendation from WCEC) We host classes at Universities - Specifically Forensics, Nature Sciences and Tourism We host several corporate Initiatives where we show corporate entities how they can get involved in saving rhino

Who We Are: The need for a grassroots organization that would galvanize communities across Africa to positively contribute towards sustainable management of natural resources was an idea born out of a discussion by a group of environment and natural resource management practitioners gathered in Arusha Tanzania in 2010. The idea was subsequently shared with other like-minded individuals and culminated in the formation and subsequent registration of Africa Nature Organization as Non-Governmental Organization on the World Wetlands Day 2nd February 2012 in Kenya. Our focus has been to promote sustainable environmental and natural resource management best practices among grassroots communities working closely with civil society organizations, private sector actors and Government. Our Vision: A well-managed environment and natural resource base benefiting People and Wildlife. Our Mission: To enhance sustainable management of environment and natural resources by empowering grassroots communities, supporting development of effective natural resource management instruments, promotion of green innovations and the advancement of wise-use practices. Programmes: Our work is organized around three themes. These are conservation, people's organizations and livelihoods. 1. Environmental Education and Awareness Sustained environmental education and awareness campaigns have been known to change the behavior and attitudes of stakeholders towards environment and natural resources. Africa Nature Organization environmental education and awareness campaigns target both the young and the old through targeted campaigns such as the Young People4Nature Initiative, environmental demonstrations, environmental days, cross-site visits, workshops and seminars are some of the activities in this category. 2. Conservation of Species and Habitats With the threat of species extinction and habitat loss aggravated by climate change, Africa Nature Organization has taken a special interest in the conservation of species and habitats through rehabilitation, restoration and protection. Afforestation on terrestrial areas, coral transplant in marine ecosystems, dyke construction, development of management plans, support for community guards to protect and monitor species and habitats are some of the activities undertaken to reduce species and habitat loss. 3. Enterprise-led Conservation (ECO) Communities for ages have depended on natural resources for their livelihoods. However, with dwindling natural resource base due to extraction of natural resources for commercial purposes, population increase and climate changes, communities have trapped in a vicious cycle of destroying environment and natural resources for survival. To stem this downward spiral, Africa Nature Organization works with grassroots communities to empower them with business skills and knowledge to initiate nature-friendly enterprises and link them with markets. 4. Research and Innovation for Conservation (RI-Conserve): Relevant information to undertake important decisions regarding natural resources has been an impediment to sustainable management of environment and natural resources. This has been more profound with grassroots communities and organizations, including government, working to empower them to sustainably manage environment and natural resources. To bridge the information gap, Africa Nature Organization undertakes research and develops innovative ways of overcoming environmental challenges facing communities, civil society organizations, private organizations and governments. Baseline surveys, environmental impact assessments, documentation of indigenous knowledge on biological resources, and innovative mobile technology for conservation are some of the activities undertaken in this category. 5. Conservation Communication (COCO): Communicating conservation information to relevant stakeholders is key in to their engagement and involvement in our conservation effort. Conservation Communication maintains stakeholder interest through: Newsletter, Development and distribution of environmental documentaries, Production of other education, information and communication materials.

Ensena por Bolivia's vision is that all Bolivians, regardless of their origin, can imagine and creatively build a society where they can develop themselves. The organization works with partner schools and communities to provide training and support to teachers and to implement innovative teaching and learning strategies that promote student engagement and success. Ensena por Bolivia's approach is based on the idea that leadership and educational equity are closely connected and that by developing strong, committed leaders in the educational system, it is possible to create lasting change and improve the lives of children and communities in Bolivia. The organization's work is aligned with Bolivia's national education goals, and our mission, vision and approach are based on the reality we observe every day in the communities and classrooms where we work. The short- and long-term impact we seek is focused on: 1. Improving access to quality education. We prioritize working in marginalized communities and with schools that lack resources or face other challenges that limit access to quality education. To achieve this, Ensena por Bolivia recruits and trains participants who are committed to promoting educational equity and social justice and who have the skills and knowledge to implement innovative teaching and learning strategies that promote student engagement and success. 2. Addressing the quality of education. Ensena por Bolivia focuses on improving the quality of education in Bolivia by promoting innovative teaching and learning strategies, encouraging the use of technology in the classroom, and providing professional development and ongoing support to teachers. The organization works with partner schools and communities to identify improvement opportunities and develop strategies to address them. Ensena por Bolivia would eventually advocate for policies and practices promoting quality education and supporting teachers and students. 3. Addressing the education gap between urban and rural areas. Ensena por Bolivia is working to address the education gap between urban and rural areas by establishing partnerships with schools and communities in remote or marginalized regions. ExB recruits and trains teachers willing to work in these areas and deeply understand their communities cultural and social context. We also work with local authorities and stakeholders to identify and address barriers to education in rural areas, such as limited resources, inadequate infrastructure, and cultural biases. 4. Support the movement led by communities and Alumni. We believe that one of the most effective ways to generate social change is through the participation of social actors within the same communities that face inequality in different levels and areas. The objective is to build synergies with the entire educational community: Parents' school boards, educational councils, district education offices, student organizations and indigenous authorities. The aim is to contribute to the common goal of pursuing better education. Each actor in this ecosystem plays a crucial part in developing a more equitable vision of education that allows children and youth in our country to fulfill their potential. This is the base of our approach.

