Sharing Web Sources! "How it works"

“Without support, a child may not survive, let alone dream about a future the grassroots organization intervenes providing critical services and given the child tools for the future.” - The Global Fund for Children

Investing in grassroots organization has endless dividends for children, for communities for the world.  Since 1997, The Global Fund for Children has invested $25.6 million, in more than 500 organizations in 78 countries, through the lives of 8 million children, worldwide.

The Global Fund for Children envisions a world where all children grow up to be productive, caring citizens of global society.

Through research, I’ve learned that there are other areas of focus: Education, even though poverty severely limits a child access to education and additional factors compound this advantage; ethnicity, language, ability level, gender and location all impacts a child’s likelihood of attending school.  This year, the GFFC invested more than $23 million in 180 grassroots a youngster that provide learning opportunities for children who might and others will miss out on education. Other areas of focus were, trafficking and slavery; War and Conflict; Enterprise and youth empowerment; Adolescent Girls; Emergency response and Disaster Recovery. 

Although, there are many triumphs stories and success of saving many children’s lives, the exposure of trends, and issues of other countries, cultures, Immigration of families, victims of Domestic and Child abuse,  are just outrageous.

Getting to Know Your International Contacts—Part 2

I’m just intrigued about all the insight I’ve gained about the importance of early childhood education and the impact a child has with and without it.   Just observing the research on the importance of the early childhood years and how it has compelled states to support children’s school readiness. This brief provides an overview of states’ Early Learning Guidelines (ELGs) and school readiness assessments, and outlines the following considerations: School readiness is more than academics: Practices that also consider children’s physical, social, and emotional progress will be most effective in supporting school readiness. Align standards in appropriate ways: Care must be taken not to narrowly align ELGs in ways that fail to reflect what research tells us is important for child development. Carefully consider the common challenges associated with assessing young children: States must take specific precautions when assessing young children, including clearly defining the purpose and use of the results. Readiness depends on supportive families, High-quality comprehensive services are equally critical for at-risk children’s overall well-being and academic success.

State Early Learning Guidelines focus on factors such as: language and literacy, early math and numeracy skills, early science and problem solving skills, the creative arts, social studies and technology, social and emotional development, approaches to learning, and physical health and development. All 50 states and the District of Columbia have developed Early Learning Guidelines for preschool children (age three to five), which define what children should know and be able to do by the time they enter kindergarten.  I would like to see these guidelines taking abroad to some of these other countries where early childhood education is not developed, or established. 

Daily, S., Burkhauser, M., & Halle, T. (2010). A review of school readiness practices in the states: Early learning guidelines and assessments. Child Trends: Early Childhood Highlights, 1(3), 1–12. Retrieved from http://www.childtrends.org/Files//Child_Trends-2010_06_18_ECH_SchoolReadiness.pdf

Sharing Web Resources

UNICEF has helped save more children’s lives than any other humanitarian organization by providing livesaving assistance to the world’s most vulnerable children. Some times we have to look into the corridors of our own calamities and still face the reality of life. The U.S. Fund for UNICEF supports UNICEF's work, and other efforts in support of the world's children, through fundraising, advocacy and education in the United States.

We work with governments, civic leaders, celebrities, corporations, campus groups, churches, teachers and people just like you; anyone willing to help us advocate for the survival and well-being of every child.

References:

United Nations Children's Fund (UNICEF). (2009). The state of the world's children: Special edition (Research Report). Retrieved fromhttp://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf

Getting to Know Your International Contacts—Part 1

I am still overwhelmed by the determination and the creativity of Mohammed Rezwan who is the social entrepreneur of the “boat school” which is the combinations of a school bus and a schoolhouse.  The issue was that in the height of monsoon season in northern Bangladesh, regular school building is closed due to floodwaters.  This encouraged me to do a little deeper research of Bangladesh.

