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Sesame Workshop is the nonprofit organization behind Sesame Street, the pioneering television show that has been helping kids grow smarter, stronger and kinder since 1969. Today Sesame Workshop is a global educational force for change, with a mission to reach the world's most vulnerable children. We're active in more than 150 countries, serving kids through a wide range of media and philanthropically-funded social impact programs, all grounded in rigorous research and individually tailored to the needs and cultures of the communities we serve. Sesame is a beloved household name in dozens of languages, and it means learning – and fun – in all of them.
REDEEM THE DIGNITY OF CHILDREN AND YOUTH PROMOTING THE TRANSFORMATION OF SOCIETY
To make the social inclusion of visually impaired people easier by respecting individual and social needs, through specialized products and services
Collaborate with the development of children and adolescents with foster care and sheltering experiences in order to empower them to take ownership and transform their stories.
femLENS' mission is to visually educate and make technologically aware the most vulnerable and resourceless women of our society through documentary photography made accessible by mobile phone cameras and cheaper point and shoot cameras.
To promote the integral education of children, adolescents and young people through sports, culture and job training.
The Community School 'Brilho do Cristal' (The Crystal's Sparkle) has as a general objective: To guarantee the rights attributed to children in the constitution, enabling the development of human potential and the construction of knowledge of oneself and the world, in a contextualizing, creative, holistic and emancipatory way. Throughout the history of the School (founded in 1992) we have built our pedagogical autonomy with collective planning, in continuing education and in the pedagogical practice reflected. We also enable and promote collective action such as active participation in assemblies, task forces, bazaar, parties, finally in the fight for better working conditions. Our biggest obstacle remains financial and this lack of resources affects every dimension of the School. The Community School aims to promote sustainable regional development and improve the living conditions of the community in an ecologically viable way. It does this in part by promoting environmental education and stimulating initiatives aimed at the sustainable development of the community and valuing the local economy. The school aims to prepare the next generation and by extension the wider community to be economically independent guardians of the ecology. This is crucial to the mission of the school due to its unique geographical position serving a community located in The Chapada Diamantina National Park in the region of the State of Bahia, Brazil. The park is in the Caatinga biome, and covers 152,142 hectares (375,950 acres) and is administered by the Chico Mendes Institute for Biodiversity Conservation. It has become a hugely popular tourist destination which, although bringing a new source of income to the area is threatening the economic stability and lifestyle of the native community. This community now faces two big challenges; One is the impoverishment of the native community as capital and financial interests move in and buy up their land; building hotels, bed and breakfasts, restaurants, establishing tourist agencies, completely dominating the tourist industry and redirecting all the economic gains to an invading middle class equipped with financial and cultural capital. The native community are increasingly finding themselves marginalised, working in low paid, casual unskilled jobs with little prospect of improvement or progress and little bargaining power. The second problem stemming from the 'eco' tourist industry is the destruction of that very environment people have come to visit. Left to the free market the economic growth of the area will not take place (and is not taking place) in a sustainable way and will neither benefit the entire community nor protect the ecology. The school seeks to empower its students with an understanding of the environment and how to protect it with knowledge of sustainability and permaculture practices. We believe that the commitment of education is to form emancipated students, aware of their social function and capacity as individuals who think, intervene and create. We believe that education can contribute to the transformation of the current society. Individuals who identify with the school's objectives and are willing to support them, whether teachers, parents or other members of the community through membership, are able to participate in the entity as partners. The entity is built by an unlimited number of members without distinction of sex, nationality, profession, religious or political creed. The pedagogical dimension of the School is based on Vygotsky's socio-interactionism. We agree that human development takes place in human relations according to the historical and social context of the group. Besides Vygotsky, Paulo Freire also remains one of our references, especially when he defends contextualization, problematization and dialogue as fundamental in a liberating pedagogy. Methodologically we work based on pedagogical projects mediated by aesthetic literacy and environmental education. The school's pedagogical coordination is collective, through collective planning, semiannual evaluations, continuing education and semiannual pedagogical weeks. At the heart of the school's philosophy is the notion of community. It represents the dialogue between school and the collective and the capacity to overcome challenges, stronger together, united for a cause. We seek to establish a close relationship between school, family and community, in all dimensions of the School: pedagogical, administrative and economic. Such relationships take place through the activities such as artistic presentations, voluntary task forces, assemblies, pedagogical meetings, active participation in the daily maintenance of the school and celebrations. Because it is a community school these actions become indispensable, since they are the ones that feed the collective power and dialogue with the community. The administrative dimension of the School is also carried out collectively and with an emancipatory perspective. Although we have an administrative coordinator at the School, this management occurs collectively, that is, all the questions of the School are discussed and forwarded with the collective of the School, which takes place in the collective pedagogical spaces: collective planning, continuous formation and assemblies of the Association of the Brilho do Cristal. The current overriding most