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EDUCATION PROGRAMME OVERVIEW
Index
Introduction ..................................................................................................................................................... 2
WeWorld – GVC’s pillars in Education............................................................................................................. 3
Our methodology.......................................................................................................................................... 6
Our approach ............................................................................................................................................... 7
Education in Emergency .................................................................................................................................. 8
We World GVC’s interventions in Education in 2018 ...................................................................................... 9
Main projects funded by institutional and private donors ........................................................................... 10
Projects in the MENA Region ...................................................................................................................... 10
Projects in Sub-Saharan and Eastern Africa ................................................................................................ 11
Projects in Central and Latin America ......................................................................................................... 12
Projects in Asia ........................................................................................................................................... 13
1
WW-GVC Education Programme Overview – October 2019Introduction
“WeWorld – GVC Organizzazione Non lucrativa di Utilità Sociale” (WeWorld - GVC ONLUS) is an
Italian, non-confessional and independent organisation. WeWorld – GVC ONLUS implements international
cooperation and humanitarian aid projects in more than 20 countries.
Purpose
The exclusive object and purpose of the Foundation is the pursuit of social solidarity, in particular social and
social-healthcare assistance, and the protection of civil (human) rights, with special attention to the right of
women and children. In particular, the Foundation’s purposes in Italy and the world, on behalf of persons
who are disadvantaged or otherwise deserving of social solidarity, is to provide programmes and projects
with the following purposes:
a. development cooperation on behalf of economically less developed populations and in general the
fight against poverty, including access to health, food security, water, socioeconomic development and
environmental protection;
b. humanitarian aid during natural disasters and emergencies, including prevention and post-
emergency rehabilitation;
c. preventing and solving problems of persons who are abandoned, marginalized, at risk of violence, or
poor, in particular children, young people and women, migrants, and refugees;
d. education, promotion of quality in teaching, and education in world citizenship;
e. international volunteerism.
2
WW-GVC Education Programme Overview – October 2019WeWorld – GVC’s pillars in Education
In a complex world, learning represents the fundamental strategical resource to support new generations
in becoming aware and develop critical thinking, and to choose and build peaceful coexistence, characterised
by the respect of life and cooperation to overcome inequality and oppression. The core of WeWorld – GVC
(WW-GVC) effort is to reach universal access to basic education (pre-primary, primary, and secondary),
ensuring equity in access for all children and youth (3 to 18 years old), including those with disabilities or
special needs, regardless of their social identity (gender, religion, ethnicity, social and economic status,
caste). WW-GVC promotes the right to quality education, providing children and young people with the skills,
capacities and confidence they need to live lives they have reason to value. Education creates the voice
through which other rights can be claimed and protected. To reach the goal and its sustainability, WW-GVC
has defined a strategy based on the “Child Friendly school” approach, as defined by UNICEF, that is:
child-seeking — actively identifying excluded children to get them enrolled in school and included in
learning, treating children as subjects with rights and State as duty-bearers with obligations to fulfil these
rights, and demonstrating, promoting, helping to monitor the rights and well-being of all children in the
community.
child-centred — acting in the best interests of the child, leading to the realisation of the chil’s full
potential, and concerned both about the "whole" child (including health, nutritional status and well-
being) and about what happens to children — in their families and communities – before they enter
school and after they leave it.
Pillars of the strategy are the promotion of children participation, the collaboration with the government
education system at national and local level, and the engagement of community and parents in promoting
education.
Right to equity in access: Over 265 million children are currently out of school and 22% of them are of primary
school age. Discrimination in accessing education and basic level of learning achievement is still affecting
children rights in most of WW-GVC intervention area. The main actions implemented to promote equity in
education are:
Mapping and data collection: mapping the catchment area of the schools to identify the out of school children
(OOSC).
Raising parents and community's awareness on the importance of education: Conduct Enrolment or Back-to-
Learning (BTL) campaigns (media outreach, awareness raising activities, community mobilization). With the
primary purpose of reinserting OOSC into formal education, WW-GVC is committed to mobilize communities
and children on the importance of enrolment in formal education through massive awareness campaigns.
