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Posts classified under: Quality

January 22, 2021
January 22, 2021

Year of Creation and Start of Partnership

1973

Partage's Creation

2007

Network's Birth

2014

Le Village d'EVA's Creation

2019

Network’s Renewal through the launch of Partage RISE

2020

Start of partnership with Partage

Education

  • Access
  • Advocacy

Through its “street school” initiative, Le Village d’EVA provides basic knowledge and skills to children aged 3 to 16 years-old who are excluded from the formal school system.

Le Village d’EVA advocates for better access to education in Mayotte and engages with the population about children’s rights.

Health and nutrition

  • Prevention

Le Village d’EVA offers a health education program whose aim is to prevent health risks and promote better health practices.

Community Development

  • Social Work

Le Village d’EVA assists families in school enrolment procedures.

Projet

Project for school achievement in Mayotte

Projet objective

Contribute to children’s education in Mayotte by improving access to school for those failing school or excluded from the school system, and by raising their awareness about maintaining good health.

Presentation of an emblematic activity

Project beneficiaries

Direct beneficiaries

0
600

Children

0
0

Adults

Indirect beneficiaries

0
300

Children

0
600

Adults

October 19, 2020
October 19, 2020

Year of Creation and Start of Partnership

1973

Partage’s Creation

1989

Partner’s Creation

2007

Network’s Birth

2017

Start of partnership with Partage

2019

Network’s Renewal through the launch of Partage RISE

Education

  • Access
  • Quality
  • School management

The organisation supports the functioning of 9 Tin Tua Bilingual Public Schools.

The organisation sets up an improvement of teaching conditions in the 9 Tin Tua Bilingual Public Schools.

The organisation supports the governance of Tin Tua Bilingual Public Schools.

Health and Nutrition

  • Prevention
  • Nutrition

Tin Tua organises STI/HIV awareness and prevention sessions in the villages.

The organisation provides support to the school canteens of Tin Tua’s Bilingual Public Schools.

Protection from Abuses

  • Awareness

Tin Tua fights against forced marriage, abduction and early marriage

Community Development

  • Income Generating Activities
  • Community Leadership

Tin Tua accompanies farmers’ groups to empower women.

Tin Tua provides support for community resilience.

Project

Project to improve the internal efficiency of teaching and learning in Tin Tua's Bilingual Primary Schools.

Project Objective

Contributing to the improvement of education in the eastern region of Burkina Faso

Presentation of an emblematic activity

Project beneficiaries

Direct beneficiaries

0
2150

Children

0
85

Adults

Indirect beneficiaries

0
11475

Children

0
4700

Adults

October 19, 2020
October 19, 2020

Year of Creation and Start of Partnership

1973

Partage’s Creation

1985

Partner’s Creation

1999

Start of partnership with Partage

2007

Network’s Birth

2019

Network’s Renewal through the launch of Partage RISE

Education

  • School Management
  • Quality
  • Extracurricular Activities

INEPE manages a school with classrooms for early stimulation, basic general education and the unified general baccalaureate through the methodology of popular education.

INEPE carries out constant research work that allows the design, maintenance and promotion of virtual courses accessible to Spanish-speaking teachers.

Weekly multi-age workshops are organised (yoga, aikido, aerial dance, musical ensemble, artistic drawing, painting and handicrafts) as well as a musical talent education programme based on the Suzuki methodology.

Health and Nutrition

  • Prevention
  • Direct Intervention
  • Nutrition

INEPE carries out workshops on sexual education for adolescents and young people.

INEPE provides psychological therapies, counselling, therapeutic and healing processes through alternative medicine for students and their families.

Every year, children and adolescents in vulnerable situations benefit from a healthy daily diet prepared directly in the INEPE canteen and coming for the most part from the organisation’s school and community vegetable garden.

Project

Strengthening the quality of education for the integral development of children and adolescents at the INEPE Education Unit.

Project's Objective

Contributing to the integral and harmonious development of children, young people, adults and communities with limited economic resources in the south of Quito.