The insight that I’ve gained about child poverty in Bangladesh is not just morbid but their strong willpower is relishing as well.  Despite continuous domestic and international efforts to improve economic and demographic prospects, Bangladesh remains a developing country. Its per capita income in 2006 was $2,300 compared to the world average of $10,200(UNICEF,2009) . The economy of Bangladesh is still largely agro-based, with 22 per cent of the country's GDP and 48 per cent of employment linked to agriculture. While the service sector contributes 60 per cent of GDP, industry contributes less than 20 per cent.  Poverty levels fall as the educational attainment of parents rises: 53 per cent of households where the head has no education live below the upper poverty line, compared to only 19 per cent of those where the head has post-secondary education. Children from about 74 per cent of households where the heads have no education suffer from at least one deprivation; while the same is true for about 29 per cent of households where the heads have post-secondary education (UNICEF,2009).

"Protection of Children at Risk" is a Tk. 194 million (just under $3 million) project for children living and working on the street and children without parental care, which covers a small portion of such children. A large proportion of the three million child laborers in Bangladesh live and work on the streets.

Nationally, there are no published data on child poverty for Bangladesh. Data are, however, available on household level poverty. This assumes that if a household is poor, all members in that household are also poor. Data are generated using two methods: the Direct Calorie Intake (DCI) method, which measures only food intake, and the Cost of Basic Needs (CBN) method, which is based on the monetary value of basic consumption needs (UNICEF,2009). DCI and CBN methods of poverty measurement Two types of poverty measures commonly used in estimating poverty headcounts are: Direct Calorie Intake (DCI) method, and Cost of Basic Needs (CBN) method. The DCI method is used to estimate the incidence of poverty by using a threshold food calorie intake (UNICEF,2009). A person having a daily calorie intake of less than 2,122 kilocalories is considered "absolute poor" while one with an intake of less than 1,805 kilocalories is considered "hard-core poor" or "extreme poor" (UNICEF,2009). The CBN method stipulates a consumption bundle deemed to be adequate for basic consumption needs and then estimates its cost. The household expenditure on basic need items including food, clothing, housing, health care expenses, and education is considered, and an "upper poverty line" and a "lower poverty line" are estimated. People living below these lines are considered poor (UNICEF,2009). 

References:

United Nations Children's Fund (UNICEF). (2009). The state of the world's children: Special edition (Research Report). Retrieved fromhttp://www.unicef.org/rightsite/sowc/pdfs/SOWC_Spec%20Ed_CRC_Main%20Report_EN_090409.pdf

Sharing Web Resources

There is a reality of millions of children around the world who are born into slavery, working in mines, and no experience of attending school.  Since 1997 the Global Fund for Children has reached 9 million children worldwide and has transformed the lives of children on the edges of society, trafficked children, refugees, child laborers, and help them regain their rights and pursue their dreams.

GFC’s model can be summarized in three steps: Scout, Support, Strengthen:

SCOUT

Our program officers are regional experts who put their feet on the ground, seeking out organizations that serve the most marginalized children in the world. We look for true grassroots groups—local leadership, community and youth involvement, creativity, and sustainability. A tried-and-true method for assessing a grantee: walk through the neighborhood with the director and see how many people know him or her by name.

SUPPORT

Small amounts of money, when put in the hands of innovative leaders, go far in the developing world. We invest in undercapitalized organizations that provide critical services to vulnerable children. Our goal is to invest early, help our partners increase capacity, and leave them bigger and stronger than when we found them.  Because we strategically disburse small, flexible grants, we invest in the right place at the right time for greatest impact.

STRENGTHEN

We believe that money alone is not enough—for lasting change, you need strong leadership and healthy organizational development. We support our partners through management assistance, capacity building, networking opportunities, and additional strengthening services.

- See more at: http://www.globalfundforchildren.org/what-we-do/our-approach/#sthash.5cpuf1KP.dpuf

Two stories that caught my attention were:

“Coats for Children during a Winter of War”

As conflict in Ukraine continues, we are working hard to offer extra support to our Ukraine partners and are maintaining close contact with them.  Last spring, when the conflict reached the doorstep of our partner Association of Young Disabled People of the Eastern Donbass  in Luhansk, the organization helped 200 of its beneficiaries—primarily children and youth who have physical and mental disabilities—safely relocate to Kyiv: http://www.globalfundforchildren.org/coats-for-children-during-a-winter-of-war/#sthash.NHWJY6cJ.dpuf

“Bangladesh’s “Boat Schools” Tackle Education and Climate Change”

The issue  is , in the height of monsoon season in northern Bangladesh,  regular school building is closed due to floodwaters, but a different kind of classroom has been adapted. A school that floats. “A boat school is the combinations of a school bus and a schoolhouse,” says Mohammed Rezwan, executive director of Shidhulai Swanirvar Sangstha and the social entrepreneur behind its mobile boat schools. Rezwan and his organization are featured in the new documentary “Easy Like Water” part of the Sundance Institute’s Stories of Change initiative.