More specifically, it is a core part of the enrolment strategy to sensitise parents, children and caregivers on
the availability of operational educational services and pathways for children and youth: direct enrolment to
formal education services if possible, sustained with remedial classes or admission to Catch-up or Self-
Learning Programmes. The campaigns are tailored to the different context and the activity package differs in
rural and urban settings. Generally, the campaign includes: door-to-door visits to collect lists of OOSC and to
create databases that also integrate a breakdown of the main barriers to education; edu-entertainment
activities (such as interactive theatre events) to involve and sensitise OOSC; distribution of posters, flyers and
material stressing the importance of education as a key tool to build a better future for all; awareness-raising
sessions and help-desks to address questions and requests from parents and community members.
Safe and conducive learning environment: WW-GVC ensures a proper environment in terms of classroom;
internal or outer space to play; security of the structure; space class/number of children and class
furniture/decoration; gender-sensitive school WASH facilities. WW-GVC promotes a learning environment in
which children are motivated and able to learn. A secure learning environment provides protection from
threat, danger, injury or loss. A safe environment is free from physical or psychosocial harm. Moreover,
education infrastructure and services should ensure safe access to persons with reduced mobility (e.g.
3
WW-GVC Education Programme Overview – October 2019persons with physical disabilities, bedridden children) as well as persons with non-mobility-related disabilities
(e.g. the blind, hard of hearing, intellectually disabled). In this regard, WW-GVC adopts standards and
measures that make rehabilitated schools well-equipped for PWDs and that ensure there is enough space to
manage gender-diversity within the classrooms. Accessibility also means including in-school WASH facilities
which take into account the needs of disabled persons and girls. Furthermore, rehabilitation of the learning
spaces is oriented to create comfortable and friendly spaces (through the use of colours and wall paintings)
that make children feel enthusiastic and happy in the school environment. Finally, as part of each
rehabilitation work or provision, WW-GVC guarantees the provision of school furniture and teaching and
learning materials. It is worth mentioning that rehabilitated learning spaces are also meant to be used as safe
places to provide Non Formal Education programmes to OOSC and children at risk of dropping out. As a
matter of fact, Catch-up and Self-Learning classes as well as Remedial classes take place – whenever it is
possible - in the rehabilitated school buildings, according to the formal school time shifts and approvals of
local authorities.
Right to identity: ensure that children have the necessary documents for enrolment registration (birth
certificate, school leaving certificate, etc…).
Create opportunities for children to return to school or access education through non-formal education
initiatives: for those children who have never attended school, have dropped out of school or cannot return
to school on their own, special measures should be attempted to help them get back into school. Catch-up
and Self-Learning classes for OOSC are planned in partnership with education authorities and cover essential
elements of the official curriculum, until students can be integrated into a regular classroom.
Tailored interventions to overcome specific barriers to education: entry barriers to the Basic Education
System (BES) can be economic, social, physical, psychological and logistical. WW-GVC strategy focus on
tailored interventions to overcome those barriers, as the distribution of uniforms and didactical material;
Income Generation Activities (IGA) for vulnerable families and provision of food in schools; tutoring
programmes based on peer support; awareness campaigns and specific inclusive education; training for
teachers to face discrimination; counselling to students and families; community-based transport and walk-
to-school campaigns to solve logistic or protection issues.
School Nutrition programmes: providing food for children during school hours is one of the most powerful
incentives to ensure retention; therefore, WW-GVC implements school feeding programmes through IGA for
schools, where the profit is used to provide lunch to students; activation or strengthening of government
programmes, when existing; conditioned vouchers for the most vulnerable families; construction/renovation
of spaces like kitchen/canteen; creation of school gardens. (See Annex II)
Tuition Classes for children with learning difficulties: one of the most common reasons of dropping out is the
low performance, that discourages both parents and child from remaining in the BES. For this reason,
remedial or after-school courses are implemented in order to improve the performance of children at risk of
dropping out.
Early Warning System and emergency support: the system identifies, monitors and tracks students at risk of
dropping out and informs the identification of children who are eligible to receive special support. Such
services are mediated through the school such as scholarships, outreach activities, counselling and other
forms of interventions that are designed to promote retention. At the beginning of the project, a Girls’
Counsellor (a female teacher in the school) as well as a focal person (e.g. supervising teacher for the Child
Club) animating school-based early warning systems are identified. The appointed staff receives training,
collects data related to students at risk and manages a database. An emergency fund to provide immediate
response to dropping out is activated and managed by the school.