Vision NISA wants to develop a society that is free from all sorts of exploitation and discrimination, economically productive, equitable, socially just, environmentally sound, and viable, where everyone has the opportunity to realize their full potential. Mission Our first mission is poverty alleviation and socio-economic development by empowering the disadvantaged cohorts of Bangladesh. Our second mission is to provide quality services in the development sector of Bangladesh to bring positive changes through economic and social development programs. Our third mission is to promote self-reliant and sustainable development of the poor and help them to achieve their potential through social and economic empowerment. Our fourth mission is women empowerment and child protection through participation, capacity development and decision making processes Our fifth mission is Youth and Adolescents development through vocational education and life skill training Elaboration of NISA's Programs 1. Migration, Displacement and Humanitarian Policy NISA conduct rigorous research and provide innovative policy approaches that enable migrants, refugees and host community to prosper. Centre for Global Community Development's program on migration, displacement and humanitarian policy is focused on ensuring that everyone on the move realizes their full potential. We work to maximize the benefit of migration to destination and origin countries, expand the opportunities available to forcibly displace people and reform humanitarian system to better serve the needs of those affected by conflict and crisis. We recognize that human mobility can have positive and negative effects, depending on policy choices. We therefore work with policymakers around the world to create sustainable, pragmatic and evidence-based policies for everyone on the move. 2. Global Health and Nutrition Policy Global community faces new challenges relating to health and nutrition. Prevalence of communicable and non-communicable diseases and Global Acute Malnutrition (GAM) are increasing alary. NISA's work focuses on building sustainable health systems, global health financing, improving global health security, addressing GAM, diseases and treatment inequalities and designing fiscal policies for better health 3. Inclusive Education Despite tremendous progress, education has not yet fulfilled its promise to wider communities: gender inequality remain acute, intergenerational mobility is declining, and poor children often go to much worse school than rich children. NISA's research examines the mechanisms through which education can give children equal life opportunities and build the human capital that nations need to prosper. 4. Sustainable Development Finance To meet the Sustainable Development Goals, development finance must increase from billions to trillions. Our work focuses on more finance from existing and emerging sources, and on allocating those funds to meet both ongoing needs and future challenges. 5. Technology and Development Policy innovation is not keeping pace with technological change. How can digital country be made to increase state capacity and reduce inequality? How should we manage and regulate growth in biometric ID and governance? How can digital payments be safely and effectively scaled up? NISA's research helps policy makers catch up with our changing world 6. Government and Development The policies and program of major country government wield enormous influence on global development process. NISA provides data, evidence, and solutions that can help guide Bangladesh development policy. Our Bangladesh-based Development Policy team seeks to strengthen Bangladesh foreign assistance tools with proposals for reform grounded in rigorous analysis and evidence. NISA Bangladesh team aims to help the Bangladesh government in building the capacity of the root level staffs of MOH&FW, Local Elected Bodies (LEBs) and the Department of Agriculture Extension (DAE). Our work also encompasses research on aid effectiveness and how to address corruption problems and transparency. 7. Gender and Equality NISA works on gender focuses policies in aid, development project, trade, migration and peacekeeping that will improve women's economic empowerment worldwide. Greater equality drives big gains in health, education, and improved livelihoods - for individuals, their families, and their communities. However, in many parts of the world, women and girls and other marginalized group including LGBTI people, still face legal, economic, and political constraints that prevent them from participating fully and equally in society. NISA uses evidence to show how governments, donor institutions, and the private sector can help in creating low-and middle income countries that allow all people to thrive. 8. Global Poverty Reduction National Initiative for Social Action (NISA) works to reduce global poverty and improve lives through innovative economic research that drives better policy and practice by the world's top decision makers. NISA believes that volunteers can overcome poverty by sharing their knowledge, experience and skills across the globe. NISA closely works through National and International Volunteers for global poverty reduction in skills sharing approach. 9. Youth and Adolescent Development Youth and adolescents constitute 18 percent and 16 percent of the global population where 90% live in the developing countries. If these large portion of populations can be brought under skilled human resources, they will able to contribute in countries GDP. NISA works with the youth and adolescents to build their institutional capacity especially involve the youth and adolescents in development activities and help to register the youth club with the Department of Youth Development (DYD). NISA advocates with the NCTB and MOHFW in order to ensure young people's access to SRHR information in existing co-curricular and to ensure youth friendly services in government health facilities. 10. Sustainable Environment Bangladesh is one of the most disaster prone countries in Asia due to its geographical locations. It has experienced of 1970's and 1991's devastating cyclones, 2007's Sidr and 2009's Ayla. NISA creates space for the coastal people to build a disaster resilient community and sustainable environment. In order to cope with the situation, NISA promotes green programs especially mangroves afforestation in coastal areas including roadside tree plantation. Since its inception, NISA research on climate change impacts on communities. NISA also promotes climate adaptive livelihoods for the coastal communities like sheep rearing, duck rearing, crab farming and saline tolerant varieties. Moreover, NISA works for Carbon Reduction and participate in emergency response and rehabilitation activities when needed. 11. Food and Agriculture More than one billion people in developing countries suffer from chronic hunger. The role of agriculture in promoting pro-poor growth is attracting attention internationally. NISA's work in this area focuses on how rich countries' agriculture effects in developing world. Most of the people in developing countries live in rural areas and depends on agriculture for their livelihoods. But they don't have enough savings required to invest for farming. NISA research on food and agriculture and provide support for year round vegetable cultivation and other cropping. 12. Social Protection Activities NISA is actively involved with the different types of social protection activities at the community level like preventing child torturing, child abuse, early marriage, child labor, child and women trafficking etc. It organizes rallies, discussion seminars and advocacy workshop at different level on child protection and trafficking. 13.Research and publication NISA works for global research and development including research design, baseline survey, end line survey, questionnaires development, and midterm review (MTR), impact evaluation, training need assessment, training module development, SBCC materials development, project proposal writing, report writing, case study development and implementation of development projects in Bangladesh.

