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From Articles of Incorporation "Ikirwa School Project is a non-partisan, non-profit organization committed but not limited to the establishment, operation, and expansion of the Ikirwa English Medium School located in the rural village of Midawe near the town of Arusha, Republic of Tanzania. Activities included but not limited to the following: fund-raising and donation acceptance, recruitment of paid and volunteer labor, capital planning and expenditures, marketing, and maintenance for the benefit of the Ikirwa school." About Ikirwa School: The idea for this project was born during a camp-fire conversation between a Tanzanian guide and a Russian-American tourist. Gasper had a dream to build a school in his home village of Midawe to give local children access to English-language education and significantly improve their future academic and employment opportunities. After spending close to a decade managing World Bank capital, Masha was looking for a way to make a tangible contribution to development. Finally, America Educates, our NGO partner and fiscal sponsor, was looking for an education project in Africa. And so Ikirwa School Project was born. We are taking a multi-phase approach to building and establishing this school, starting with kindergarten classes and organically growing the school into a single-stream education program for up to 300 students. Tanzanian students are taught in Swahili and learn English as a second language. However, English has become a language of both commerce and higher learning, limiting the prospects of government school graduates, especially those who are unable to afford remedial language instruction, which is often needed to become proficient in English. Our project's goal is to provide the option of English language instruction to the children of Midawe and nearby villages. We will leverage resources offered by many volunteer organizations and the NGOs in both providing instruction and education materials to offer world-class quality academic instruction to the students as well as career development opportunities for the teachers. Our goal is to ensure that all our students score in the top quartile of the TOEFL test at the time of graduation and the Tanzanian instructors within 2 years of joining the staff. The seed funds for the project are coming from its founders, with Gasper contributing a plot of family land for school construction and Masha financing Phase I of construction. Students will be charged tuition and boarding fees and those funds are expected to eventually cover the majority of the operating budget. Up to 20% of spots will be allocated for underprivileged children of Midawe. The architectural plan calls for construction of 13 classrooms, 4 dormitories, offices, staff quarters, dining hall and kitchen, library and assembly hall in four phases. We have completed Phase I of the project, consisting of 4 classrooms and 2 offices. On January 7, 2013 Ikirwa School open its doors to 38 kindergarten and 1st grade students and has successfully completed its first semester on March 27th. Based on the feedback we have recevied during Parent's Day, the families are thrilled to have their children in our program and are impressed by the progress they are seeing. Our vision is to build a small school that makes a big difference and stands on its own without depending on outside donors for day to day operations. We intend to grow organically and pragmatically, building a track record and using our success to attract donor funds for capital improvements.

Our purpose is to create the worlds leading network of affiliated coding clubs for young people. Our goals are to support, develop and scale CoderDojo to inspire young coders around the world.

C-Libre was established in June 2001, after a series of violations of freedom of expression and the right to information that culminated in the dismissal of several independent journalists, which led to a complaint by the country before the Office of the Special Rapporteur for Freedom. of Expression of the Organization of American States (OAS), a body that responded by calling attention to the worrying situation of the Honduran press. This documented and formal complaint is the antecedent to the annual reports that would later make known the work of the organization. We advocate for the defense and promotion of the right to freedom of expression and access to information as fundamental rights for the strengthening of democracy and the rule of law. C-Libre is a human rights organization that advocates for the defense and promotion of the right to freedom of expression and access to information in Honduras, as fundamental rights for the strengthening of democracy and the rule of law. C-Libre was created as a response to the concerns shared by a group of journalists when public and private power sectors promoted policies and mechanisms that threatened the professional practice of journalists and violated the constitutional precepts that guarantee the free emission of thought. Those of us who make up C-Libre are convinced that in the construction of a rule of law, the existence of an ethical, investigative journalism, an oversight of public management, that works in an environment of security and free access to information, is essential and that promote a public opinion regime that enforces your Right to Information: http://www.clibrehonduras.com For 20 years C-Libre has been working to strengthen networks, groups and individual journalists, social communicators and spokespersons to raise awareness about freedom of expression and the press, as well as citizen protest. In the last 10 years, the creation and implementation of regulations that restrict the dissemination and access to information has been increasing, since the approval of the Special Law on the Intervention of Private Communications "Law of Wiretapping", passing through "Law of Secrets "," Law of the National