Reaching U works to promote educational opportunities in Uruguay that allow vulnerable youth to develop their full potential. In 2014, Reaching U invested $473,000 to support 10 projects developing cognitive and socio-emotional skills and 8 projects encouraging teenagers to complete high school or receive vocational training. Over the past 14 years, Reaching U has invested over $2.5 million impacting the lives of over 30,000 individuals through 45 supported organizations.
Emotional Competence in the School
Intellectual Outputs of a Sharing Innovation and Good Practice
Erasmus+ KA2 Project, June 2017
Co-funded by the Erasmus+ Programme of the European Union
Emotional Competence in the school: Smile!
The project acronym SMILE stands for Schools Make Intelligence Linking Emotions
This handbook is an intellectual output of the international project that is supported by Erasmus+ program, Key Action 2 – Cooperation for Innovation and Exchange of Good Practices, Strategic Partnership for Schools only.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
The Evolution of Education: Adapting Schools for the 21st Centuryhussanisoyat
The landscape of education is rapidly evolving in response to the changing needs of the 21st century. As we embrace technological advancements, globalization, and shifting societal dynamics, the traditional model of education is being reimagined to better prepare students for the challenges and opportunities of the modern world.
Emotional Competence in the School
Intellectual Outputs of a Sharing Innovation and Good Practice
Erasmus+ KA2 Project, June 2017
Co-funded by the Erasmus+ Programme of the European Union
Emotional Competence in the school: Smile!
The project acronym SMILE stands for Schools Make Intelligence Linking Emotions
This handbook is an intellectual output of the international project that is supported by Erasmus+ program, Key Action 2 – Cooperation for Innovation and Exchange of Good Practices, Strategic Partnership for Schools only.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
The Evolution of Education: Adapting Schools for the 21st Centuryhussanisoyat
The landscape of education is rapidly evolving in response to the changing needs of the 21st century. As we embrace technological advancements, globalization, and shifting societal dynamics, the traditional model of education is being reimagined to better prepare students for the challenges and opportunities of the modern world.
The White School International Brocure | Top IB, IGCSE, CBSE School Calicut, ...HiLITEBuildersPvtLtd
The White School International (TWSI) is a highly progressive and enterprising international school in Calicut, Kerala, pledged to provide quality education with emphasis on traditional values. At TWSI, we are re-inventing education by breaking old moulds of thought. This progressive thinking has led to progressive teaching methods and brought about a tremendous change in how education is imparted.
TWSI, a part of HiLITE Group, was founded with a thought to create an institution based on purity and knowledge. With an education system that is designed to be distinctive, innovative, in-depth and insightful, the school provides its students with a holistic education, imparted through caring and dedicated tutors in a contemporary learning ambiance.
TWSI is an international school recognized as an Edexcel International center.
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DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
Aiesec chapel hill global citizen partner countries 2016Hank Hester
Have a look at some of the best experiences that AIESEC in Chapel Hill has to offer this summer! Contact us if you have any questions, and we look forward to making it an incredible and impactful summer together.
Stanford SOCIAL INNOVATIONReviewRedefining Education i.docxwhitneyleman54422
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing
World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many
don’t even finish primary school. In Ghana, for example, only 50 percent of children
complete grade 5, and of those, less than half can comprehend a simple paragraph.
The UNESCO program Education for All, which as part of the Millennium Development
Goals aims to provide free, universal access to primary schooling, has been successful
in dramatically increasing enrollment. But, according to annual Education for All reports,
many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of
schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and
examination fees. And because the quality of education is often poor, parents are
forced to pay for additional tutoring to enable their children to pass tests. Opportunity
costs may be even larger — while they are in school, children forgo opportunities to
produce income working on the family farm or selling in the marketplace. It is not
surprising that when education investments do not result in adequate learning, or even
basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to
secondary school. Job prospects for most people in the developing world are poor, and
staying in school past grade 5, or even through grade 10, does not improve them
significantly. In impoverished regions, the vast majority will not secure formal
employment and will be supported primarily through subsistence level agriculture and
trading. Health outcomes in these regions are also dire. Millions of children die every
year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an
emphasis on math, science, language, and social studies. These programs allocate
scarce resources to topics like Greek mythology, prime numbers, or tectonic plate
movement — topics that may provide intellectual stimulation, but have little relevance in
the lives of impoverished children. High performing students in less developed regions
face a much different future from their counterparts’ in wealthier areas. There are no
higher levels of schooling or professional job opportunities awaiting most of these
1
children; they will likely end up working on family or neighborhood farms or starting their
own small enterprises.