4
WW-GVC Education Programme Overview – October 2019Right to quality education: the access to school is a necessary but not sufficient condition to guarantee
education. The children who are attending schools are also lacking basic skills in reading and maths.
Worldwide, 617 million youth lack basic mathematics and literacy skills. The lack in learning achievement is
caused by low quality education, due to poor school conditions, lack of adequately trained teachers and low
relevance of school curriculum. The main actions implemented by WW-GVC to promote quality education
are:
Health and hygiene: Ensures a healthy, hygienic and safe learning environment, with adequate water and
sanitation facilities and healthy classrooms, healthy policies and practices (e.g. a school free of drugs,
corporal punishment and harassment) and the provision of life skills-based health education.
Trained teachers: “Teachers are the single most important factor in creating an effective and inclusive
classroom” (UNICEF). WW-GVC believes that teachers make the difference in the education process,
therefore the priority is to enhance teachers’ motivation and capacities in providing good quality teaching,
within a child-centred approach — acting in the best interests of the child, leading to the realisation of their
full potential, including their health, nutritional status and well-being. “Teachers’ days” are organized to
recognize the importance of teachers in children’s life and increase their motivation. In line with UNICEF
recommendations, frontal training sessions, on-the-job follow-up, exchange and workshops are organized to
strengthen pedagogical capacities in assessing learning achievement of students, in learning processes with
individualized instruction, appropriate to each child's developmental level, abilities and learning style and
with active, cooperative, and democratic learning methods.
Children’s rights: we ensure that the school is a place that promotes children's rights, through:
o supporting schools to adopt a Child Protection Policy (CPP) which is made public and
monitored;
o ensuring that schools have an effective referral system in case of reported abuse (the school
is in touch with the main actors of Child Protection in the area);
o training of teachers on CRC and CPP and identification among them of a child protection
Focal Point for children's rights, who identifies the symptoms of abuse and activates the
referral system in case of rights’ violation;
o training of teachers and children and sensitisation campaigns for parents and the whole
communities on: gender equality; women rights and prevention of gender based violence;
sexual and reproductive rights; prevention of harmful practices such as female genital
mutilation, early marriages and early pregnancies.
Curriculum relevance: life skills courses are an ideal way to supplement the primary and secondary school
curriculum, in order to increase educational relevance and improve the attractiveness of the school among
local communities. Life skills areas proposed by WW-GVC include: (i) social issues (e.g. prevention of drug
abuse, alcoholism, migration, gender-based violence, etc.); (ii) economic skills (e.g., world of work, using a
bank, etc.), (iii) pre-vocational skills (e.g., vegetable cultivation, fish-raising, chicken-raising); (iv) health and
hygiene, with focus on sexual and reproductive health; (v) restorative practices and mediation of conflicts.