Security and Defense Council "and the" Intelligence Law "among a myriad of information reservation resolutions that contravene the Law of Transparency and Access to Public Information, the instruments and international agreements on transparency and accountability, the Honduran government has accumulated a legal framework that legitimizes and legalizes the culture of secrecy and state opacity, opening the possibility of increasing levels of corruption and impunity, mainly of public officials and employees. The technical team is made up of specialists in various areas of knowledge, mainly communication, social, legal and administrative sciences. Likewise, there is the collaboration of volunteers at the national level, who carry out work within the organization as columnists, reporters, compilers among others. Its function is through 4 programmatic areas : Communications, Access to Justice, Knowledge Management and Self-sustainability, which interact to execute the 2017-2021 Strategic Plan. Currently, C-Libre has 10 people who make up the organization who work full time. The direction of the organization is mainly in charge of the Executive Directorate, who must work together with the President of the Board of Directors. The organization's performance is supervised by the Board of Directors, and this responsibility falls much more strongly on the President and the Supervisory Board, made up of the Treasury and 2 more members of the Board of Directors. Annual reports are submitted to the Board of Directors and the Assembly of the organization, financial and technical reports that are also sent to the pertinent government bodies. In addition, once a week the technical team meets to plan the week's activities, as well as discuss topics of interest to the organization, annually the assembly and the board of directors meet to render annual reports and every 2 years for the election. of a new Board of Directors.

The HeadStart Trust has been working in poor and marginalised communities of the Cape for over 10 years. In the last 5 years, activities centered around Napier in the Overberg, where the Jack family farm is located. Working at Protea Primary in Napier, we started with an organic vegetable garden development, warm beanies for the young learners in winter, donations of extra furniture and annual stationery and art equipment. We also arranged outreach programmes from privileged schools in Cape Town to do community service in Napier. In 2018 The HeadStart Trust introduced a Music Education Programme. The results reflected international experience and research, and were astounding. Music pupils showed an average annual attendance rate increase from around 75% to 98%. Their general behaviour and academic results in other subjects also improved markedly. In 2020 we hired more staff and acquired more instruments and were able to increase those receiving music tuition from 36 to 130 pupils. As a result of the Covid-19 pandemic, the Trustees of The HeadStart Trust have agreed to shift the short-term focus of the Trust to Food Relief. There is a history of rural villages in the Cape Agulhas region being ostracised and disregarded, and when financial support isn't sucked completely away, these communities are often last in line. This underlines the massive challenge we face here: for a start, children don't have access to the usual daily school meals (only twice a week) and, in the past, local government bureaucracy has hampered efficient feeding schemes. The community is consequently wary of empty promises. A majority of the community is not earning any income during the lockdown period and finding it very difficult to access the government relief grants promised by Pretoria due to consistently changing criteria and resulting confusion. Foreign nationals, who out of desperation sought refuge in these rural towns and send large portions of their piecemeal income to family members in other African states, are either unable or too terrified to register for any type of relief. The need for assistance is thus overwhelming. We have begun our efforts by vastly expanding the Napier Primary organic vegetable garden and donating the required seed and tools for the village to contribute directly in their own medium-term food security. But we require short-term, encompassing solutions as well. With the full support of Executive Mayor of the Cape Agulhas Municipality, Mr Paul Swart, and Napier's Ward Councillor, Mrs Evelyn Sauls, The HeadStart Trust will play a crucial coordinating role in helping to alleviate the growing social disaster catalysed by this pandemic and the lockdown. We have begun lobbying civil society organisations, government funds and individuals to donate financially to a structured and inclusive Rural Food Relief Platform for Napier and surrounding areas. Furthermore, we will use our personnel and farm vehicles to collect and distribute donated food (under strict lockdown safety measures) to those most in crisis. We will utilise the food storage and refrigeration facilities that have been established at the Thusong Centre and Packtown Food in Bredasdorp. Mr Swart has acknowledged that food collection and distribution is a new challenge for his administration and the municipality desperately needs cooperative partners to overcome the challenge we collectively face as a community. The HeadStart Trust is also liaising directly with various community representatives and farmers. Communication is also continuous with religious leaders and on community social media platforms. As agreed with elected representatives, we will channel food donation through the Napier Community Police Forum (CPF) and local farmer organisations. Local food donations can already be made at the Napier OK Minimark, but our intention is to expand this systematically and emphatically. We need your help to support these communities that are a foundation for our own food security, but find themselves abandoned in this lockdown period.