Girl Determined is a leadership project designed to assist girls ages 12-17 to avoid the pitfalls of trafficking, dangerous labor and other forms of violence, by facilitating girls' recognition of their personal and group potential. Because of our belief in girls as potential change-agents in their households, communities and nations, our program aims to increase girls' ability to make strategic life-decisions, generate choices and exercise bargaining power. This real empowerment creates opportunities for girls to better cope with their difficulties, envision alternatives and take leadership into their own hands. The underlying premise of Girl Determined work is that educating, connecting, supporting and fostering the development of personal and group voice amongst marginalized adolescent girls will derail cycles of abuse, poverty and neglect. Not only is adolescence a period when girls are gaining abstract thinking skills and sexual awareness, it is a time when they are all too quickly being pressured to take on adult responsibility and this is particularly for girls, resulting in lost growth and development opportunities. The rights of girls in Burma is often regarded as being equal to that of boys and girls rights, in general, is not thought of as a serious issue in the country, despite the fact that the sexual exploitation and the trafficking of young girls to China for forced marriage, for example, continues to increase, or that the so-called "un-wrapping" of girls (selling young, virgin girls into prostitution) continues to take place on the outskirts of Burma's most prosperous cities-Rangoon and Mandalay. This apathy, social acceptance and tolerance of rights violations against girls smacks of an underlying gender discrimination: a discrimination which forces more girls to drop out of school so their male siblings can continue; compels girls to engage in child labour, to support their families income or, more accurately, the short, often paltry economic interests of their parents/household at the expense of the best interest of the child. Girl Determined's work empowers girls to achieve that which is in their own best interest while working structurally to establish mechanisms for greater awareness of the specific needs of adolescent girls, their protection and increasing their life-opportunities. Girl Determined employs a three-pronged strategic approach: 1. Individual transformation - Adolescent girls will go through some form of personal transformation lending to a change in a girl's understanding of personal power and rights. Shifts will include reduction of shame and fear regarding violence, ability to identify and express situations of discrimination, value of self and education, motivation and skill to actively make decisions about ones future. 2. Network mobilization - Girls will develop a sense of connectedness with girls from across the country through their shared experiences and complex differences. By bringing girls together across space, through 'by-girls, for-girls' media projects, Girls' Forum and our Girls Advisory Board, girls will mobilize as defenders and actors. This wide network also creates a structure through which other programs could potentially be realized. 3. Research and Advocacy - Evidence-based research will assist Girl Determined in bringing increased attention to the plight and power of the girl child in Burma. We will focus research and related advocacy domestically, pushing governmental and non-governmental agencies to recognize the specific needs of girls in their programming.

Oneworld now! was founded in Seattle, Washington in 2002. At that time, we launched a pilot program at Ingraham High School in North Seattle with just 12 students. Since then, own expanded to include students from every high school in the Seattle public school district and has served over 1,500 youth, most of whom are low-income and youth of color in the Seattle area. In addition, own expanded its full program to James Campbell high school, the largest public high school in Hawai‘i, in 2010. an innovative model underserved youth have historically had the least access to international learning opportunities. Oneworld now! Is making a significant difference in our students’ lives. Own was a pioneer when it was founded in a post-9/11 climate, yet our mission and vision seem just as critical today as it was back then! Own has been recognized as “one of the nation’s most innovative after school programs” by the jack kent cooke foundation, and the own founder, kristin hayden, was elected as an ashoka fellow for recognizing “innovative solutions and the potential to change patterns across society. ” own’s award-winning program model in seattle and hawai‘i offers a new and integrated approach to developing the next generation of global leaders. oneworld now! Is an award-winning and innovative social venture that exists to develop the next generation of global leaders. Own is committed to providing critical language skills, leadership training, and study abroad opportunities to underserved youth. We are innovative in that we are one of the only programs in the nation that spends at least one year preparing youth by providing language and leadership training to ensure their success abroad focuses on providing access to study abroad opportunities to mostly low-income youth and students of color teaches arabic, chinese and korean, three strategically important languages that are not typically offered in american public schools offer an integrated and holistic program of language, leadership, and study abroad increased access to critical language learning during and after school increased access to study abroad opportunities, especially to underserved youth promoting the “gap year” for all american youth to consider spending a year abroad volunteering and studying languages between high school and college oneworld now! Is developing global leaders by supporting our youth in being successful in all areas of their lives. Beyond the language, leadership, and study abroad program, own supports youth through mentorship, college prep, and networking for scholarships, internships, and career opportunities. Our passionate and committed staff, teachers, and volunteers reflect the oneworld now! Students, who inspire us every day. Together we are all working towards creating a world that acknowledges how we are all connected and all responsible for each other’s well-being. We are…oneworld…and the time to contribute positively is now! . oneworld now! ‘s vision is to increase access to international opportunities, namely critical language studies, leadership development, and study abroad to all american youth. Our award-winning program in seattle, washington demonstrates the successful implementation of our innovative program model of language, leadership, and study abroad for underserved youth, who have historically had the least access to these life-changing opportunities. Own works with students, teachers, parents, school districts, college and universities, and communities nationwide to support this vision.