Schooling provides neither the financial literacy students will need to manage the
meager resources under their control, nor the guidance needed to create opportunities
for securing a liv.
Unlocking The Power Of Education: Exploring The Transformative Role Of Educat...mansurali2343
Education is the key to unlocking human potential and shaping the future of societies. Educational Institutions play a vital role in providing a structured and nurturing environment for students to learn, grow, and develop essential skills. In this article, we will delve into the world of Educational Institutions, exploring their significance, the impact they have on individuals and communities, and the various factors that contribute to their success.
2. Reaching U works to promote initiatives and strengthen organizations with
the aim of providing education opportunities which allow each socially
vulnerable Uruguayan to develop his or her full potential.
Connecting opportunities: Espigas High School
In 2015 a donation of over USD 4,000,000 will be channeled through Reaching U to build this high school:
a full-time educational center with an emphasis on science, mathematics, English as a foreign language
and values. The Retoño Foundation, who will run Espigas high school, is a nonprofit foundation which
seeks to develop better opportunities for at risk children and teenagers in Uruguay.
What did we achieve in 2014?
Our impact during the last 14 years
+USD 2.500.000 invested in education, health and social insertion projetcs in Uruguay
+45 organizations have been supported.
The lives of +30.000 persons have been touched.
Quality education in two main areas
Changes generated by Reaching U
“Through our work we seek to strengthen and promote individual and
community development in order to break the poverty and exclusion
cycles that so strongly condition the present and future of our
students”. Fiorella Magnano, Projects Manager.
The promotion of educational initiatives that improved the quality of the education programs at 17 organizations.
The wages of more than 70 primary and secondary school teachers, educators, coordinators and technicians
including social workers, psychologists, psychomotor skills specialists, educational psychologists, speech
therapists and specialized teachers who day after day worked to strengthen the abilities of more than 2,500
girls, boys and teenagers who took part in these programs.
The joint effort of persons, enterprises, foundations and volunteers in New York, Miami, Washington DC,
Los Angeles, Madrid, Geneva and Montevideo.
USD 473.000 invested in ...
10 projects to develop cognitive and socio-emotional capacities in children and teenagers, integrating tools
that suit their reality and improve their chance to move forward in the educational cycle.
8 projects to encourage teenagers to complete high school and to provide professional training to those
looking for other alternatives.
Furthermore, we grant full-time scholarships at two schools.
Retention rates of those who partake in the programs supported by Reaching U is approximately 50% lower
than that of similar populations.
The intervention of Reaching U brings good quality education and boosts individual and community
development.
Changing lives through
education in Uruguay
3. Work with preschoolers and first grade students outside of the classroom, providing them with the necessary tools
to succeed in school. Students receive comprehensive personalized attention.
“Learn to Learn” is a program that develops the capacity to enjoy and continue learning; it furthers the
development of abilities and skills linked to the areas of language and logical-mathematical thinking, it promotes
project work and fosters autonomy, motivation and confidence.
Focused on Comprehensive Health. It allows children and teenagers who have behavior disorders and learning
difficulties to have access to a proper diagnosis and treatment; an educational psychologist supports the work of the
educational center.
Innovation and Educational Improvement (a program within “Educational Psychology”) develops the potential of
1st and 2nd grade secondary school students by teaching them learning strategies that positively influence their
academic performance and help them to remain within the formal Education System.
Team of specialized technicians and volunteers provide after-school support to elemmentary school students. The
instruction is individualized and includes specific workshops at the local public school.
This program develops new and innovative formats of multidisciplinary intervention integrating the work of the
grade teacher in the classroom with specialized teachers and psychomotor skills specialists, educational
psychologists and psychologists.
The “UltreiaProject” aims to improve reading and writing skills through an early cognitive development in the
classroom by working in subgroups with students who have greater difficulty.
