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Cordem rebuilds communities from its core: THE WOMAN; Accompanying and empowering her transformation from the heart. How do we do it? We make this possible through a comprehensive program that is divided into two areas: Cordem offers scholarships for high school, technical and undergraduate level to exceptional women and who, due to economic impediment, have not been able to start or continue their studies. In order to ensure an integral growth, the beneficiaries have psycho-emotional accompaniment. This support is given to provide a wide range of tools, from coping skills to empowerment, as well as learning professional skills. Scholarship holders receive an integral formation to increase the success rate and have a larger impact in their personal lives creating a social change. Why do we mean when we say that women's education rebuilds society? When it comes to Mexico, women have less access than men to education, which has effects, not only in their economic participation, but in most areas of their lives (ENDIREH 2011). In average, the level of education in Mexico for women is 3 of secondary school (INEGI 2015) and only 6% of women have a professional education (World Bank 2007). Women suffer due to the lack of education, coupled with the lack of emotional support and integration into the labor market, which perpetuates the violence and poverty in which they live, increasing their condition of gender vulnerability. Worldwide they represent 70% of the population in poverty, which is the cause and consequence of violence. This phenomenon impoverishes their families, communities and societies, affecting their productive capacity and perpetuating the cycle of poverty (Amnesty International, 2009). According to the Aspen Institute & Bernard van Leer Foundation (2016) a good education is the key to a better life and a more solid economy. Individual income increases by 10% for each educational year that a person attends. For a country, increasing the average of higher education for one year can increase up to half a percentage figure to the GDP.

Asociacion Aldeas Infantiles SOS Costa Rica is a non-profit organization of private character and social development, founded in 1949 in Imst, Austria. Our country is a declared state since 2013 and declared of public utility. We are a present in 134 countries where we serve more than 400 000 children and their families. We are also members of UNESCO and advised by the ONU Economic and Social Council. Our reason for being. There are a number of social, economic, cultural, political and external factors in Latin America and the Caribbean that, at times associated with unfavorable socio-economic situations, may put children at risk of losing care for their families or significant adults. The complex interaction between these factors, such as natural disasters, armed conflict, interfamily and gender violence, problematic drug use, commercial sexual exploitation and trafficking, migration, among others; Expose children and their families to a situation of greater vulnerability, requiring responses to guarantee the exercise of their rights. In this sense, in the Asociacion Aldeas Infantiles SOS Costa Rica we work for the children right of family living. We develop actions to prevent the loss of family care, provide care alternatives for children who were separated from their families and develop advocacy actions, seeking to create the necessary conditions for children to fully exercise their rights. ORGANIZATIONAL PROFILE 2 What do we do? We work for the children right of family living. The organization's efforts are aimed at preventing the loss of children's family care, and when it is lost, we provide them with alternatives of care, always working to bring the children back to their families and communities whenever possible or other possibilities of family living. How do we do it? 1. To prevent the loss of family care we carry out support actions for family and community strengthening through: Pedagogical proposals of daily care for children Capacity building of children and their families Coordination of local networks work. 2. For those children who lost family care we provide care alternatives based on family environments, seeking their integral development and considering their particular situation and the needs of each locality. Family life care: usually under the SOS family model, in the village houses, where we promote that children have a stable affective referent for as long as it require, promoting if possible the reinstatement to their family of origin. 3. We carry out awareness actions in order to ensure quality standards in the care of all children. We advocate the states to strengthen and improve social protection systems, carrying out campaigns and programs, to ensure that all children, adolescents and young people have a full exercise of their rights, especially a family living.

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.

Mater Ecclesiae Academy provides parents with curriculum and pacing guides which they may use throughout the week in homeschooling their children. Then, once per week, Mater Ecclesiae Academy conducts class sessions to provide the students with collective learning opportunities and a setting which supports their academic, social, and spiritual development. Our goal in providing this support is that the homeschool experience may fit naturally into the lives of both the parents and children: that the parents know they are implementing a systematic curriculum for their children while the children learn that homeschooling is a legitimate way in which they and other children receive an education.

The mission of the Children Are Us Foundation is to provide "lifelong education and lifelong care" by offering lifelong education for individuals with intellectual disabilities and ensuring lifelong care within the community. We believe that intellectual disabilities are just a part of life's challenges, and with the love, care, and support of parents, society, and the government, we can overcome all obstacles. Additionally, through professional vocational rehabilitation and specialized job guidance, we aim to improve the intellectual and physical abilities of individuals with disabilities, enhance their work capabilities, promote self-reliance, and facilitate their integration into social services.

The main activities of Mumbulla Foundation are raising revenue through fundraising, donations, memberships, investment and other means as allowed under the Constitution and awarding, on an annual basis, grants to not-for-profit and charitable organisations and auspiced groups within the Bega Valley Shire. These grants are provided for social, environmental, educational, and cultural activities to improve the well-being and opportunities for all citizens of the Shire. The Foundation also supports the Bega Valley education sector through providing University of Wollongong Bega Campus scholarships and book prizes and back to school vouchers for primary and secondary schools.

Inclusion and Support Aprocor Foundation is a non-profit organization created in 1989. We support people with intellectual disabilities and their families. Our mission is to contribute to improve their quality of life, supporting their life plan and promoting a social inclusion model in all areas. We believe in each person, in their strengths, abilities and in their valuable contribution to society. We accompany them to exercise their rights to full citizenship. Our strategy is to inquire about their dreams, goals and their needs, so we can search for opportunities and offer the best support. Our aim is to be a fully centered person organization.

Our Mission: San Miguel Academy of Newburgh is an independent, faith-based, 5th through 8th grade middle school for boys from under-served families residing in the City of Newburgh, New York. San Miguel Academy is part of a national educational reform movement which strives to break the cycle of poverty through education. San Miguel Academy provides boys with the tools necessary for success in their academic, social, and moral lives. We empower our students by focusing on educational achievement and character development as a means of self-efficacy.

The association was founded by people for whom local development on the basis of local resources, respecting nature, but also, and perhaps above all, based on community activities, is important. At the beginning, the development of local products and services, including tourist ones, was important to us. Currently, our activities focus on adult education (including senior citizens), youth education (through civic lessons) and volunteer development. We also carry out activities contributing to building social bonds, respect for tradition and strengthening of local identity. The main area of the association's activities is the Masury region, especially Ek.

The Scales Conservation Fund is a means in which to assist conservation based NPO's in continuing their critical work through providing funding and support. SCF offers services such as preparation and submission of funding proposals, linking organisations with suitable corporate sponsors, hosting fund raising events, sourcing of sponsorship and equipment and raising awareness through social media platforms all at no cost to the beneficiaries. It is SCFs goal to make a difference to real non-profit organisations operating tirelessly to save Africa's threatened wildlife. By working together we can make a difference!

Mission Statement: Unlocking the abundance of life for tomorrow’s leaders. Vision Statement: We will provide a positive, pivotal education experience for the children in Kansas City who most need it. Learning Club helps high-risk children realize their awesome potential through after-school and summer one-on-one tutoring and mentoring. We instill a love for learning through enrichment activities which develop academic, social and leadership skills. We create an environment in our classroom and in our neighborhood where it is easier for kids to be good, to dream, and to succeed.

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.