Presentation of an emblematic activity

Project Beneficiairies

Bénéficiaires directs

0
879

Children

0
1896

Adults

Indirect Beneficiaries

0
11737

Children

0
2604

Adults

October 19, 2020
October 19, 2020

Year of Creation and Start of Partnership

1940

Partner’s Creation

1973

Partage’s Creation

2004

Start of partnership with Partage

2007

Network’s Birth

2019

Network’s Renewal through the launch of Partage RISE

Education

  • Access
  • Quality
  • School management
  • Extracurricular activities

The organisation organises training for teachers and school staff in order to improve the quality of teaching in AUEED schools and in other schools in the intervention zone.

The organisation has set up subsidy systems to enable the poorest households to send their children to AUEED schools, which are of better quality than public schools.

The AUEED have a network of several private schools in Upper Egypt, that allows children from more remote and poor community to have access to an education of great quality.

AUEED manages community centers that allows children to have access to cultural and sport activities (for instance, Theatre, Journalism, Library, Music, Scientific, Scouts, Community Service, practical activities, sport and Tahteeb).

Health and Nutrition

  • Prevention
  • Nutrition

At the beginning of each school year, AUEED test its schools’ students to detect malnourishment issues and nutritional deficiencies. Based on this test, a specific care is given.

Every school day, children identified with malnourishment and nutritional deficiences are given a meal designed by a nutritionist, as well as food supplement if needed.

Projet

Supporting health and education in Menya and Assiut.

Projet objective

Children in Menya and Assiut have access to Quality Education and Health

Presentation of an emblematic activity

Project Beneficiaries

Bénéficiaires directs

0
4587

Children

0
0

Adults

Indirects beneficiaries

0
9174

Children

0
9174

Adults

October 19, 2020
October 19, 2020

Date of creation and start of the partnership

1973

Partage Creation

1973

Partage Creation

2005

Creation of the partner

2007

Birth of the network

2013

Beginning of the partnership with Partage

2019

Renewal of the Network through the launch of Partage RISE

Education

  • Access
  • Quality
  • School management

ADEMA organizes awareness-raising activities (spots, debates, events) on free education, school age and compulsory schooling, particularly for girls. Adema provides students with classic supplies and adapted textbooks.

ADEMA implements a training plan for inspectors, educational advisers, school directors, teachers and school councils.

ADEMA contributes to the capacity building of the 3 School District Offices (training, accompaniment, material support for the Principal Inspectors and Zone Inspectors).

Community Development

  • Community Leadership

ADEMA energizes and supports School Councils (management committees, parents and students) and promotes the involvement of parents in the life of the school and the community.

Projet

Appui à la revalorisation et à l’amélioration de la qualité de l’offre éducative publique dans le département du Nord-Ouest d’Haïti

Projet objective

Access to quality basic education for all is improved by upgrading the national schools in the three school districts of the Lower North-West region.

Emblematic Activity Presentation

Implementation of the School Improvement Plan (PAE) development process: In order to identify the improvements that need to be made to the school, a diagnosis to collect and analyse information about the school and its students will be carried out involving all the actors (internal and external) of the school. Two questionnaires will be administered in each school for this purpose. The “Director’s Questionnaire”, which covers the characteristics of the school and the activities of the school director. The “Teacher Questionnaire” which is intended for a group of teachers in the school, with a view to collecting information on their activities and teaching function

Beneficiaries of the project

Direct beneficiaries
0
4800

Children

0
2324

adults

Indirect beneficiaries
0
0

children

0
0

Adults

October 19, 2020
October 19, 2020

Date of creation and start of the partnership

1973

Partage Creation

1999

Creation of the partner

2006

Beginning of the partnership with Partage

2007

Birth of the network

2019

Renewal of the Network through the launch of Partage RISE

Education

  • Access
  • Quality
  • Extracurricular activities
  • School management

ACDED is working with some 20 community schools in the South-East of Haiti to ensure their maintenance and good management, so that children can have access to quality local structures.