Fundacion Jacinto Convit (FJC) is a non-profit institution founded in June 2012 that preserves, protects and continues the work, projects, values and philosophy of the renowned scientist, physician and humanist Dr. Jacinto Convit. Inspired in the vision of social service through science, the FJC is comprised by a multidisciplinary team of professionals from the healthcare, basic, social and human sciences that develop research, social and educational programs to favor the local healthcare system, social progress and humanity in general. FJC is an independent institution that works in collaboration and alliance with public institutions, research centers, academia, multilaterals, non-profits and private organizations. Its aim is to work for the benefit of the most in need through high impact scientific and social programs. Institutions under Legal Agreement Hospital de Ninos "JM de los Rios" Instituto Oncologico "Dr. Luis Razzetti" Hospital San Juan de Dios Hospital Central de San Cristobal Instituto Autonomo Hospital Universitario de Los Andes Hospital Universitario de Caracas Ciudad Hospitalaria "Dr. Enrique Tejera" Banco Municipal de Sangre Institutional Collaborators St. Jude Children's Research Hospital, USA. Hospital San Juan de Dios. Barcelona, Spain. Escuela de Medicina "Jose Maria Vargas", Universidad Central de Venezuela. Sociedad Anticancerosa de Venezuela. Venezuela. Instituto Venezolano de Investigaciones Cientificas. Venezuela. Instituto de Estudios Avanzados. Venezuela. Laboratorio clinico Blau. Venezuela. Laboratorio Genomik. Venezuela. Programs Research Experimental Immunotherapy Unit (EIU) Develops therapeutic options for chronic and infectious diseases based on treatments directed to the patients immune system to fight a disease. Currently develops Dr. Convit's personalized breast cancer immunotherapy, ConvitVax, a potentially safe, effective, low cost treatment option for patients. Works to advance clinical trials in the US, South America and Europe using the ConvitVax. Aims to enhance Dr. Convits personalized immunotherapy by combining the ConvitVax with other therapies to increase the anti-tumor effect of the vaccine. Molecular Diagnostic Unit (MDU) Provides a highly specialized free medical assistance service for the molecular diagnosis of malignant neoplastic diseases (such as leukemia and some solid tumors) and infectious diseases (mainly HIV). Provides a service directed to the most vulnerable pediatric and adult population in the country who attend public hospitals that are under agreement with the FJC. Works with in-house protocols based on molecular techniques and generates scientific research based on rare findings in these pathologies. Contributes to the improvement of mortality and morbidity rates in patients with some types of cancer. Seeks to extend this program to all public oncology services in Venezuela to benefit a greater number of patients, as well as to develop new diagnostic tests in cancer. For certain tests, the FJC has become a Latin American reference, since it is the first molecular diagnostic laboratory in the region evaluating certain gene alterations based on these techniques. Educational Jacinto Convit Digital Library Develops a virtual library specialized in the works of Dr. Jacinto Convit in order to recover, preserve, and facilitate the access to bibliographic and hemerographic work, as well as all that is produced by or about him. Serves to support the programs executed by FJC by providing its resources and documents to the general, therefore contributing to the academic and social development of the country. Values through Science Brings the life, work and achievements of Dr. Jacinto Convit, and the work performed by the FJC, to educational institutions, communities, public and private institutions, congresses and events. Gives lectures, informative talks, film forums, presentation of documentaries, publication of educational materials and recreational activities. Aims to motivate and inspire all crowds with Dr. Convits life as a role model.