5
WW-GVC Education Programme Overview – October 2019Our methodology
WW-GVC adopts different educational methodologies according to the different contexts:
Multi-grade multi-learning teaching in remote areas of Nepal;
in Kenya WW-GVC has assured the participation of teachers from rural areas to Montessori courses,
in order for them to obtain the Montessori diploma by a certified institution. The trained teachers,
with the support of the projects, have also created Montessori tools to be used by children in their
learning process;
in Tanzania, the Art Therapy methodology is used with disable children in primary schools and with
highly traumatized girls in rescue centres (survivors to sexual abuse, FGM, domestic labour and
human trafficking). This approach helps these two categories of vulnerable children to express their
feelings and increase their self-esteem, thus allowing to overcome exclusion and trauma;
in Benin and Tanzania, WW-GVC works to spread the child-centred and play-based methodologies
through trainings and follow-up (direct observation) of teachers and through the organization of
school game festivals involving not only the children and teachers, but the parents also. This helps to
overcome the current teaching methodologies based on authoritarian approach (including highly
widespread corporal punishments) and mnemonic learning approach;
"Emancipatory" education and the culture of peace, which includes the themes of preventing
violence against children, adolescents, women, and gender relations. Apart from teachers’ trainings,
awareness raising sessions involve the whole educating community (students, family members,
school administrators and teachers). Particular attention is paid to bring the most vulnerable families
closer to each other and to create protected spaces for dialogue, mutual help and psychosocial
support for women at risk or victims of violence (often the circle of family violence unites women
and their children, limiting their freedom and self-affirmation). The action of WW-GVC in Brazil aims
to institutionalise and legislate the Emancipatory Education and the inclusion of the gender issue and
women's rights as a public policy in the Educational System;
the use of methods of restorative justice and non-violent mediation of conflicts in schools. In Brazil,
the results in the teaching environment are encouraging: the schools involved in the action are pro-
actively applying these methodologies, signalling a reduction in the cases of violence within the
school, of cases of expulsion, suspension, improvement of interpersonal relationships within the
classes, reduction of school failures. Creating "school mediation and restorative practices cells” in
every local education office has been identified as a fundamental tool of the state policy aimed at
reducing the impact of violence in the school environment;
contextualised education in Brazil: based on the principles and concepts of emancipatory education
for teachers, it has as its main foundation the contextualized education, intended as “to live with”
the semiarid. The objective is to collectively construct pedagogical methodologies appropriate to the
semiarid region, working with themes that involve knowledge about the Brazilian semiarid, its
potential and environmental, social, cultural and political challenges. This method guides teachers in
constructing and reconstructing school training processes focusing in teaching and learning in a
meaningful way. It carefully provides visibility and valorisation of the learning process towards the
whole community (http://ww2.caritasdecrateus.org/educacao-contextualizada/);
inclusive education: the Italian experience in practicing and improving the inclusion model, served as
an inspiration to be shared with other countries. Since the eighties WW-GVC has been cooperating
with several partners in Palestine, Cuba, Romania, Vietnam and finally Lebanon with the aim of
piloting and adapting the model to the specificity of the different cultures and contexts. In particular,
thanks to the financial support of the Italian Ministry for Foreign Affairs - General Direction for
Development Cooperation, WW-GVC has implemented a three-years project in Lebanon, in
6
WW-GVC Education Programme Overview – October 2019partnership with Youth Association of the Blind (YAB) and within a cooperation agreement with the
Lebanese Ministry of Education and High Education, aiming at experimenting an operational model
of school inclusion in six public schools and elaboration of guidelines together with the relevant
institutions (Annex III).
Our approach
In its interventions, WW-GVC adopts the following approaches: child participation, strengthening of the
public education system, community empowerment and a multi-stakeholder approach.
Child participation: WW-GVC approach is child-centred, promoting child participation in all aspects
of school life. WW-GVC enhances children's right to participate through the implementation of Child
Clubs (CC) in schools. The CCs are groups of students, with a democratic governance and way of
functioning, trained on the Convention on the Rights of the Child (CRC), who lead activities in schools.
They supervise the CPP implementation, they monitor the children at risk of drop out, they are key
actors for promoting the enrolment campaigns and organize recreational activities for students. CCs
implement awareness campaigns at community level (through radio, theatre, film screenings, etc.);
strengthening the public education system: recognising that governments are the primary duty-
bearers, WW-GVC supports governments to uphold their duties, through teacher professional
development and the construction or rehabilitation of public schools. An evidence-based approach
is used to promote policy dialogue and change. Teachers are key to the achievement of quality
education. They should receive adequate training, follow-up and compensation. WW-GVC seeks to
build the capacity of all key stakeholders to increase access to universal quality education, starting
from the Ministry of Education (or other relevant line ministries) at national and local levels, reaching
the head masters and teachers of each target school. WW-GVC promotes measures of good
governance that include multiple aspects, such as transparency, financial management,
accountability and data management at all levels (school, local and central level). It organises
workshops for school directors on leadership, transparency and management; annual surveys of
school service satisfaction with samples of parents and school personnel; support to data collection
and analysis; support to the school annual plan and budget definition; strengthening the
coordination among schools and with the local and central levels of the Ministry of Education;
improvement of the capacities of teachers to test the learning achievement of students;
empowering community: WW-GVC adopts the child-friendly school approach, being family-focused
— working to strengthen families as the child's primary caregivers and educators and helping
children, parents and teachers to establish harmonious relationships – and community-based –
encouraging local partnership in education, acting in the community to ensure the fulfilment of
children’s rights;
multi-stakeholder approach, creating and/or enhancing the capacity of committees (School
Management Committee) constituted by head masters, teachers, parents, students and community
people, who lead the school planning, budgeting and management process.
