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VALUES Because we believe that every human has the right to life with dignity. Through trustworthy and effective work we care for the forgotten and most voulnerable. VISION ADRA Slovenia returns people's dignity through transparent and professional cooperation. We are achieving measurable and lasting changes in society through the implementation of projects in the fields of education, health, social inclusion, development/humanitarian aid and crisis response. Positive changes are permanent, both in the individual and in the whole country. MISSION ADRA Slovenia works with people living in hardships, poverty, and unfavourable conditions. Action is focused on creating positive and fair change for all. This can be achieved through responsible actions and partnerships. Partnerships are created between national ADRA organizations as well as with other organizations in the private, non-governmental and public sector with similar and consistent principles.

BIGKID Foundation is a multi-award-winning youth and community charity established in 2008; our mission is to end social exclusion and youth violence. We work with over 2,000 young people annually and are experts in youth engagement. We equip young people to take control of their lives, find, develop and act on their own potential. We do this through three core programmes: delivered across seven London boroughs: Community engagement - sports sessions including football, American flag football, boxing, basketball and tennis; youth club, music, visual arts and social action projects. Mentoring - both peer mentoring and with adult mentors. Breaking Barriers - our in-school leadership programme for young people at risk of exclusion, or otherwise vulnerable due to concerns around mental health or well-being.

Detroit Food Academy is a non-profit youth leadership program that works with local educators, chefs, and business owners to inspire young Detroiters (ages 13-24) through self-directed entrepreneurial experiences rooted in food--experiences, which open doors, create connections, and cultivate confidence. From cooking delicious healthy meals for friends and family to facilitating complex conversations with community to developing artisan food projects from scratch to market, students learn by transforming their ideas into reality.Through this process, they grow as holistic leaders who are healthy, connected, and powerful to affect change within and beyond the local food system. Students graduate our program as entrepreneurial thinkers confident in their own power, conscious of the food system, familiar with business principles, and connected to networks of mentorship and support.

Fundacion Via Cocina is a community based project focused on improving the health and economic development of vulnerable women, youth and underprivileged in Medellin Colombia. With a personalized training and mentoring system sharing healthy food recipes, cooking techniques and applied financial planning and entrepreneurial small business fundamentals, we build a program for individuals and families based on their current reality, applying the training to objectives created with them, for them, in their own home. Additionally, we provide classes to individuals and groups who want to learn to cook healthy dishes with local ingredients for their families, transforming them into uncommon flavors that are low in fat, oil, salt and sugar-free. These activities look to decrease frequency and severity of non-communicable diseases in the communities, including obesity, diabetes and cholesterol.

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.

Made Media Group's mission is to inform, empower and transform African American communities through media & tech to eliminate economic disparities through neighborhood initiatives.&nbsp; 1.Literacy program: Texas Black Literacy Project which cultivates literacy & celebrates literature.Our programs include 2. Soul of Austin Culture fest: Creative space for Texas based artist, performers, musicians to share their talents with a multicultural audience. The goal is to employ as many minority artists as possible. 3. Narrow the Gap Initiative- Economic education: Teaching black & women owned businesses how to start and build small or nonprofit businesses, to help with job creation to create economic equity 4. Media & Tech training: Camps and programs to teach minorities and females how to seek careers in media and technology.

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.

Founded in 1994, the Fondation Orient-Occident's primary vocation is to be a bridge between the two shores of the Mediterranean. The vision of the Fondation Orient Occident is to work for the sustainable and responsible development of populations in precarious situations through education, professional training, culture and integration into the world of work. It focuses its action on two major areas of development: Territorial development (Education and citizenship, Vocational training, Solidarity economy, Entrepreneurship) Migration and interculturality (Intercultural dialogue, South-South migration, North-South Migration..) FOO's mission is to support the development of communities through transculturality (recognition and valorisation of all cultures) and social integration. For many years, the Fondation Orient Occident has been developing projects to support Moroccans and the most vulnerable migrants throughout Morocco. The Fondation Orient Occident currently has teams in 6 offices active in the cities of Rabat, Casablanca, Fez, Oujda, Tangier and Marrakech.

826 is the largest youth writing network in the country. 826 was founded in 2002 by author Dave Eggers and educator Nínive Calegari. Rooted in the belief that strong writing skills are essential for academic and lifelong success, the 826 Network now serves close to 80,000 students ages 6-18 in under-resourced communities each year, with the support of almost 5,000 volunteers. 826 has chapters in nine U.S. cities: Boston, Chicago, Detroit/Ann Arbor, Los Angeles, Minneapolis/St. Paul, New Orleans, New York City, San Francisco, and Washington, D.C. Each chapter offers five core programs for free: After-School Tutoring, Field Trips, Workshops, Young Authors' Book Project, and In-School program.826Digital.com makes our inventive writing resources available to educators everywhere for free.

We strive to contribute to a world where urban and rural communities take responsible care of their environment, work consciously to conserve and protect natural resources in sustainable ways, and preserve historical assets and heritage for the benefit of future generations. Our mission is three-pronged. Conservation: Create significant and sustainable environmental change, specifically focusing on climate change, water conservation, food security, waste recycling, sustainable energy, preservation of endangered fauna and flora and greening projects that incorporate poverty alleviation and sustainable livelihoods. Education: Increase capacity and expertise of the southern African environment community, by transferring skills, providing mentorship and building supportive networks for the development and sustainability of the environment sector. Innovation: Use modern technology (e.g. GIS) capacity to enhance conservation efforts and to pioneer socio-ecological approaches to protected area management.

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.

Personal passion and a start-up charity setting up a children's hospital in Africa. The Well Being of Our Future Matters! It is a non-profit making charity - all monies are going towards this project to help establish this children's' hospital and provide care to the local indigents. Our plan is to Kick off and deliver a '2018 Children's Wellness Event' where we will provide yearly health checks to orphanages and school children in the vicinity of the planned hospital. At the Yearly event we aim to provide the following: Children specialist care for 'cleft lip and palate' General wellness routine check for all attending children All children's details will be stored in a secured 'Medical Record System' design with identification features like bio-metrics and current photos 'Your Health is in Your Hands' training sessions. This includes: o First Aid and CPR training for parents and orphanage care workers o Nutrition talks and materials