Kenya Keys unlocks the potential of students in impoverished Kenyan communities, raising awareness and bridging cultures to provide education, mentorship, leadership development and girl empowerment opportunities. In the rural Kinango District of Kenya there are many obstacles to education, but there is one organization working hard to remove those barriers for as many young Kenyans as possible. That group is Kenya Keys and its purpose is to unlock the enormous potential of young people in Kenya. Kenya Keys is a vibrant demonstration that one person really can make a big difference. In June 2005, Rinda Hayes and her daughter traveled to the remote village of Bahakwenu in the impoverished Kinango District in Kenya. Rinda was stunned by the extreme poverty she found in Bahakwenu. She was also inspired by the tenacity of the children in the village, who longed to get an education. She had never observed such a single-minded desire to learn. Perhaps no Kenyan impressed Rinda more than Joseph Mwengea, the Headmaster of Bahakwenu Primary School. Joseph is an intelligent and driven man and a determined advocate for his students. As he and Rinda met together during her first visit to his village, he pleaded with her to help him help the students of Bahakwenu. He watched bright and capable students leave primary school with little or no hope of attending secondary school due to their inability to pay the required fees. After her visit, Rinda was determined to share her stories of this community and the people who had so impressed her with her friends in the United States. She believed she could find caring American individuals and families that would be able to provide financial support for top Kenyan students, enabling these students to complete a secondary education. The Kenya Keys sponsorship program began with 14 students. Five years later it became the nonprofit organization of Kenya Keys. Kenya Keys has supported hundreds of students - to secondary school and now into college and university. And that's not all. Kenya Keys' work has expanded to include multiple worthwhile related programs. Kenya Keys works with local communities to improve educational infrastructure and resources, such as libraries, dormitories, classrooms, desks, and more. The Kenya Keys Boards of Directors (one in the U.S. and one in Kenya) also provide financial and other support to grassroots organizations run by local Kenyan community leaders and councils. Each of these components of Kenya Keys' efforts in rural Kenya is described more fully in the following section. Everything Kenya Keys does is guided by its founding principles: First, education is the primary key to unlocking potential, both for the individual and for the community. Second, cultural awareness and exchange is vital and enriching for all participants. We live in an increasingly connected world, and exposure to new cultures and ideas is key to creating understanding and appreciation for one's own culture and for the cultures of others. Third, opportunities, not handouts, are what make a lasting difference. There should be no giving of things that run out or wear out. Giving such things only increases dependency, invites discontent, and isolates the givers from the receivers. Instead, giving should empower the receiver and provide an enduring benefit. Fourth: volunteerism is fundamental to the success of an organization. Nonprofit groups run by volunteers remain strong and dynamic. Volunteerism also connects global citizens in a meaningful way. Fifth, education provides the best defense against the ranges of poverty and hopelessness, and is the greatest catalyst for change and growth. Sixth, all critical decisions should be made by local leaders and councils. Local leaders and community members know their own needs and circumstances far better than any outsider, however well-intentioned. Allowing local people to make key decisions gives them vital ownership and accountability. It also provides the opportunity for these individuals to develop crucial leadership skills. Kenyans will always find the best solutions to the deep-seated challenges in their communities. Finally, education and the development of leadership skills in today's youth is critical to building the future leaders of Kenya.