The program mission is well dedicating to the well community informed, community with free from poverty and community with green climate. The project which is named as the forest restoration and food production is the mission which is investing in poverty alleviation in the community and food production through restoration of both forest landscape and agricutural lands which belonging to the small holder farmers in the community of Lushoto district. Due to the presence of deference deforestation activities in the community of Lushoto district especially at the one among of forest reserve which is known as the Magamba forest reserve which is the reserve that has been degradated and received massive deforestation due to the presence of huge charcoal burning, presence of lumbering industry at the forest has resulted to the degradation of the Magamba forest reserve which more than 12 Hector's each year is loosing due to these activities. These has therefore affected the agricutural activities in the community of Lushoto district where by 25% of agriculture activities has been decreasing since 2017. The problem has seems to cause poverty and hunger due to the reductions of soil fertility and reductions of the land productivity at the farmers plots. Through this problem has caused hard difficult to more than 1000 woman's at the community of Lushoto district where by 55% of woman's at three villages are widows and adults who are suffering from this poverty and hunger which has been caused by these actions of soil degradation and deforestation of forest landscape and agricutural lands. Due to these problems the program has been invest the energy to remove this action such as: The project has decided to combat these activities through production of fruits tree and hard woods trees to the farmers especially more woman's who are widows and adults where we are going to produce more than 50000 native trees .The 30000 trees will be produced and planted to the Magamba forest reserve which has been degradated to restore it's biordevesty and allow proper soil strength. Also 20000 is going to be produced as fruits trees such as avocados fruits, apples, macadamia nuts, peaches, which is going to be supplied to the more than 1000 woman's at the Lushoto district community to increase the soil fertility of their agricutural land and to increase land productivity for the purpose of develop their agricutural harvesting and generate their income. Also this program is going to engage establishment of organic food gardens to the 500 disability woman's at their farms land such as spinach, carrots, tomatoes to increase the nutrition and to develop their economic situation due to the fact that the gardens are economic favorite to the community nutrition. Since the project is aiming to reduce poverty and allow the food production we are also going to develop irrigation system at the farmers land to those who we will develop the vegetables gardens to enable them access easy irrigation system through trapping of flowing water and collection of dams which are around the farmers plots. The project is also going to make sure that it's develop the mission through the training and awerness rising to the farmers where by farmers are going to be trained on: Well crop rotation Well crop diversity Well crop management Agroforestry development Water harvesting and animals husbandry Through this it will provide education and learning to the farmers who will turn there behavior and applied these well method of farming without destroy the natural resources. Also through this program the project is engaging the groups like youths, local schools,land owners. Through engagement of school students the project is going to engage more than 10 schools which will touch more than 500 students to train them on how to produce seedlings and how to maintain then. The project will opening different micro nursery trees in the 10 schools for more education and learning to increase the restoration knowledge to the students and their teachers where by 1000 trees are expected to be produced in each school for more Plantations at their school surrounding and some will be taken to their home for more agroforestry plantations. Also the program is going to use 4 workshop annually and opening 10 environment and food production clubs at school and frequently debates to increase the skills and scaling up the idea of forest landscape restoration and food production. The project is also using conference with land owners, government authorities and other stakeholders who we are discussing on how to cover the problem which is covering our community. Also this is dealing with discussion with land owners on how to practice sustainable use of land during their land consumption. Also water resources conservation is the project mission where by the project is generate and contribute to the 3 water resources which has been degradated and which are dependable by farmers for their plots irrigation and their vegetables irrigation through this fact the project through the partnership with global giving is going to conserve 7 water resources which has been degradated by different calamities including allowing of livestock passing and cutting down of the natives trees that surrounding the water resources . This will be through removing of invasive speceis and plastic materials and bags at the farmers water resources to develop the irrigation system to their agricutural plots and the whole community. Through the population engagement in this project activities such as tree planting, awarness and education provision will help to alleviate the poverty and develop the agricutural activities through empowerment of woman's in agroforestry empowerment.

Created in 1979, the Collectif des Femmes is a non-profit organization whose mission is to promote the emancipation of women and men, particularly women from immigration and/or precarious women. We are work mainly in Belgium, but we have extended collaborations with women's organizations in the Developing countries in order to share experience in the field of Equality between women and men and to promote inclusive development. The association aims to empower its target audience and reinforce their autonomy of thought and action. The involvement of women and men at all levels of the association creates an upward dynamic that promotes their ability to take their destiny into their own hands, and free themselves from their multiple shackles. The social purpose of the association is therefore the social and professional integration of women migrants in Belgium (although some of our target beneficiaries are unemployed men in search of work). The association's vision is to promote equal opportunities, fight against discrimination, combat gender inequalities and promote access to employment for women and men, migrants and of foreign origin. Article 3 of the Statute of the "Collective des Femmes" stipulates that the purpose of the Association is: - Training and supervision of migrant, refugees and asylum seekers, and immigrant women, with a view to better socio-professional (re)integration,... - Facilitate the adaptation of foreign women and that of their families in Belgium, particularly in the field of the practice of the French language, health, food, the education of children and their personal autonomy. - Reflection on the role and status of women, in relation to development issues; - Etc. The Association is approved by the Wallonia-Brussels Federation to fight against Intimate partners and all forms of Gender-Based (Violence against women and girls). The achievements of this first period are the foundation of professional relations between migrants and respond to the concern to give back to women the power over their own history. It was also in those years that the fruitful encounter between these women from elsewhere took place, some progressives in search of professional prospects and new conceptual tools to improve their status. Although we began in 1979, the 1990s constitute an important period in the life of Collectif des Femmes as it laid "the first stones" with regard to structured professional integration, psychomedico-social support for an allochthonous or indigenous public, the strengthening of the capacities of women in the countries of the South... Hence, in 1997 the Collectif des Femmes obtained its official agreement in the Wallon Region and the Wallonia-Brussels Federation. Alongside the desire to promote the development of our center, our objectives are to promote the evolution of factors influencing the wellbeing of this precarious population and participation in any action aimed at favorably modifying these factors. And finally, in the longer term, we participate in the development of an equal opportunities policy based on our experiences and in the promotion of gender mainstreaming. It is since that time that we have been subsidized in a more structural way and that we have been approved for a certain number of our missions; a real public-private partnership. Our growing center demonstrates the relevance of all our goals even more today than in the past. The paths to success in terms of emancipation, socio-professional integration, lifelong education are a demonstration of this that is both relevant and convincing. Today, in the position that the Women Collective occupies, everyone benefits from this mixing of ideas which leads each of us towards the path of individual progress. Over the past 40 years, the thinking of the Collective has deepened and broadened in several directions. First of all, it was necessary to understand and take into account the profound changes in society. We have developed over time a more complex and more complete vision of the situation of migrants, of front-line proximity work, of poverty, of emancipatory pedagogy, of work in popular education, of socio-professional integration. The question of gender equality, civic and permanent education is the common thread of our various approaches. Another opening given to our horizon, we have sought and built bridges between the fields of integration, training, education, social action and we have given the issue of empowerment a transversal dimension. In terms of pedagogy, we have promoted pedagogy by project, our toolbox is currently more extensive, we have produced several publications, including a cultural imagery tool. It is a real militant journey, a social commitment of each one, of each one which has enabled various political questions during our international conferences: whether in the field of plural violence, female entrepreneurship, poverty, situation of women in the labour market, in relation to new information technologies, in relation to HIV/AIDS, in the face of radicalization always by crossing gazes South/North North/South South/South. Since 1979, several thousand adults have passed through the Centre. This means that every year since 1979, more than 22,000 people have knocked on our door and started training or requested intervention, psychosocial support, or even participated in our focus groups. As a result, several thousands agents of change scattered here in Belgium or in the countries of the South are in non-profit or international organizations in the sectors of continuing education, education, health, social work or community. Over the past 3 years, evaluation work has been carried out, which combines several interests. First, an interest in more refined knowledge of our public, its origins, its trajectories, its motivations, its commitments, the effects of the intervention of the Collective, whether in terms of social or professional integration. A second interest was to compare the aims, objectives and values of the Centre. Confrontation which, managed with a view to constructive criticism of work, has made it possible to strengthen our dynamism. Let us cite for example the professional integration rate of more than 90%. A relevant analysis of the pedagogical procedures, of the observations and evaluations of the people... has made it possible to identify practices and objectives that must be modified or pursued in another way. This has stimulated collective work in several essential directions for an organization like ours, namely the development of the culture of evaluation and constructive criticism. A rigorous analysis, still in progress, of our corporate culture, was also essential for the dynamics of our center and the pleasure of working in the field of people empowerment. This approach allowed a lucid look at our organization; while showing the shortcomings and the limits, it has valued the quality and induces a search for an increased quality which makes it possible to develop a self-reflective and formative work on our own practices and our organizational pedagogical processes. These are quickly outlined the various philosophical and political challenges of our center.