As I look at international issues and their conflicts that they endure, when I weigh their issues against our issues, our circumstances seem to be tedious.  Most of us, in this country and outside of this country, all face similar issues as well, such as poverty, hunger, homelessness, child abuse etc.  The biggest fight we all endure is the fight of survival, to be able to habitat together with human betterment and deeds of kindness towards each other.

“Bangladesh’s “Boat Schools” Tackle Education and Climate Change”

Bangladesh is known as the land of six seasons which appears in our literature. Each season consists of two mounts and they are summer, rainy season, autumn, dry season, winter and spring. However, in reality the most of the six seasons are overlapped with each other. For example rainy season lasts for more than two months and with the exception of nearly three months winter, the summer lasts rest of the year.

Thus from meteorological view point Bangladesh climate is divided into the following seasons. Winter: December, January and February. Pre monsoon: March, April and May. Monsoon: June, July, August and September. Post Monsoon: October and November. In the north-eastern hemisphere of the globe where monsoon is predominant, land area is about 60% whereas in the rest of the world, this is about 20%.

The issue  is , in the height of monsoon season in northern Bangladesh,  regular school building is closed due to floodwaters, but a different kind of classroom has been adapted. A school that floats. “A boat school is the combinations of a school bus and a schoolhouse,” says Mohammed Rezwan, executive director of Shidhulai Swanirvar Sangstha and the social entrepreneur behind its mobile boat schools. Rezwan and his organization are featured in the new documentary “Easy Like Water” part of the Sundance Institute’s Stories of Change initiative.

In 2003, The Global Fund for Children became the first institutional investor in Shidhulai’s single boat school. Today, the organizations boasts a fleet of more than 50 floating schools, libraries, health clinics, and training centers, serving nearly 100,000 people in flood-prone areas of Bangladesh. The rising sea levels, Rezwan recognizes that much of his country may one day disappear, but he remains hopeful. “Issues like this need local solutions by local people,” he says. “Shidhulai is proving that it is possible to deal with this climate change, to tackle pollution, and at the same time, to lift people out of poverty.”

My Support

                  Timelines are my saving grace.  Similar to a schedule, timelines are a little more detailed and used to execute events no matter how small, such as meetings, conferences, or conference calls. No matter how large, such as weddings, parties, or fundraising endeavors.  I love timelines, but most importantly, I love seeing a plan come into fruition.  Besides the love I have for children, I also possess a passion for planning events and without a timeline; I cannot image the planning process at all.

                I use timelines everyday to execute all weekend activities.  Sometimes, most of the time I will have to deviate from it, pertaining to the weekend projects, due to a confliction schedule often with my job.  For example, it may be scheduled for me to start some research for school or personal preference but my job’s duties my sudden increase because my children’s parents are not home, or suddenly leaves town.  This happens a lot, but for most of the part, the timelines assists me to set, work toward, and accomplish, even with the drastic changes sometimes. 

                My timelines are very beneficial to me.  They help me accomplish many things at one time, stay organized, meet deadlines, and prioritize.  I cannot began to imagine just going about doing without “checking in” checking my weekly timeline.  Something would go undone.  The shopping may be forgotten; Appointments not kept; Baked goods for school fundraiser not made; Tickets for choir concert not sold; Meetings not attended; Research for school paper not read; Research for the new barstools for household not search; Employers surprised party not pre-planned, or the new portfolios for new members of the auxiliary would do undone.  Every event, plan, appointment, project, or duty is placed on a timeline and then checked as it is successfully accomplished.  Can’t live without it.