ACDED organises training for the different actors in school life (teachers, headmasters, members of management committees…) in order to increase their knowledge and skills and thus improve the quality of services offered by the schools.

Various extra-curricular activities, such as summer centres, are organised to enable children to have access to cultural and sports activities.

ACDED provides special support for the good management of community schools, in order to guarantee their sustainability and stability. Support in terms of infrastructure is also provided.

Health and Nutrition

  • Prevention
  • Direct intervention

Training on health issues, particularly hygiene, is provided to students in ACDED’s partner schools.

Latrines are built in schools and in the homes of beneficiary families to improve their hygiene conditions.

Projet

Project to support the improvement of the education system at the 1st and 2nd cycles of basic education in schools in the communes of Jacmel, Cayes Jacmel and Marigot.
IN THE SOUTH-EAST OF HAITI

Projet objective

This action should contribute to an improvement of the education system in the first two cycles of the basic cycle in the municipalities of Jacmel, Cayes Jacmel and Marigot.

Presentation of an emblematic activity

Beneficiaries of the project

Directs Beneficiaries

0
4033

Children

0
2844

Adults

Indirect beneficiaries

0
8066

Children

0
5688

Adults

July 29, 2020
July 29, 2020

Year of Creation and Start of Partnership

1973

Partage’s Creation

1976

Partner’s Creation

1979

Start of partnership with Partage

2007

Network’s Birth

2019

Network’s Renewal through the launch of Partage RISE

Community Development

  • Social Work
  • Community Leadership
  • Income-generating activities

Publication of the handbook of associations in Lebanon, working with groups of parents with a common experience, working with the core group of parents to defend the cause of any child with a disability before society and state authorities and working with the siblings group of children to help them overcome difficulties with their brother or sister in a situation of disability and defend their cause in society.

SESOBEL is an active member of a lobbying group with the various ministries to ensure the needs of associations working with people with disabilities.

The centres of help through work or work of young people with disabilities and the mothers of the children.

Education

  • Access
  • Quality
  • Extracurricular activities
  • School Management

To enable children with disabilities to receive an education adapted to their specific needs.

To provide children with disabilities with quality education of the highest standards through adapted pedagogical approaches.

Organize cultural and recreational outings for children with disabilities, in order to give them access to different places and activities.

SESOBEL welcomes children with special needs directly into its classes from kindergarten to the end of high school.

Health and Nutrition

  • Direct intervention
  • Prevention
  • Nutrition
  • Special Needs

SESOBEL has quality medical facilities and highly qualified staff at its centre to provide the children with the regular care they need.

SESOBEL prevents disability-related nutritional disorders ranging from severe undernutrition to morbid obesity. Children or adults with physical disabilities, multiple disabilities or progressive illnesses are at high risk of developing swallowing disorders that lead to undernutrition. A multidisciplinary team made up of doctors, speech therapists and dieticians is required to diagnose eating disorders as well as the management, which is important to avoid complications such as enteral feeding. Similarly, obesity among young people with disabilities, such as those with Down’s syndrome, puts them at risk of developing medical problems. Prevention of these problems is important through a healthy, varied and diversified diet.

SESOBEL provides parents with information on healthy eating through parental guidance and training.

SESOBEL welcomes different types of disabilities: motor, intellectual (including Down’s syndrome), multiple disabilities and autism. SESOBEL offers care adapted to the needs of these children and young people. Their nutrition is under the supervision of a dietician who makes sure that each child receives an adequate diet (ground food, diet for diabetes, obesity…).

Project

Development of educational programmes

Project objective

Ensure the development of children with disabilities in all aspects of their lives and promote their social integration.

Emblematic activity presentation

“Inclusion of children with disabilities in public schools, a pilot and pioneering project in Lebanon. This project was born to meet the needs of children with slight disorders or difficulties in learning and requiring early education. However, these children with intellectual, sensory or motor disabilities, chronic illnesses, mild or moderate cerebral palsy, or with learning disorders or difficulties at school have higher learning abilities than children integrated in special education centres.