South Sudan Grassroots Initiative for Development (SSGID) is a National non-profit, Humanitarian and Development community organization established in the year 2013 and registered with the Ministry of Justice (Registration Number 1921) and the Relief and Rehabilitation Commission (Registration Number 350). SSGID was founded by a group of women and youth of South Sudan with the aim of responding to the ever increasing social, economic, and health challenges affecting the predominantly rural / pastoral population of the Country. SSGID philosophy is based on the principle of Asset Based Community Development (ABCD) where target communities are viewed as ASSETS with lots of opportunities, resources and ability to influence their desired outcomes other than as Problem Centres for humanitarian actions. SSGID, therefore, supports communities through a wide range of programmes that are community-driven with a niche on community innovation and problem solving. SSGID's programmes are focussed on vulnerable women and girls because SSGID subscribes to the belief that "if you educate a woman, you educate a nation." In addition women and girls are the worst affected categories of people in South Sudan as far as poverty, education attainment, human rights violation besides being marginalized in development programmes. SSGID also believes that youths play a very key role in transforming societies and are regarded to be having proactive minds towards development as well as being enthusiastic members of the society. SSGID provides Livelihood skills training and capacity building programmes to empower the young women and men in the communities so that they could contribute to their own development and build a resilient and sustainable community Vision Statement: Just, educated, healthy, equitable, peace loving and self-sustaining communities. Mission Statement: Dynamic partnership with communities to promote peace, reduce inequality, hunger, ignorance, poverty and diseases. Our MOTTO: To improve the health status and wellbeing of the vulnerable women and girls in communities through community driven: Livelihoods improvement, Girl Child Education, Promotion of health and sanitation, progressive culture, gender and protection programmes. Objectives: SSGID is driven by the following core objectives in its programme design and interaction with various Promotion and strengthening of sustainable agriculture among women and youth. Improvement of health and solidification of communities' response to emerging health issues. Women and youth empowerment through education and human rights advocacy. Promotion of peaceful co-existence among citizens and proactive participation in good governance stakeholders. Equity Promoting equitable and equal opportunities for all the beneficiaries and in employment in SSGID. Integrity A very high sense of moral and ethical standards in all SSGID dealings with all stakeholders and the public. Transparency and Accountability A very high level of openness and responsibility to all its stakeholders Respect Holding SSGID stakeholders with a high level of esteem and appreciation. Teamwork Always promoting teamwork spirit among its employees. The objectives for which SSGID operates are to ultimately give dignity to the people of South Sudan and to make them realise and enjoy a peaceful coexistence from within South Sudan and with the wider world community. Specifically, this will be achieved through the following objectives: i. Advocate for the large communities' social and development interests. ii. Mobilize local resources and other sources of incomes from individuals, international organisations, State governments and groups in furthering its mission. iii. Promote and carry out research, in furthering of its activities. iv. Promote community activities through singular or join workshops, exhibitions, meetings, lecture classes, seminars and training courses. v. Collect and disseminate information and exchange such information with other bodies having similar objects whether in South Sudan or overseas. vi. To acquire any moveable or immovable property and any buildings or things whatsoever and sell, dispose of Mortgage, lease or otherwise deal with all or any part of the property or rights of the Organization. vii. To enter into any arrangement with any governments or authorities that may seem conducive to the Organization's objects or any of them, and to obtain from such government or authority any rights, privileges and concessions which the Organization may think desirable to obtain. viii. To promote or assist in the promotion of any organization or company or other body having objects similar to those of the Organization. ix. Undertake, execute, manage and/or assist in any charitable work that may be lawfully undertaken, managed or assisted by other organisations. x. Write, publish, print or otherwise reproduce, circulate, gratuitously or otherwise distribute such documents, papers, books, newsletters, periodic, pamphlets or other documents, films and/or record tapes, (whether audio or visual or both) as shall be permitted by the laws of Publication and Access to Information Act of the Republic of South Sudan. xi. Carry out any such other lawful thing as may be necessary for the said objectives. SSGID supports vulnerable communities of South Sudan by acting in the following areas i. Rescue, provide emergency care, rehabilitate and resettle women and children and other IDPs. ii. Promote community health. iii. Improve community water, sanitation and hygiene. iv. Advocate and work for gender empowerment. v. Promote Education in emergency and peace situations. vi. Engage in Peace Building and Human Rights promotion at community level. vii. Promote Youth and women Enterprise and Vocational Skills Development. viii. Carry out Humanitarian Emergencies. ix. Engage in Research and Development. x. Promote vocational trainings for children, youth, women and adults. xi. Carry out life skills education children, youth and adults. Field Offices S/No. Location Role 1. Juba Headquarters 2. Wau Field Programs Office 3. Kuajok Field Programs Office 4. Aweil Field Programs Office 5. Tonj South Field Programs Office 6 Torit Field Programs Office 7 Malakal Field Programs Office 8 Rumbek Field Programs Office Management and staff of SSGID i. Board of Directors constituted by 7 members that decides on SSGID policies, supervises Senior Management, approves work plans, budget and auditors. ii. Senior Management comprising of 53 staffs that include Executive Director, Programs Manager and Finance Manager, Gender Youth and Development Manager and among other posts iii. Program Implementation and administration Staff comprising of the following but not limited to the following: Program Officers, Gender and Protection Officers, Logistics Officers, Monitoring and Evaluation Officer, Human Resource Officers and Support Staff.