7
WW-GVC Education Programme Overview – October 2019Education in Emergency
Displacement and violence have devastating impact on learning and often leads to an education
being denied or interrupted. Children and youth may suffer from traumatic experiences and a loss of social
networks that provide protection and support. The capacity of education systems to deliver quality education
is often significantly reduced during and after a conflict or a crisis. These factors weaken a young person’s
ability to learn, develop and access opportunities.
Quality education provides protection, a sense of normality, a way of healing trauma, and hope for the future.
Evidence consistently shows that education is a top priority for displaced people and should be made
available from the onset of an emergency.
Education provides children and youth with the opportunity to think about the future and to imagine what
is possible. It gives youth opportunities to participate in society and a better quality of life: in these ways, it
is protective of both individuals and society.
We aim to ensure that all children and youth enjoy quality education that is relevant to their psychosocial,
emotional and cognitive development, from the start of emergencies.
WW-GVC provides opportunities for school-aged children (between 5 and 19 years old) to complete a full
cycle of basic education. We have a particular focus on children who dropped out of school or had to interrupt
their education. Specific attention is given to vulnerable and disadvantaged groups, including those children
and young people who are separated and unaccompanied, IDPs, refugees, returnees and PWDs.
Emergencies and protracted crises have a disproportionate effect on the education of women and girls.
Specific risks linked to gender, experienced by girls and boys in emergency include early and forced marriage,
early pregnancy, child labour, recruitment into armed groups and sexual and gender-based violence. WW-
GVC is committed to provide education services that respond to the needs of girls and boys, such as
prioritizing gender-sensitive WASH facilities in the rehabilitation of schools, committing to a set of standards
to ensure access to PWDs, thus addressing the safety concerns of students and parents.
Main characteristics of WW-GVC EiE interventions
Our education activities primarily focus on ensuring access (i) and quality (ii) in Education assistance, by
following a protection mainstreaming approach complying with the following protection principles adopted
by the humanitarian actors: 1) ensuring meaningful access, 2) prioritise safety and dignity and avoid causing
harm, 3) accountability and 4) participation and empowerment. These principles are incorporated into the
planned activities taking into consideration the specific context and condition where projects will be carried
out.
i. Providing access to a safe learning environment
According to the needs and in line with INEE standards, with the primary purpose of reinserting OOSC into
formal education, WW-GVC is implementing specific activities related to access, such as (1) establishing,
expanding and rehabilitating new classrooms (temporary or permanent); (2) rehabilitating, improving or
constructing gender-sensitive WASH facilities; (3) creating opportunities for children to return to school or
access education through self-learning initiatives, catch-up and remedial classes; (4) conducting Back-to-
Learning (BTL) campaigns and community awareness campaigns on inclusive education and early marriage
related risks; (5) provide children with life skills and citizenship education programmes in formal and non-
formal settings; (6) providing students with learning materials (stationary, pens, notebooks), school bags and
School-in-a-box kit in formal and non-formal settings.
ii. Increasing the quality of Education
Quality education implies, but is not limited to, competent and well-trained teachers who are knowledgeable
in the subject matter, as well as adequate materials for teaching. Therefore, WW-GVC provides training for
teachers and educators on Active Learning, Psychosocial Support (PSS) and Risk Education. The content of
the training courses is developed according to the national relevant authorities and the Education sector.
Furthermore, WW-GVC provides teachers and education personnel with teaching resources.