Empowering children/young girls through books, education and skills for a better tomorrow and enhance the capabilities understanding and powers of innovation in children/young girls with the aim to provide safe and secure learning environment. Our vision To enhance the understanding and creative abilities of our nation's children so that they can reach their maximum potential and stand shoulder to shoulder with children from all corners of the globe. Our Mission To empower children to think critically and creatively, to empathize and build bridges, to befriend books and learn skills. To provide access to quality books to improve reading proficiency of students in schools and communities to build a strong foundation of education for subsequent phases of learning To promote widespread reading culture among both the teachers and the students. To design innovative solutions partnerships to enhance the quality of education in Government schools to prepare our young girls to meet the challenges of today's world and grasp its opportunities. To stimulate and develop cognitive thinking in young minds and encourage students to explore and experiment with basic materials existing in their environment and understand the underlying scientific principles Brief overview Alif Laila Book Bus Society (ALBBS) traces its origin from the time when in 1978 an American couple - Dr. Nita Backer and Dr. Richard Baker - working at the American School in Lahore, came up with the idea to harness the reading potential in children and create a sense of affection for books. To make the whole concept attractive and child friendly, the society requested the Pakistan Road Transport Board to donate a Double Decker bus in which a library could be set up. Books were donated and soon afterwards the first Book Bus Library became functional. The idea proved to be a roaring success. Consequently to ensure provision of maximum benefit to the most vulnerable focus was placed on children enrolled in Government schools, whereas to widen the ambit of work the number of libraries was increased over time. Of these, the first set up in the double decker bus is a Stationed Bus Library, the second a Reference Library set up in a building, and the 2 Mobile Libraries and 3 rickshaw libraries for facilitating those children who cannot visit either of the above. From the time of its registration under the Societies Registration Act, 1860 in January 1979 till date, Alif Laila has focused on bringing books and children closer through setting up libraries small and big, in communities and in schools as well as its mobile library program. However, at the same time the organization has added interventions its portfolio that are congruent to its overall mission and vision. We focus on 6 main areas: 1) Access to quality children books; 2) Hands on learning 3) Teacher development; 4) Youth and women empowerment; 5) Public-private partnership; 6) Advocacy and 7) Development of ECE materials and children's books Scope of Work 1. Access To Quality Children Books Alif Laila is committed to targeting early literacy as the foundation of all other learning as an urgent priority. It has developed Pakistan's only comprehensive program to help our youngest citizens access quality children books. Alif Laila also believes in opening minds of our young ones through reading, a trait essential for any society to progress and have peace. In Lahore the unique library complex hosts Pakistan's pioneer children library and first mobile library. The mobile library program consists of 2 custom made small vehicles and a rickshaw. These mobile libraries serve low income communities as well as government schools. Rickshaw library is used for narrow streets. With the help of sponsors and donors we establish libraries of all sizes and shapes all over Pakistan, in schools and in communities. We focus on Pakistan's remote areas as well as communities in Gilgit-Baltistan. 2. Writing, printing and publishing children's books and Issue based books/posters 1. Bablo Bhai and Bhalo Mian 2. Bablo Bhai Ka Basta/ Babloo Bhais Bag (bilingual) 3. Kahani aik Jungle ki 4. Meri Dadi Amman aur Main/ My friend my dadi amaan (bilingual) 5. Dadi Amman aur Bachoon K Hoqooq 6. Dunya ki Kahani Chunti Ki Zubani 7. Meray Dadda Abba Aur Main 8. Childrens Voices 9. Babloo Bhai ki Choti Behan 10. Darkht Hamary Dost/ Trees are our friends (bilingual) 11. Aman/ Peace (bilingual) 12. Kazanay ki Talaash / Treasure Hunt (Bilingual) 13. Babloo Bhai aur Bahloo mian bagh mein 14. Bari si kitaab aur buhat se khuwaab / The book of little stories and big dreams (Bilingual) 15. Dada aur Dadi Amaan ke saath 16. Chachi giru and sita raam 17. Muskurahatein 18. Irgit Girgat 19. Khaniya rangon mein 20. Phool hotay hein surkh sada 21. Urdu Qaida 22. The girl who took things 23. Ahmed's Bicycle Eleven Books from these are National Book Foundation award winners. Mere Dada Abba aur Main' won the first prize in national book foundation's write and win contest. Poems on the environment and a rag picking girl's plea on posters Designed and printed posters on child rights the environment schools worthy of children and Alif Bay Pay Qaida 3. Hands-On Learning Program Under this program we offer free hands on learning classes in computers, art, craft and electronics to girls in government schools as well children from low income communities. It has 2 components; i) The Mobile Resource Centre. The mobile resource center carries a team of 4 instructors and the education kits . The team offers 2 hour long training to girls in classes of 6 and 7and ii) The Hobby Club Resource Centers located at the Alif Laila building serve children from low income communities. 