Real School in Goris is founded to create an informal education in Goris which will give the students the opportunity to get both theoretical and practical knowledge and skills, which will be enough to enter the job market easier. Our main goal is to create a techno-park based on that educational platform. To reach this goal, we took the Real School concept and programs and we are implementing the school in Goris as a separate institution. The main mission is like the Real School mission, which can be found below: The REAL SCHOOL is providing its graduates with knowledge (theoretical and practical) and skills (professional, personal and social) to succeed in high-tech innovative industry. REAL SCHOOL is a four year collage level program that combines liberal arts in-class education and vocational off-site trainings in R&D organizations, resulting in a level of knowledge comparable to today's Bachelor level graduates of Armenian universities combined with practical skills and CV of a 1-year junior developer in modern IT/High-tech company. The main difference from classical Bachelors program is targeting professional career in the industry, rather than academic career. However it doesn't mean that the applicants are low-level technicians. Modern high-tech industry requires everyday effort in self-education (lifelong learning) due to constantly changing technologies, innovation, new fields, spheres, opportunities. The modern life is not divided into "learn" and "work" segments anymore, but is combining the work & learning process till the last day of the professional career. As a consequence, the classical approach to education (learn only) and to professional career (work only) is failing in XXI century. Our vision of XXI century high-tech organization is a combination of Research, Production and Education formats. An organization that lacks any one of these 3 components, will loose in competition to those who are doing their own innovation, that is close to their own production, and are educating their own staff by maintaining the internship logistics. Our mission is to implement such program in partnership with IT organizations in neighborhood of each RealSchool site. It includes expansion to rural areas of developing countries, helping local industry to upgrade to meet the challenges of innovative high-tech economy. The liberal arts program is following classical approach to education of a "free citizen" of a republic, i.e. provide understanding of the structure of the world, universe, civilization, economy, which is sufficient for the person to discover their mission for their life or at least for the next 7-12 years, and to develop their skills and knowledge towards fulfillment of that mission. The liberal arts program itself is built in a project-based approach. The projects used in this section of the curriculum are also real-life projects, i.e. they are not invented by professors for educational purposes but are chosen from the infrastructure projects and issues faced by the region/country/world. Examples of such projects for I and II grade students include: 1) Forest recovery, in cooperation with the Armenian Forestry Committee. Green industry projects. Reuse of materials. Effective ovens development. Effective usage of forests/wood in the industry and household. Biodegradable materials development and use in the small scale high-end production. 2) Study of ancient Armenian literature, classical Armenian language, terminology, in cooperation with prominent researchers in the field. Creation of fonts, spell-checkers, translators for modern dialects (western/eastern) of Armenian and classical Armenian. Localization of the GNU SW (Firefox, Thunderbird, OpenOffice, Xfce4, Gimp, Inkscape, etc). 3) Study of ancient musical notation systems and body movement (dance) notation systems, development of SW for musical and ethnographic studies, in cooperation with researches from Armenian Conservatory, institute of Komitas and Armenian song and dance academy. 4) Study of environmental health control and monitoring, development of measurement kits for air, water, soil and ether (electromagnetic) pollution, performance of the measurements and publication/awareness promotion projects 5) Study of information management systems, information security challenges, development of national standards for information age, upgrade of national institutions, ministries to reduce paperwork and use modern IT solutions 6) Study of macroeconomic and microeconomic field, legislation. Development of promotion programs and lobbying for making legislation more friendly towards innovation, startup, family-business and small/medium enterprises. 7) Study of pedagogical and epistemological issues in high-tech post-modern reality, development of extracurricular and curricular studies for middle-school and high-school students. Support and further development of Armath curriculum, in cooperation with original authors of Armath curicula. Augmenting Armath with radio-frequency, electronics, mechatronics and biochemical kits. In the fields of pedagogy and epistemology - the mission is to reconsider foundations of personal training, establishment, attachment and feeling of heartbeat of the civilization, world, universe for a modern human being. From our perspective the history of the epistemology and thought is split into segments of before XIV century (primarily descriptive science), followed by the birth of analytical methods and decomposition, until hitting the ground (subatom, genome, lexical elements) in the mid XX century, and starting the third phase - the age of synthetic science (syntetic materials, synthetic life forms, synthetic languages). At the same time this switch from analytical to synthetical coincided with demographic supernova burst: for ages the population on earth was < 1B, and in XX it jumped to 7B and continues growing. As in the case of supernova - and in general - any bifurcation point - it is hard to predict what will be the next state: the dwarf, black hole, or new star. It is easier to choose desired outcome and invest resources in achieving that outcome, rather than investing in analytical efforts to predict the outcome. Fundamental reconsideration of human beings attitude towards self, towards their planet, their civilization and the universe is due to protect new generation from storm of information they are facing from their birth time, and give them instruments to categorize, prioritize and filter that information, in order to extract the core values, build goals and obtain attachment to life that was "given" in in the past to a person by the life style, and now has became a major problem for new generation, which has hard time finding challenges outside the virtual world of social networks and network games. Parents cannot solve this problem alone. The system needs to be built by the state to help them. Our goal is to provide B2G consulting and active participation in building the new formats and curricula for different age groups. Our consortium has created the Armath program under this mission, is building the Real School program, and has started building the Academic Research Hub for the academic (fundamental research) field as well. Among these, the RealSchool in mid-term has the highest impact on our future.