Moreover, the country’s school system was not adapted to the needs of these children: class size, traditional teaching method, overcrowded curriculum, lack of para-medical staff. SESOBEL, took the lead and started in October 2006 the School Inclusion of Children with Special Needs in collaboration with the public primary school in Jezzine in South Lebanon. The overall goal of inclusion is to ensure the good development of the child in an inclusive context by working with families, schools and the environment. It has two systems of inclusion:

1- Total Inclusion with learners with disorders or difficulties in a regular class: the student spends all his time in school, except for possible therapeutic supports that could take place in school or outside.

2- Partial Inclusion with learners with an intellectual or motor disability in a specialized class within the school: the student spends only part of the normal school time. At the other time, he follows other activities with appropriate re-education.

Project beneficiaries

Direct beneficiaries

0
161

Children

0
469

Adults

Indirects beneficiaries

0
251

Children

0
573

Adults

July 29, 2020
July 29, 2020

Year of Creation and Start of Partnership

1973

Partage’s Creation

1995

Year of Creation and Start of Partnership

1999

Partner’s Creation

2007

Network’s Birth

2019

Network’s Renewal through the launch of Partage RISE

Education

  • Access
  • Quality

Racines promotes and increases the participation of parents in the education of their children (e.g. through the coordination of Parents Associations), the organisation also monitors children who have dropped out of school.

Racines builds the capacity of education actors (teachers, directors, Parents Associations, pedagogical advisors). Racines also works on the improvement of teaching materials, provision of school supplies, tutoring and the participation of children in the governance of schools.

Health and Nutrition

  • Direct intervention
  • Prevention
  • Nutrition

Racines manages the ADIS health centre in Cotonou (HIV/AIDS treatment).

The promotion of health is done at school (by teachers, children and parents), Racines also organizes training for teachers and health committees.

Racines organizes the training and follow-up of women restaurateurs in schools through school canteens (on the nutritional values of food for example) and carries out culinary demonstrations.

Protection from Abuses

  • Awareness

Racines organizes awareness-raising sessions and radio broadcasts and puts a strong emphasis on empowering children to defend their rights.

Project

Project to strengthen educational provision for children in the communes of Savalou and Bantè

Project objective

Helping to improve the educational offer in the municipalities of Savalou and Bantè

Presentation of an emblematic activity

Organization of tutorials in the 36 partner schools for the benefit of children in 5th grade (last primary class): RACINES implements several activities of socio-scholastic support for the children of the partner schools of Savalou and Bantè. Among these activities, the organization of tutorials for the benefit of children in 5th grade classes is a major part. The tutorials are initiated in order to better equip the candidates of the 36 partner schools for the Certificate of Primary Studies (CEP) and enable them to face the different tests they will be submitted to in the best conditions. For the first year of the three-year project (2019), 288 sessions have been organized in the schools concerned with very satisfactory and encouraging results. Obtaining the Primary School Certificate is an essential step in the child’s learning process and a main objective for RACINES. The success of the CEP makes it possible to measure the efficiency of all RACINES interventions, as it reflects a change in the school cycle and therefore a change of direction for the child.

Project beneficiaries

Direct beneficiaries

0
17355

Children

0
922

Adults

Indirect beneficiaries

0
22520

Children

0
39770

Adults

July 29, 2020

Year of Creation and Start of Partnership

1961

Partner’s Creation

1973

Partage’s Creation

1993

Start of partnership with Partage

2007

Network’s Birth

2019

Network’s Renewal through the launch of Partage RISE E

Community Development

  • Social Work

Social workers, present in the MSL centres, constantly monitor the beneficiary families and help them to face their difficulties and find solutions to their problems.

Education

  • Access
  • Quality
  • Extracurricular activities

The MS works in two neighbourhoods of Beirut, Sin El Fil and Jnah, which are home to many of the poor migrants and refugees in the Lebanese capital. The children in these neighbourhoods come from underprivileged families, often unable to assist them in their studies, and the tutoring offered by the MS helps them stay in school and benefit from their education.

