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Successful Education and Literacy Grants
By the end of 2013, 59 million children were out of primary school, and 250 million lacked basic skills despite attending school, with women making up a majority of the illiterate population. Successful education and literacy grants require community needs assessments, training, and sustainability plans to ensure long-term impact. Key challenges include school capacity and access to quality resources, while best practices focus on community involvement, ongoing support, and effective teaching strategies.
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Successful Education and Literacy Grants
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- 2. The Global Picture MillenniumDevelopment Goal #2 What did we learn?
- 3. The Global Picture Bythe end of 2013, 59 million children of primary education that were out of school 250 million children are not learning basic skills, even though half of them have spent at least four years in school In about 1/3 of countries around the world, less than 75% of primary school teachers are trained according to national standards Of the 781 million adults over the age of 15 estimated to be illiterate, 496 million were women, the World's Women 2015 report found. Women made up more than half the illiterate population in all regions of the world
- 4. The Global Picture SustainableDevelopment Goal #4 Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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- 6. Panel Rebeca Mendoza, Regional Grants Officer, TRF PDGCarolyn Johnson, District 7780
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- 8. • That acommunity needs assessment has been completed for the specific location which outlines how you came to address a specific beneficiary need. We want to easily identify the direct beneficiaries It’s helpful to know who in the community will be involved in supporting the grant. This would should include school officials Host Rotarians involvement- how will the local community know this is a Rotary service project? What do Regional Grants Officers look for when reviewing an BEL Application?
- 9. TRF considers activitiestargeting the following to be outside the scope of the basic education and literacy area of focus and as such are not eligible for global grant funding: 1. Projects that consist exclusively of equipment purchases; 2. Projects that provide tuition or school supplies without the means for the community to provide these in the future. 3. Projects that the community is not able to continue after grant funding ends. Almost all grants that are declined include the above 3 activities Cooperating organization- we encourage working with cooperating organization. However, we discourage solely funding the work of those organization. What are some common issues we see that pose a challenge to eligibility?
- 10. Start with thecommunity- Community needs assessments are crucial in determining the need and impact of a grant. They also encourage local ownership once the grant is complete. Almost all projects are going to require some sort of training. Please consider this as you are developing your project. Feel free to call or email as you start to prepare your project. We are here to help. Review the Area of Focus policy statements How can these issues be resolved ahead of submitting an application?
- 11. Best Practices, Lessons Learned CarolynJohnson RC Yarmouth, Maine, USA
- 12. • Needs vswants • Teacher involvement, capacity for change • Current practices, methods of instruction • Parent involvement • Partner organizations • Existing resources • Ministry of Education • Local Rotary interest & commitment Do your Homework: Community/Needs Assessment
- 13. • All ornone • Participate in training • Consistently use new skills, strategies • Manage resources • Administrative backing d it, will they follow?Determine Commi
- 14. • Build abond between host and international clubs • Develop a relationship in the community • Clarify the role of partners • Write your story - • why is it important? • how will it work? • what will result? Develop support: Tell your story
- 15. Keys to success: Improveinstruction over time Resources: Quality literature Appropriate technology Develop new skills: • Training & Support • What do effective teachers do? • Emphasize comprehension, vocabulary, critical thinking
- 16. Keys to success: Defineand evaluate change Define success: • Evaluate over time • Identify multiple measures: • student achievement • change in involvement: attendance, enrollment, promotion rates
- 17. Implementation model School clusters: multipleschools, regional networks Long-term commitment: build relationships, support systems Provide essential tools: literature books & school supplies Ongoing training: multi-faceted, multi-year approach Ongoing support: classroom coaching Celebration, Recognition, Certification
- 18. Challenges to anticipate School’scapacity to implement change Access to quality books, reliable resources Replacing books, equipment Training & ongoing support Reliable evaluation tools Means to involve parents, community
- 19. More to thinkabout… • Consistent school contact • Staff change • Partnerships (direction, ownership) • Meaningful Rotarian Involvement
- 20. Add technology Replicate innew areas Add components: expand content, grade levels Long-term: Enhance & Scale Up
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- 23. Vocational Training Team “Partnersin Teaching” Districts 5550 & 4250 February, 2017
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- 27. Our team ofCanadian teachers
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- 29. Parent Meeting at JoyaVerde School
- 30. Training for Teachers Anda graduation to celebrate their new skills!
- 31. Reading Buddies New ReadingStrategies
- 32. Kindergarten children Learning throughplay activities
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- 34. Learning Math -hands on
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- 37. Flag March at SchoolAssembly
- 38. Photo IDs help toidentify the students
- 39. For more information: Gord& Deb LeMaistre glemaistre1@hotmail.com
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- 42. Grant History Year initiated 2011‐122012‐13 2013‐14 2014‐15 Grant Number MG 76806 MG 79436 GG1412635 GG 1523886 Amount $27,000 $18,000 $37,400 $40,000 Districts D6990 D6990 D6900 D6900 D7000 D7000 D7000 D7000 Clubs Ft. Lauderdale South Ft. Lauderdale South Peachtree City Peachtree City Rio Piedras Rio pIedras Rio Piedras Henry County San Juan San Juan Rio Piedras Isla Verde Carolina San Juan Mayaguez Juncos Cuidad del Turabo Rotaractors # Classrooms 135 90 103 200 # of Children 2700 1800 2353 4000 Area impacted Head Start Head Start Head Start Head Start San Juan San Juan Georgia Mayaguez San Juan Caguas There have been three inbound Souns Grants in Puerto Rico since 2011 and one outbound to District 6900
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- 44. Results With 100% ofthe sets in-use and 20 children per classroom, the existing program can impact up to 8,500 preschoolers, year after year! D7000 Souns MG MG GG Annual Pro Forma Impact 76806 79436 23886 Total 2011‐12 2,700 2,700 2012‐13 2,700 1,800 4,500 2013‐14 2,700 1,800 4,500 2014‐15 2,700 1,800 4,000 8,500 2015‐16 2,700 1,800 4,000 8,500 13,500 7,200 8,000 28,700
- 45. Teacher Training • Topic: Sounsis a resource that engages the child with print symbols kinesthetically. • Objectives: (1) The objective of the training is to introduce how easily the materials can be integrated with the curriculum to engage the child, therefore increasing learning. (2) Informing the teachers as to the simplicity of incorporating Souns materials in support of their curriculum for teaching writing and reading is the purpose of all Souns training. • Curriculum: Souns is not a curriculum, it is a resource that when used regularly, ensures dramatically better results for young learners and teachers
- 46. Teacher Training • Curriculum(cont.) There are three stages: letter sound learning, building words by listening to the sounds in words and reading by sounding out words. • Support: Teachers will participate in activities to experience the perspective of the child in the process of learning to write and read. • Duration: 2 Hours 2/3 Times per year
- 47. Teacher Training -Topic • Trainer: A Montessori teacher and developer of program. • Audience: 1630 people in 815 classrooms. Head start teachers, assistants, specialists. • Outcomes: Quantifiable results measuring letter sound knowledge. • Skill Evidence: Teachers role play in small groups with Souns and on occasion actually engage with children to practice their new skills.
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- 49. Thank You John Richardson…jrichardson@ihepr.com
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