4. Teacher Development Teacher development program targets capacity building in Early Childhood Education (ECE) as well as improving the capacity and development of skills of teachers in primary and middle school. We encourage teachers to enrich their teaching methods by involving experimentation and embedding arts, culture and creative approaches. We offer free capacity building workshops in government schools and low-cost private schools. We also conduct ECE trainings at Directorate of Staff Development, the prime teacher training institute of Government of the Punjab.. 5. Youth And Women Empowerment Our youth and women empowerment program focuses on i. Workshops and trainings enhancing employability of youth especially women through resume writing and interview skills workshops ii. Entrepreneurship workshops iii. Coaching craft skills to earn from home iv. Kitchen Gardening workshops to address challenges of urban food insecurity 6. Public-Private Partnership Under public-private partnership we work with the provincial governments in the following areas I- Setting up library corners in Government Primary Schools and training teachers on the use of library in their teaching to enhance reading proficiency and enrich learning II- Early Childhood Education-ECE a. ECE training workshops for government school teachers b. Setting up ECE Model Centers c. Setting up ECE centers in government school III- School improvement program IV- Revamping children corners in public libraries and redefining the role of public libraries as crucial partners for youth empowerment program 7. Advocacy Through policy dialogues with policy makers and innovative campaigns Alif Laila engages in advocacy for the following, Environment and recycling Grade Level Reading Proficiency Matters-Providing access to books in primary schools for reading proficiency Kitchen Gardening for urban food security and nutrition 8. Development Of ECE Materials And Children Books Alif Laila is a brand name in the development of ECE materials and also develops award winning children's books. Alif Laila is a key consultant in setting up ECE centers in the government schools in Punjab

Taghyeer Organization/ We Love Reading Program is an innovative model that provides a practical, cost efficient, sustainable, grassroots approach empowering communities from low and mid income communities around the world to create changemakers through reading. WLR supports the activism of local volunteers to increase reading levels among children 2-10 by focusing on the readaloud experience to instill the love of reading for pleasure among children to become lifelong learners. We aim to create system change. We create changemakers by recruiting and training adults and youth from local communities to provide read-aloud sessions for local children in safe, public spaces. Each year, WLR volunteers read to tens of thousands of children in public parks, community centers, mosques and other faith-based settings, nurseries, refugee camps, and other locales. We serve diverse populations and communities irrespective of gender, religion, social status, disability, literacy level, educational experience, etc. The training is either implemented in face-to-face settings or via our online platform to allow reaching wider audience of people wanting to volunteer and become reading ambassadors.

Our mission is to empower individuals and promote social inclusion, ensuring that no one is left behind in the pursuit of a better life.

Our mission is to aid and support children suffering from poverty, sickness, lack of education or who have experienced physical or moral violence, by offering them the opportunity and the hope of a new life. It is an independent, lay organisation and is also designated an ONLUS (Non-profit organisation of social value). It operates without discrimination of culture, ethnicity and religion and upholds the United Nations rights of the child. The Foundation works around the world and is closest to the weakest and most neglected children offering them food, medicine, health care, education and programmes for social reintegration. In pursuing its goal, Mission Bambini is inspired by the following values: freedom, justice, truth, respect for others and solidarity.