The “New Perspective” project provides educational support for children and teenagers who display learning
disorders within the formal educational environment to improve their academic performance as well as reduce
dropout rates.
Education through the arts: various workshops (Music and Movement, Crafts, Shape Drawing and Fairy Tales for
students in 1st and 2nd grade) are offered working together with teachers looking for a better predisposition in
students to receive academic input via artistic courses.
“I Feel, I Learn” project promotes the use of tools that allow teachers to support the emotional development of
students who attend public schools located in underprivileged areas. This project improves the teaching and
learning processes.
After school program that supports high school students by creating an adequate environment to study, do
homework and research as well as by accompanying students in their social and emotional comprehensive
development.
After school program for high school students from the 40 semanas neighborhood focused on reducing school
drop-outs. On the other hand, EspacioFrontera welcomes teenagers who have dropped out from school and lead
them to educational alternatives.
“Teenage Alternative” works in 3 areas: high school after school support; professional skills training; and a holistic
project that fosters the potential, attitudes, capabilities and interests of each student.
Promotes and supports teenagers and young men and women who live in socially vulnerable conditions in the El
Dorado area of Canelones so they can complete their high school.
The project trains teenagers who wish to start working immediately by offering Professional Training Workshops
(in particular Bakery/Patisserie).
An oasis for young boys and girls in Casavalle neighborhood, one of Montevideo´s most underserved
neighbourhoods.
The objective of this program is for strong academic achievers with extremely limited financial resources, who
have finished 3rd year of high school, to continue studying and to graduate from high school.
Recruits undergraduate and graduate students in Uruguay to teach for 2 years at high schools located in
socially vulnerable contexts. A Chapter of Teach for All.
Elemmentary school scholarship for underprivileged students. The school has a highly committed team of
teachers, an educational environment based on respect, it offers a broad curriculum and works individually with
each student and his or her family.
High school scholarships for underprivileged students.
The Met Live in HD Series: live broadcast in HD at the Solis Theatre of The Metropolitan Opera House of New York
opening performances.
“Bridges, Learn to Undertake Projects” aims to publicize and streamline the entrepreneurship and innovation culture
among people who are 50 or older by supporting the creation and setting of new endeavours, as well as by strengthening
the already existing ones to create new jobs and transform this age group into an active resource for Uruguay.
Los Tréboles
Educational Center
Providencia
Educational Center
La Casita and Encarando
(YMCA San José)
Jubilar Juan Pablo II
High School
Madres de la Cruz
Civil Association
Public School Nº292 and
Public Preschool Nº328
San Adolfo
Fe y Alegría School
Gurisaes Project
Don Orione Charity in Uruguay
Gurises Unidos
Los Tréboles
Educational Center
Salesian Center in Aires Puros
Organization Name
DevelopmentofLearningAbilitiesAfterSchoolProgramsforTeenagers
Brief description of the project
ScholarshipsforFormalEducation
(Elemmentaryandhighschool)
Otherprojects
Don Bosco Social and
Educational Project
Juntos-Fe y Alegría
Project for Teenagers
Gurisaes Project
Don Orione Charity in Uruguay
Los Pinos Educational Center
SalirAdelante
B’nai B’rith Uruguay
Enseña Uruguay
San Adolfo
Fe y Alegría School
Jubilar Juan Pablo II
Secondary School
Friends of the Solis
Theater Foundation
Network of Senior
Entrepreneurs - XENIORS
Projects supported by Reaching U in 2014 - Amount invested: USD 473.000
Micael Association of Arts and
Anthroposophic Sciences
(A.M.A.C.A. by its initials in Spanish)
PUBLIC School Nº 255
4. USD 500.000+
Credit card
Go to www.reachingu.org
Checks in the U.S.A.
Reaching U, A Foundation for Uruguay
P.O. Box 3251
New York, NY, 10163.
Bank transfers in Uruguay
Banco Itaú, numbers 6412656 ($U) or 3668858 (USD).
Account name: Reaching U, A Foundation for Uruguay.
Amazonsmile.com
Amazon donates 0.5% of the price of your
purchases to Reaching U.
www.reachingu.org – Facebook /ReachingU
Our 2015 commitment: To invest
Get Connected. Donate. Be part of the change.