2012 Grants

Three Regional Sewing Centres for Kichwa Women’s Village Associations

Building on our prior partnership with Inti Sisa, Guamote, our 2012 project was a response to requests from rural women’s village associations. Their members could not safely walk the Andes into Inti Sisa’s established classes in Guamote, but they wanted to learn a trade to help support their families. Together, we established three sewing centres for forty-five girls and women from ten to fifty. Each village provided a room, Inti Sisa provided teachers, and The Sunflower Foundation provided everything required: sewing machines, fabric, sewing accessories, e. g. thread, scissors, rulers, buttons, zips and chalk.



  1. The three women’s organizations will be strengthened for the future.

  2. Forty-five women will receive skills training to enable them to increase their income.

  3. The graduates will have the capacity to make their own clothing and also to offer products at the market.

  4. Sewing Centres established the project and after that, for the villages.



  • Three sewing centres were established with blackboards.

  • 6 sewing machines were purchased, two for each workshop.

  • 300 metres of varying fabrics were purchased.

  • Every student received a sewing kit.

  • Each course ran for 10.5 hours a week.

  • Participants held a village event where women and children showcased the clothes that they had made and shared their skills and ideas with other women.

  • Women save money sewing their families’ clothes.

  • Some women sell their products to tourists through Inti Sisa’s shop.

  • The program exceeded expectations, because the planning stage itself motivated other people from the communities, including a small group of men, to participate in the workshops.

Nullavour Village Tuition Centre, Tamil Nadu

Our partnership with El Shaddai Ministries Trust will provide extra-curricular coaching for 86 Tribal Dalit children (68 girls and 18 boys). This village is very poor, with the majority of the community being illiterate, agricultural labourers. Although the children attend school the drop out rate is 30% because of the obstacles to their learning. Firstly, they are Tamil speakers, whereas schools use the national languages, Hindi and English. Not only do girls face discrimination because of their gender, caste, and poverty, but also they may struggle with Hindi, fall behind and drop out, because they cannot receive educational help from their parents or grandparents.



  • Two graduate teacherswill provide high quality education in Tamil, English, Math, Science and social studies.

  • Children will be provided with bags, books and Tiffin (afternoon tea).

  • 25 mothers of students and widows without support will be given goats.

  • Goat’s’ offspring will be given to a further 25 women, until all families have goats.

  • Women commit to spending income from their goats on their girls’ educations.



  • Women’s incomes have increased 100% and they now bring in most of the family’s income.

  • Dropout rates are now zero.

  • Children’s marks have improved exponentially.

  • Children are becoming literate in Tamil, Hindi and English.

Teaching Resources for Kibera School for Girls, Kenya Cultural Programme

This project was a partnership with Shining Hope for Communities, an organisation that established Kibera School for Girls in 2009. Kibera is a massive slum in Nairobi. The government provides no infrastructure at all. No roads, no running water, nothing. There is one toilet for every 1300 people. To go to the toilet at night, a woman risks rape. As this video shows, life is unimaginably hard. Kibera School for Girls also integratesa maternal and child health clinic, access to clean water, toilets, a library and computer workshop, thus integrating the school with the community.



  • To supply teachers with educational resources for severely disadvantaged primary schoolgirls.

  • To convert a classroom into a multi-purpose room with a collapsible stage and seating built by local artisans.

  • To educate children academically and socially through drama and cultural engagement.



  • The students are outperforming government schools, also due to the lower student teacher ratio.

  • For four years, these children have won the National Poetry competition in Kenya. Often their performances, they explain the importance of education for girls.

  • The multipurpose room did not eventuate, due to the lack of skilled artisans and political unrest at the time.


Some of the prizewinning children with their teacher who wrote their poem, Wings to Fly.

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