Our purpose is to reduce poverty, bring hope and solidarity to poor communities or individuals in France and worldwide. We bring assistance to families, children and young people but also to the most vulnerable (homelesses, migrants, prisoners etc.). We fight against isolation, help them to find employement and we ensure their social reintegration. We provide emergency responses but also long term support, development aid and we work on the causes of poverty. The action of Secours Catholique finds all its meaning in a global vision of poverty which aims at restoring the human person's dignity and is part and parcel of sustainable development. To do so, six key principles guide this action, both in France and abroad: Promoting the place and words of people living in situations of poverty Making each person a main player of their own development Joining forces with people living in situations of poverty Acting for the development of the human person in all its aspects Acting on the causes of poverty and exclusion Arousing solidarity The actions of Secours Catholique are implemented by a network of local teams of volunteers integrated into the diocesan delegations and supported by the volunteers and employees of the national headquarters. On an international level, Secours Catholique acts in cooperation with its partners of the Caritas Internationalis network. Key figures of Secours Catholique: 100 diocesan or departmental delegations 4,000 local teams 65,000 volunteers 974 employees 2,174 reception centres 3 centres : Cite Saint-Pierre in Lourdes, Maison d'Abraham in Jerusalem, Cedre in Paris 18 housing centres managed by the Association des Cites of Secours Catholique 162 Caritas Internationalis partners 600,000 donors Every year Secours Catholique encounters almost 700,000 situations of poverty and receives 1.6 million people (860,000 adults and 740,000 children). This daily mission led in the field by the local teams and delegations, with the support of national headquarters, pursues three major objectives which aim at exceeding the distribution action and limited aid: Receiving to reply to the primary needs (supplying food and/or health care aid, proposing accommodation, establishing an exchange and a fraternal dialogue, etc) Supporting to restore social ties (bringing together people in difficulty with an aim to reinsertion, encouraging personal initiatives and collective projects, establishing a mutual support helper-receiver of help relationship, etc) Developing to strengthen solidarity (proposing long lasting solutions, establishing a follow-up over the long term, encouraging collective actions carried out by people in difficulty etc.)

Diapalante believes that in any community, there is the understanding and expertise to identify and solve many local issues. In Senegal and Mauritania, United Nations least developed countries, it is often poverty and its consequences that hold back development. Diapalante's mission is to work with our long-term local partners in Africa to enable them to create projects that bring sustainable, realistic and effective improvement to the lives of their fellow citizens. Since 2005 Diapalante has carried out community-led development projects in Mauritania and Senegal, West Africa. Our role is to listen to our long-term local partners, Diapalante Senegal and Diapalante Mauritanie respectively, then through discussion and research select projects where our objectives, expertise and resources combine with theirs to produce a sustainable positive impact. Diapalante is a partnership - sharing knowledge and expertise. Where we can, in the UK and abroad, we use local volunteers but in Senegal the Diapalante Community Education Centre also employs three staff to enable the programme and a premises to function efficiently. All projects are delivered by our local partners in collaboration with the local community. These partnerships are the core of our work. We have set up a range of projects in Mauritania which now operate independently. These include a workshop and training to enable people with disabilities to earn a living making shoes and clothing, a programme implemented in several towns to address the health needs of children who live by begging on the street, and a cattle vaccination park to improve the sustainability of the livelihoods of nomadic herders. In Senegal we work with our partner Diapalante Senegal, to develop and deliver various educational projects under the umbrella of the Diapalante Community Education Centre which is located in Kaolack, one of Senegal's largest cities. The Diapalante Community Education Centre opened in 2010 as a drop-in Centre offering "Education for All" regardless of age or background. The Centre helps people gain the skills they need to succeed in education, work and life. Open in the mornings then from mid-afternoon though to 9pm the Centre allows people to attend around school, work and family commitments. The UN Human Development Index (2019) shows Senegal's population has an average of only 3.2 years of education and a literacy rate of 52% in adults. Enrolment in primary school has risen to 81% with 40% dropping out before completing primary education and 44% of children going on to enrol in secondary school. After a short initial period the teaching language in school is French (the national language) though this is no-ones mother tongue. This is a barrier to progress particularly for those children whose parents, having little education themselves, do not speak French. Diapalante addresses the great need for education and training opportunities which help children to thrive in school, give basic