2015
2013

2014 Grants

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Tuition Centre and Livestock Program, India

Srirathi’s dream was to stay at school. However, her father had abandoned her after her mother’s death and her grand parents couldn’t afford to keep her at school. Then her grand mother,Muniyamma, heard about the initiative we had funded with El Shaddai Ministries Trust(EMT) in Chennai.Muniyamma’s letter to us is in full, below.

This is the third year we have partnered with EMT to educate girls and support their mothers’ incomes, so that they can afford to keep their daughters at school. In 2014, mothers received cows instead of goats. Also, an agricultural scientist instructed the women in dairy farming. In all three villages, goats and cows provide food for families as well as income. In our two prior village projects, women’s incomes have improved 100%, just as their children’s academic scores have done.

Goals:

  • To provide a tuition centre for Dalit children where qualified teachers will run the evening school providing homework assistance and tuition in Hindi.

  • To equip children with books, schoolbags and educational resources.

  • To provide twenty-five goats to the poorest women.

  • To provide every village family with a goat through with breeding, eventually all the women in the community will own at least with a goat, though with breeding.

  • To provide the income to enable girls to continue their education.

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Teacher Education, Uganda

This is Hope Katushabe, proudly holding her Teacher Education Certificate. Hope is one of the first graduates from the Rural Education Centre, funded by The Sunflower Foundation (Australia) Inc. in 2013 and 2014. Our partner in this venture is The AIDS Orphans Rescue Project (TAORP). Although originally founded to support grandparents raisingorphaned children, TAORP has expanded into education with the Rural Education Centre, established in 2013. The REC trains and resources primary teachers, who went straight into teaching after leaving secondary school. With no training, they have no job security whatsoever and are not eligible for employment in government schools. Over two years we provided 25 computers, monitors and peripherals and helped support their IT coordinator/instructor.

Goals:

  • Improve the quality of education in Jinja province.

  • Enable unqualified teachers to complete professional studies in a government-recognised institution whilst teaching in rural schools.

  • Enable the development of IT skills for rural teachers Increase the number of professional teachers in rural Uganda Support the educational development of women and girls.

Impact:

  • An additional 1server and five monitors, With all accessories purchased

  • Forty-two girls graduated and are now fully registered teachers

  • Eight of them are now networking the schools serviced by the REC to share experience and resources.

  • A greater range of employment opportunities for graduates, as they are also computer literate.

 

Hope is one of forty young women who graduated. Not only are we proud of our graduates, we are also thrilled for the children who will receive a better education for years to come. Graduates also contribute by volunteering with TAORP. Hope told us:

“This is more than just learning to teach, I have got even more skills that can help me work elsewhere for example I can now be a secretary because I have learnt the computer well. What I want to promise is that I cannot betray the children or the people who have put the trust in me and trained, I will continue to teach and remain serving with TAORP projects if they need me any time.”

 
Literacy Program in Kiswahili and English for Refugee Girls, Kenya

Heshima Kenya serves girl refugees who are minors without families. Their comprehensive, non-formal education Girls’ Empowerment Program provides basic education and life skills training to girls and young women with various learning levels, languages, and backgrounds. The Girls’ Empowerment Project has four main components: Basic Education, Life Skills, Vocational Training, and an income generating program, the Maisha Collective. To ensure retention and overall well being, beneficiaries are offered support services in all components, including daycare, meals, and transport. Graduates of the GEP have the opportunity to be trained as one of their Junior Ambassadors, who provide community outreach and information to other refugees regarding human rights and SGBV prevention.

Their basic education program is registered with the Ministry of Education as an Adult Education Center, so that girls’ education is accepted for further studies.

 

Impact

  • 185 girls and young women participated in the GEP.

  • 18 girls graduated from the vocational training course.

  • 29 girls passed the Kenyan basic literacy test.

  • 108 students (78%) demonstrated a 50% increase in knowledge in the grades 1-4 level.

  • Teenage mothers received childcare education.

  • 132 demonstrated an increase in knowledge of life skills.

Chantal's story

Chantal (pictured with her baby son James) is typical of many of her fellow students. Chantal is a Congolese refugee, whose baby is the product of her rape during her abduction when she was held captive in a forest by rebel troops.

 

When she arrived at Heshima Kenya, Chantal spoke only dialect, and was illiterate in both Kiswahili and English. After six months tuition, Chantal was one of the top performers in the adult education proficiency test administered by the Kenyan Government. She has emerged as a leader in her cohort, has qualified as a certified tailor, and is a member of the Maisha Collective,which produces beautiful soft scarves and sarongs. Her stipend allows her to live independently with James as she continues her studies, aiming for College. While his mother studies, James attends the early childhood program at Heshima Kenya, learning both English and Kiswahili. 

“I would like to rewrite my life and the future. Because of Heshima, now I can.”

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