Sportinzona Melina Miele is a sport association that was born in 2010 in order to promote social inclusion trough sport. It was founded by people that want to make a change in their community. The founders, the board members and the staff have in common the passion for sports and a background as social workers or civil right's activism or as a volunteer of the organization. CONTEST ANALYSIS In Milan there are nearly 114,000 young adults between 11 and 20 years old, around 24,000 among them come from a foreign country. A large portion of it does not have access to sport for economic, social and cultural reason and this build higher barriers on the path of integration and cohesion, especially for migrant young generations. Moreover, in the last years it has been noted a serious abandonement of sport practice in younger generations, with negative consequences on their health and socialization with other young people and opening to disadvantage bringing in some cases to the increase of negative behaviours. (From the 2017 Special Eurobarometer on Sport and physical activity emerged that Italy is not one of the best perfomer. The 62% of the of respondents never exercise or play sport and just the 1% are the most likely to exercise or play sport regularly, which is the lowest rate in EU.) There is a real need to promote sport not just as a way to improve physical appereance, as it is perceived for the 33% of respondents of the report, but as a vehicle of well being, inclusion and social values. The organization aims to convert this perception through a series of communication and empirical activities that will impress the audience. It aims to demonstrate the positive effects from which people can benefit (making sport/physical activity a part of their everyday lives, spending time with disadvantage people and new citizens) as individual and part of a community. One of the aim of our projects is to develop an exchange relationship between sport societies and socio-educational subjects which will have the following effects: - creating more sport opportunities for young generations living in the city, especially disadvantaged urban areas, in order to foster their access to social rights; - breaking down access barriers to sport societies for disadvantaged young people and encouraging the creation of a varied context from a social and cultural point of view; - innovating the sport associations and societies approach by enhancing the educational and inclusive feature carachterising the relational dimension of sport. In the last years we found on the field that in order to do an ficient educational work with kids, playing soccer, volleyball, rugby or basketball is the first step for the beginning of a important human relationship. MISSION SPORTINZONA seeks to address the main Milan's city urban challenges of the inequities, polarized communities,as well as micro/macro segregation emerging in all the Milanese areas. For this reason, sport could be identified as a complementary and integrated means to face them. To furtherly implement those aspects, there is a need of three types of experienced professionists: sport technicians, educators and volunteers specifically trained on those aspects. Generally speaking, according to the Agenda 2030 of the United Nations , the practice of sport and the incentivation of sports through the event will contribute to sustainable development and to the establishment of a climate of peace, tolerance and respect among people. vertheless, the entire event will support the rising of awareness among younger generations on the social potential that sport practice can generate bringing to: new and more traditional ways of socializing, creation of a greater sense of ownership to the community, respect and knowledge of different cultures, respect of common rules and civic engagement, incentivation to volunteering actions, affirmation of new non-formal places and methods of educating youth. In particular sport will allow to raise awareness on the importance of policy geneder toright the message that sport is accessible to everybody: man, female, disadvantaged and disabled people and new citizens. As indirect effect our projects tackles the issues of: early school drop out, cohesion and fight against racism and xenophobia, respect of civic obligations and rules avoiding disaffection to institutional life, alongside with the topic of healthy standards of life (avoidance of drug abuse, healthy eating habits, healthy non web based socialization options). OBJECTIVES The main objectives of the projects are: 1. Experimenting an integrated and multidisciplinary practice combining different fields of intervenction; 2. Encouraging the development of a methodology that allows the enhancement of sport as an educational opportunity that contaminates both the skills and knowledge of the educators and sports technicians; 3. Organizing events; 4. Encouraging the development of "sport as a means of social inclusion city policy" with the public administration-private ngo's stakeholders network 5. Offering opportunities for sports to people who are usually excluded due to access barriers; 6. Support social inclusion processes by promoting the possibility of creating new groups in which subjects from different cultural and social backgrounds meet and compare sport as a cross community action and instrument. ACTIVITIES Sportinzona would like to be an infrastucture to fill the gap. The organization is working with professional educators, pedagogists, sociologists, psichologists, trainers, with specific formal training and certified sport skills with the following activities: 1) build networks for social projects that use sports as a tool and opportunity for a better reach of kids with disadvantage backgrounds. 2) organization of sport activities such as team trainings, tournaments events in the outskirt areas of Milan's city. 3) setting a No League sport-educative methodolgy that has an important educative impact, using sport has the main efficienct tool. 4) acrivities in order to promote a change in the grassroot's sport culture where the differences can be a richness for all. Meetings, trainings workshops, conferences. 5) activities thet promote innovation in the working methods, giving voice to the actors and to the the participants in the evaluation process. European projects, multi tasking events with music, culture, sport engaging the No League community in the organization. 6) engage the trainers, educators, kids and family in a community path where everybody is important and connected trough links over the sport field into other life's fields 7) active citizenship activities for the community, involving the actors of the projects in different and changing roles during the different phases of the projects. From being an athlete and player, kids can become trainers and referees as soon as they get older and they still want to support the organization's programs. The organization will provide trainings and tools in collaboration with the national and local sports federations, universities, schools etc. Our organization has one main umbrella project: No League, with different targetted projects: No League social games, No League all star, No League@school, sport4trotter. The project NO LEAGUE, use sport as a tool to promote positive values such as inclusion, equality, cooperation, respect and solidarity. Within an integrated public-private system, we seek to see a change in the approach to sport by breaking down silos and taking a more streamlined and holistic method, especially for what concern the creation of an integration between social service and sport. The idea is to develop a multidisciplinary board combining the capacity building of the public stakeholders, the academic know-how and the expertise of sport and social-educational territorial subjects. Being together is the prerequisite for a better inclusion, because it is evident now more than ever that it is possible to overcome challenges only if "no one is left behind". To do this it is necessary to create a network that aggregates the most relevant players in Milan, not only in sport field.