8
WW-GVC Education Programme Overview – October 2019We World GVC’s interventions in Education in 2018
533 AWARENESS-RAISING CAMPAIGNS ORGANIZED
153 CHILD CLUBS PROMOTING THE RIGHT TO CHILDHOOD
266 TRAINING COURSES FOR TEACHERS
179 EARLY CHILDHOOD DEVELOPMENT PROGRAMMES
579 SCHOOLS SUPPORTED
196 OTHER EDUCATIONAL SERVICES CREATED/STRENGTHENED
In 2018, WW-GVC carried out education programmes in 12 countries of Latin America, Sub-Saharan and
Eastern Africa, Middle East and Asia. Together with our local partners and institutions, WW-GVC intervened
in 579 schools, involving approximately 163.300 students in high quality education. We also rehabilitated
infrastructure, provided equipment and educational materials. This was the case for Syria, where WW-GVC
rebuilt 45 schools, giving 40.000 students access to safe and inclusive schools. Furthermore, WW-GVC trained
7.500 teachers and educators, especially in conflict-affected areas. WW-GVC supported the pedagogical
importance of sport in Bolivia, art in Mozambique, games and transversal skills in Benin and Tanzania, all
necessary activities to promote inclusion and development. In Cambodia, WW-GVC introduced counselling
with specialized teachers, to identify and support potential cases of Early School Leaving and domestic
violence. In line with UNICEF’s methodology, WW-GVC organised 153 Child Clubs for 8.000 youth
participating in decision-making processes and management of school resources, as well as involving parents
and adults in school committees and awareness-raising campaigns. WW-GVC reinforced the idea that schools
are a space of social growth and affirmation of local identities. This idea is well demonstrated by the
campaigns of parents and teachers of Indian schools that raised funds to renovate sanitary facilities and
reconstruct classrooms and canteens. Finally, WW-GVC managed to include a Gender Approach and
Contextualized Teaching and Learning in the Curriculum Document for the Brazilian State of Cearà; the
participation of civil society organizations in the decision-making processes on education enables the latter
to be truly democratic and representative of the specific needs of the context.
More information about our approach in education can be found in the WeWorld Index, which examines the
life conditions of women and children around the world, highlighting the strong link between rights of
children and gender equality. The 2019th edition points out the negative effects of conflicts on quality
education, developing a world ranking. You can find the 2019 Index following this link:
https://www.weworld.it/wp-content/uploads/2019/09/WeWorld-Index-2019-EN.pdf
9
WW-GVC Education Programme Overview – October 2019Main projects funded by institutional and private donors
Projects in the MENA Region
TITLE Country Duration Budget Donor
1. Right to education and Syria October 2019 - 670.353 AICS - Italian Agency for
protection for children at risk January 2021 EUR Development
Cooperation
2. Providing Non Formal Syria May 2019 – May 1.400.000 ECHO - European Civil
Education and Water services 2020 EUR Protection and
to the most affected Humanitarian Aid
communities in Deir-Ez-Zor Operations
and Rural Aleppo
3. Mustakbalna: access to quality Syria March 2019 550.000 AICS - Italian Agency for
education services - July 2020 EUR Development
Cooperation
4. Ya Hala: Promotion of access Syria November 2017 – 1.100.000 UNICEF – United
to and enhance the quality of March 2019 USD Nations Children’s
educational services in Fund (ECW)
Aleppo
5. Increasing Safe And Equitable Syria November 2017 – 199.777 OCHA - United Nations
Access To Formal Education March 2019 EUR Office for the
For Syrian Children Living In Coordination of
Aleppo (Hanano, Sakhor, Humanitarian Affairs
Sha'aar)
6. Inclusive and resilient Lebanon September 2017 – 564.200,00 AICS - Italian Agency for
communities: empowerment November 2018 EUR Development
and job placement of Syrian Cooperation
and Lebanese young people
and persons with disabilities
in the Bekaa Valley
7. A school for all Lebanon August 2017 – April 413.000,00 AICS - Italian Agency for
2018 EUR Development
Cooperation
8. My School: Safe, Inclusive And Syria April 2017 – August 198.357 UNICEF – United