pressing issue for The Association of Parents, Teachers and Friends of the Brilho do Cristal Community School is to create a sustainable source of funds so that the school can operate autonomously. The community school has previously relied heavily on funds from an Italian group called Conexao Vida with primarily 'sponsor a child' type initiative but these funds are set to end this year (2021) and the school will be in crisis if another sustainable source isn't found. Although any funds are welcome, ultimately it will not be enough to raise one off charitable donations. To survive the school needs to create a sufficient, regular, ethical and sustainable source of income. We have several ambitious ideas to realise this goal and hope that the support and training of GlobalGiving with their knowledge and the digital platform it provides will enable us to carry out these ideas and reach a wider support base. There is a regular flux of 20,000 plus visitors per year to The Vale do Capao taking part in 'eco-tourism', enjoying the natural treasures in the region such as treks, mountains and waterfalls. The mission now must be to capture funds from these visitors, by educating them in the role they currently play and could play in the future in either preserving or destroying the environment they seek to enjoy. The Association is exploring an idea inspired by the 'FairTrade' model whereby products and services in the Vale which fit a certain criteria will be awarded the 'badge' of the school and be recognisable to tourists as an ethical purchase which simultaneously supports the Community School, supports local tradespeople and promotes the use of local produce. In this way as well as providing a regular income for the school, we hope to promote local tradespeople and secure for them fairer pay and working conditions. We are currently exploring building a 'shop' or market place where local residents will have a platform to display and trade produce and artefacts whilst charging less commission than the supermarkets. This will be accompanied with a large marketing/advertising campaign to promote the logo, explain its purpose and encourage visitors and residents to give the local economy preference and support by seeking out these products. We believe with this model we can offer cheaper produce to the buyer at higher profits for the tradesperson whilst taking a contribution for the school. We plan to launch this initiative over the following months with the first meeting open to the community on 10th February 2021. We are also committed to learning and growing in our online skills to use social media platforms and digital marketing to capture regular funds and subscriptions from friends and supporters through the GlobalGiving platform and by launching a 'Sponsor a Child' initiative where members will make monthly payments towards the cost of education of a child at the school. We will also launch online campaigns to raise money for specific projects and resources such as solar panels, classroom resources, tools etc
Vaga Lume Association is a Brazilian non-profit organization founded in 2001 grounded in the belief that investing in people is the best way to transform a reality. Its mission is to create opportunities for cultural exchange by reading, writing and orality, valuing the empowerment of people and rural communities of the Brazilian Legal Amazon region. Vaga Lume works in 160 rural communities (indigenous, riverside, roadside, rural settlement people or quilombolas - Brazilian with African descent) of 23 municipalities in the Brazilian Legal Amazon region, which encompasses nine federal states (Acre, Amapa, Amazonas, Maranhao, Mato Grosso, Para, Rondonia, Roraima and Tocantins), occupies 59% of the Brazilian territory and has 20 million people (12% of the Brazilian population). Despite the fact that education and culture are basic social rights, protected by the Brazilian Constitution and under human rights international treaties ratified by Brazil, its access and implementation in the Amazon region are very limited. It is one of the poverty zones in Brazil - with a GDP per capita 30% lower than the national value - where 42% of the population survives with less than US$ 5.00 a day. Due to the outstanding impact of Vaga Lume's work in the region, the organization is recognized by many international and national awards such as the Juscelino Kubitschek Award of Merit for Regional Development in Latin America and the Caribbean given by the Inter-American Development Bank (2009); the Millennium Development Goals Award, conferred by the United Nations and the Brazilian government (2005); the Vivaleitura Award, from the Ministry of Culture and the Ministry of Education (2008); and the Chico Mendes Environment Award, given by the Ministry of Environment (2006 and 2008). In 2011, Vaga Lume received its most important recognition: the 4th place at the Intercultural Innovation Award, conferred by United Nations Alliance of Civilizations (UNAOC) and the BMW Group. As an awardee, in 2012, Vaga Lume was welcomed to the World Intercultural Facility for Innovation (WIFI), a network formed by the UNAOC, the BMW Group and the ten 2011 winners. Through this network, the UNAOC and the BMW Group challenged all winners to replicate and scale up their actions to promote intercultural dialogue and offered training, consultancy and institutional support to assist organizations to accomplish such results.
Associacao Viva a Vida's mission is the empowerment of adolescents and young people within a context of social risk so that they can make healthy choices and develop self-esteem, autonomy and control over their lives; the work focuses on educational, artistic, cultural, socio-environmental, sport and leisure activities, and community mobilization for the prevention of drug abuse, to combat violence and guarantee Human Rights.
In the wake of September 11, 2001, a group of Los Angeles media instructors and professionals gathered to discuss the tragedy. They were determined to “go global” and make a major, long-term impact on the world community.The Teen International Media Exchange (TIME) was born, and found a home at the Media Academy at Grover Cleveland High School in Reseda, CA, where two of the founders teach.Today, TIME is a non-profit organization with an explicit mission: to empower the energy of teenagers and the dynamic power of the media to create a peaceful, cooperative world community.
Enable the sustainable growth of socially responsible projects by promoting social inclusion.
Promote the active, full and dignified participation of children, youth and adults with cerebral palsy or neuromotor disability in all areas of society, through Conductive Education whose objective is the upbringing, training and development of a person with autonomy and self determination