Teen-Turn addresses the numbers of third level qualifications, particularly those related to STEM, attained by women from disadvantaged and underrepresented communities. Teen-Turn achieves this by providing--from when participants are teenagers--ongoing hands-on experiences, exposure to consistent, invested role model mentors and long-term support through alumnae career development opportunities. ***** Teen-Turn aims to influence course decision-making processes, inform participants on education and career options, and combat stereotypes by strategically changing how girls from disadvantaged and underrepresented communities identify with STEM career environments through mentored summer work placements, after school activities and alumnae opportunities. Programming begins with a work placement in the summer after Junior Cert, during which participants are exposed to projects, introduced to role models and begin to blog about their time so that we can evaluate the effect of the experiences. From there, the girls have the option to join after school activities which include science projects for BTYSE/SciFest, the creation of a social enterprise and app development for Technovation, homework/grinds clubs, or related events like learning camps and incubators with company partners. Once participants have completed secondary school, they enter into our alumnae network--which offers numerous events to meet with fellow Teen-Turn participants, mentors who are women working in STEM roles, and career advisors all there to help with qualification completion and to build a professional network. What we do is empower our participants-to identify a STEM interest, to be supported in the pursuit of mastering skills and gaining qualifications related to that interest, and then provided the connections and social capital and ongoing reinforcement to develop a STEM career from that interest. We call it our 'Junior Cert to Job' commitment. ***** Our proposition is that more girls acquiring in-demand STEM skills will result in more women employed in STEM careers, addressing skills shortage, gender ratio and social inclusion challenges. This is done by initially introducing STEM careers through work experience, followed by after school STEM activities including science projects and app development, then bolstered by STEM club involvement and ongoing STEM learning, exam support, discussion and debate events and career workshops. NOTE: All activities, other than work placements, were successfully brought online during COVID-19 restrictions and can again if the need arises. Core Project Elements Summer Work Experience: girls in the summer after Junior Cert (aged 15) are introduced to STEM career environments at companies located near their homes; during this experience they are introduced to female role models, work on an actual project, learn to visualize themselves in a STEM workplace, and gain an understanding of the companies flourishing in their neighborhood thereby crossing what is often a corporate/community divide. After School Activities: (1) Project Squad, 13 weeks in autumn, participants learn about the scientific method, research methodology, experimentation, data collection, results reporting and visual presentations while mentored on projects of their own design by industry and academic women-in-STEM; (2) Technovation, 13 weeks in spring, participants learn how to build a business plan and develop a mobile app that addresses a community problem, including design thinking, scrum/lean methodology, market research, pitch and demo presentations, and computer programming principles such as loops, conditionals, variables, and databases again while mentored on projects of their own design by industry and academic women-in-STEM. Clubs: (1) Grinds, year round, senior cycle and exam support is provided on a fortnightly basis by university students imparting techniques for studying and improving habits and following NCCA curriculum materials; (2) Groundwork, year round, participants engage in ongoing person centered planning activities through monthly sessions conducted online by trained mentors who work with beneficiaries to develop plans that establish individual goals and what is needed in terms of support to achieve them with additional quarterly personal development workshops-this activity is particularly effective with those from our cohort who have disabilities. Term Break Camps (1) Incubators, during autumn and winter mid-term breaks, teams from our afterschool who produce work that could go into production/to market or, at the very least, be developed into a minimal viable product learn about and work on a strategy for commercializing their inventions or apps; (2) Devising Week, during Easter break, 'devising' for participants means to plan or invent for a four day period when learning skills, mentoring and career experience are combined to deliver instruction in using technologies to problem solve in ways that are relevant to and currently being done in industry. Alumnae Opportunities: girls who have completed secondary school can participate in offerings that are designed to be social and enable the building of support and professional networks including debate and discussion events, scholarship information and application workshops, CV, job hunt and interview training, study habits bootcamps, and "give-back" mentoring days. Teen-Turn works with school representatives, including school completion officers and guidance counselors, to identify girls with promise who lack the confidence or are challenged by home circumstances, learning difficulties, or other obstacles (including ASD) that prevent them from performing in school as well as they potentially can. Conscious that these at-risk girls have high attrition and low post-secondary education progression rates, our approach is both immersive and followed up with reinforcement along what we call the 'Junior Cert to Job' route. An important component to this intervention is that each girl interacts regularly with women-in-STEM mentors as learning in the presence of female role models has been shown to impact girls' self-image and confidence, encouraging them to see themselves in new ways and stimulate new interests. We also provide recurring skill training and personal development opportunities. ***** Teen-Turn seeks impact over impression, distinguishing itself by committing to support participants through multiple stages--secondary school, third level, and career--to combat the high drop-out rate which affects our beneficiary group. Teen-Turn focuses on long-term results through its 'Junior Cert to job' support system. We are on track to increase the number of disadvantaged girls entering third level/acquiring jobs by 1,000 by 2021 and expect to continue at a rate of at least 300 per year. Within five years we will have provided a significant number of disadvantaged girls in Ireland the social capital and skills experience necessary to acquire STEM qualifications and career opportunities. The impact is this development of a local talent pool of skilled women who can thrive in a STEM career environment from whom companies can hire. Resultant, too, is the knock on effect of their presence as role models to girls from their own communities. Our Theory of Change envisages this impact as reaching even further than broadening inclusion in STEM. In addition to the likelihood of participants finding meaningful employment in STEM, changing their own and possibly their families' standard of living, there are other possibilities. Because of the enterprise programming to which the participants are exposed and the frequent feedback reiterating an interest in starting a business, some Teen-Turn beneficiaries will start their own companies, becoming employers themselves. The qualifications attained combined with the professional network developed should position these individuals to succeed. Also, as a factor of a skills shortage is staff turnover, employee retention will be improved by there being a talent pool from which to draw who has ties to the neighboring communities. Lastly, studies indicate that when those from disadvantage are empowered to become active citizens, they also become powerful self advocates. It is our expectation that future policy makers and community lobbyists will emerge from our cohort, already evident on a few of the girls' blogs.