The link made with the schools where the children attend allows a constant follow-up of the difficulties encountered by the pupils, and to offer them support adapted to their problems and constraints. Furthermore, in Jnah, the MSL has organised a kindergarten on its premises for the youngest children.

On Saturdays and during the holidays, the MSL organizes various cultural and sports activities for the children benefiting from its programmes.

Protection from Abuse

  • Awareness

The MSL organizes training and awareness-raising sessions for parents on the themes of positive parenting and intra-family communication.

Project

Around the School: Education and Leisure Activities

Project's Objective

Reduce inequalities in access to education, leisure and civic participation of children and young people in difficulty (girls and boys) by giving them access to quality educational opportunities and social and human support.

Presentation of an emblematic activity

In Lebanon, the school system provides homework and lessons that require support at home. However, the majority of our beneficiary families do not have the necessary level to help them, nor the means to pay for private lessons, nor the quiet place to study. As a result, tutoring is an extra-curricular follow-up carried out at the Social Movement with the aim of promoting the children’s academic success and development. They come from school, have their meals with their friends at the Centres and then begin their studies. The sessions are devoted to the relearning of notions and methods that they have not managed to assimilate. They also include individual follow-up work by the educator who will be able to answer questions from each other, in groups of 12 to 15 students depending on the class. In addition, there is also coordination with schools for more relevant follow-up and social and psychological support to ensure their well-being.

Project beneficiaries

Direct beneficiaries

0
881

Children

0
468

Adults

Indirect beneficiaries

0
1404

Children

0
468

Adults

July 29, 2020
July 29, 2020

Year of Creation and Start of Partnership

1973

Partage’s Creation

2000

Partner’s Creation

2001

Start of partnership with Partage

2007

Network’s Birth

2019

Network’s Renewal through the launch of Partage RISE

Education

  • Quality

The training sessions help strengthen the team culture of adults and create educational coherence within the schools.

Health and Nutrition

  • Prévention

Development of adults’ psychosocial skills for pupils.

Protection from Abuse

  • Awareness

The training sessions organized within the schools make it possible to raise the awareness of all school stakeholders on the issues of school harassment and violence.

Community Development

  • Community Leadership

The training sessions help strengthen the team culture of adults and create educational coherence within the schools.

Project

School climate and student achievement, positive conflict management and peer mediation, prevention of bullying.

Project's objective

Contributing to student success by improving the school climate

Presentation of an emblematic activity

” Training in Better Living Together, Positive Conflict Management and Peer Mediation

DURATION The training lasts 21 hours over 3 days

PUBLIC This training in schools (primary and secondary) is aimed at adult educators and all those involved in school life: teachers, CPE, social workers, nurses, school life staff, parents of pupils, etc. It is also intended for the leaders of the teams of Leisure Centres, youth centres, etc. and more generally for all adults accompanying young people. …with a maximum of 14 people per course.

OBJECTIVES To enable education professionals to nurture a team culture, to acquire or improve their interpersonal skills, to learn conflict management and mediation techniques. They will then be able to train students in these techniques.

CONTENT Facilitation is in the form of participatory workshops. Adults experiment with the tools and steps that the young people will go through and then be able to train them. The playful aspect is predominant in this training. The techniques are original and adapted to the age of the young people. It is from this personal enrichment that the material is elaborated, according to the following stages:

1. Self-knowledge: others and me

a) Co-construction of the frame

b) Skills, qualities, values

c) Emotions

d) Needs

2. Communication and listening

a) Rumour

(b) Communication difficulties

c) Listening and reactions

(d) Assertiveness

3. Conflict: escalation or appeasement

(a) Violence

(b) Responses to the conflict

(c) Various points of view – inferences, judgements – interpretations

(d) Mechanism of the conflict

4. Mediation

Project beneficiaries

Direct beneficiaries

0
0

Children

0
3000

Adults

Indirect beneficiaries

0
60000

Children

0
15000

Adults