literacy and numeracy skills to children not in school or give adults the opportunity to gain skills useful in the workplace. The programme at the Diapalante Community Education Centre reflects both the strengths of the staff and volunteer teachers and the needs expressed by the community This year the Centre has 500 beneficiaries of which 250 attend the Centre's regular lessons and activities and an additional 250 children are in "outreach" projects. The Centre premises has a teaching yard, a small classroom, a stockroom, a computer room and a library. It is run by the Centre co-ordinator (Mamadou Kane aka Master P), assisted by two local staff, 2 British gap-year volunteers (not currently available due to COVID) and many local volunteers. The Centre's teaching programme is outlined below: Young Leaders Programme The successful teenage Young Leaders program trains young volunteers to run after-school French learning activities for small groups of primary school children. The Young Leaders grow in confidence as they gain skills in self-organisation, communication and presentation of ideas and management of others in a calm and positive manner while reaching set teaching objectives. Their commitment through the year is acknowledged in a certificate awarded annually, a greatly prized part of their portfolio illustrating to employers their skills and experience of both leadership and teamwork. Learning Boost: French after school activity primary school children Our project addresses the problem that French is the language of teaching in Senegal but not anyone's mother tongue. The lack of French skills is generally most marked in children whose parents have least education and so are less able to help their children gain the skills needed to succeed in school. This after-school project is attended by 160 primary school children. Our teenage Young Leaders each encourage a small group of children to practice their French skills while completing a variety of games, reading and craft activities. Analysis of school exam performance showed the 150 children who attended the pilot year of this after-school activity showed a significantly improved overall performance in their end of year exams by comparison with their peer group. Literacy for street children (talibes) A proportion of the children who do not enrol in primary school are talibes. These are boys who study the Koran and reside in koranic schools known as daaras. We have encountered starkly different attitudes and styles of running daaras which range from children living in the most deprived of conditions, who beg for their food and have little or no family contact, widely condemned as modern slavery, through to the modern daaras which offer education comparable with private boarding schools. This pilot programme gives talibes basic skills which help them towards a sustainable future. Sixty talibes learn to read and write in their mother tongue. They also become competent in the basics of maths and occasionally do STEAM (science, technology, engineering, art, maths) activities. English With a Centre co-ordinator who is fluent in English and 2 British volunteers our project is well placed to teach English. English language skills are useful for local jobs, West African trade and international trade. English lessons are popular with adults and schoolchildren. Computer literacy Being able to use a computer is a valuable skill in the search for office work in Senegal today. This learning is available to those in the best private schools. The computer skills programme at Diapalante redresses this, giving our members the skills to take jobs where computers are used. The course follows the French curriculum for computer literacy (Brevet) and ability is assessed online. Success gives a certificate of achievement. Library We have a small library at the Diapalante Centre and this has an important role in introducing the value of books as both a learning resource and a leisure resource. Textbooks are generally shared and well-worn and book ownership is not commonplace so we are slowly building up a reference section of good copies. Other activities There are other activities and subjects which are offered by volunteers on a short or long-term basis including maths, French grammar, STEAM (science, technology, engineering, art and maths), preparation for work, environmental issues, citizenship. The Centre passes surplus donated computer stock to the education authority in Kaolack. We plan to expand the Centre's outreach and activities as opportunities permit. The Diapalante Community Education Centre: Possible future plans include: 1. Ensure funding of the current projects 2. Programme for women and girls a. Explore options and need to teach reproductive health and family planning b. Research period poverty - is there a serious problem? c. Trial the acceptability of re-usable menstrual pads. d. Enterprise training: creating re-usable menstrual pads 3. A more appropriate building for the Centre The current ground floor apartment has served the Centre well but is now limiting its activities and outreach. We also work with The Hillcrest Advisory Bureau and Bursary Fund in South Africa who support the underpriviledged community within the Valley of 1000 Hills near Hillcrest in KwaZulu Natal, South Africa by providing advice and access to education. We work together to develop their support of educational access to university and vocational courses. The in-country funding of this part of their programme was particularly hit by the financial effects of COVID19 so this year we have been involved in fundraising to sustain this work through the pandemic.