Community Based 2018 EUR Nations Children’s Fund
9. Safe, Inclusive and Quality Syria January 2017 476.699 OCHA - United Nations
School For Syrian children – August 2018 EUR Office for the
Coordination of
Humanitarian Affairs
10. Sustaining the access to Syria December 2016 – 74.148 PAB – Provincia
quality education for Syrian August 2018 EUR Autonoma di Bolzano
children
11. Support for access to quality Syria November 2016 – 199.781 AICS - Italian Agency for
basic education services for November 2017 EUR Development
children affected by the Syrian Cooperation
crisis
12. Back to school: support to Syria June 2016 – May 198.357 AICS - Italian Agency for
education for children victim 2017 EUR Development
of Syrian crisis Cooperation;
Provincia Autonoma di
Bolzano
13. Promotion of a Pilot Model for Lebanon April 2012 – April 1.245.557,00 AICS - Italian Agency for
the Inclusion of Children with 2015 EUR Development
Special Needs in Primary Cooperation
Schools in Lebanon
10
WW-GVC Education Programme Overview – October 2019Projects in Sub-Saharan and Eastern Africa
TITLE Country Duration Budget Donor
1. Support to resilience capacities of Mali 624.107 AICS - Italian Agency for
most vulnerable and displaced Approved (14 EUR Development
populations in the region of Mopti months) Cooperation
2. KITE II PROJECT – Improving quality Tanzania January 2019 – 450.114 Private donors
education projects in Dar Es Salaam December 2021 EUR
3. Kuboresha, Kudumisha na Kulinda Kenya 765.000 Private donors
(3K) Narok Project July 2018 – June EUR
(Nourish, Retain and Protect Narok 2021
Project)
4. PARTICIDADE – Joint planning of Mozambique April 2018 – 1.250.026,12 AICS - Italian Agency for
services for educational and resilient March 2020 EUR Development
cities and communities in Cooperation
Mozambique
5. Enhanced community empowerment Kenya 784.960 Private donors
through Integrated approach in EUR
October 2017 –
Karungu and Gwassi divisions of
September 2021
Migori and Homa bay Counties,
Kenya
6. A.P.PR.E.N.D.R.E, Acting for the Benin October 2017 – 741.988 Private donors
promotion of a new school fostering September 2020 EUR
the children rights and wellbeing
Mozambique July 2015 – June 140.200 Swiss Agency for
2020 EUR Development and
7. Oficina de Arte 2015-2020
Cooperation
8. Mawengi, Mlangali and Milo Tanzania October 2017 – 524.541 Private donors
Integrated Education (MAMMIE II) September 2019 EUR
9. Enhanced maternal and child Kenya 893.459 DEVCO
nutrition in Migori County through a EUR
April 2016 –
multi-sectoral approach: local
March 2019
political commitment and population
awareness raising
10. Promoting Education of children and Benin February 2014 – 1.449.008 Private donors
economic empowerment within rural November 2019 EUR
communities in Benin
11. COM-PEMBA: Percorsi COMunitari di Mozambique February 2017 – 121.914 Regione Emilia
educazione per bambine e bambini e July 2018 EUR Romagna
di formazione ProfEssionale e auto
imprenditoria per donne e giovani,
integrati ad aMBiente, cultura e Arte
locale, nella Provincia di Cabo
Delgado, Mozambico
Benin November 2015 779.763,91 Private donors
12. WeSchools – November EUR
2018
11
WW-GVC Education Programme Overview – October 2019Projects in Central and Latin America
TITLE Country Duration Budget Donor
1. EDUCATION PLATFORM - Brazil May 2017 – May 1.378.374 DEVCO
Gender and Emancipatory 2021 EUR
Education issues for a new
public policy of the Education
Sector in the State of Ceará
2. Education for freedom: the Brazil March 2017 – March 355.833,70 Private donors
incidence of rural women, 2020 EUR
organised in a group, in the
schools of their children
3. Building practices of Peace’s Brazil March 2017-March 472.993,25 Private donors
culture in the families and at 2020 EUR
schools: pathways for the
institutionalization of the
process
4. Chipaya: water and wind Bolivia March 2017 – 1.725.750,36 AICS - Italian Agency for
memories. Towards new February 2020 EUR Development Cooperation
forms of community resilience
5. Para! Mujeres rurales libre de Nicaragua January 2017 - 750.000 AICS - Italian Agency for
violencia January 2020 EUR Development Cooperation
6. Chipaya: il futuro in gioco Bolivia May 2018 – July 17.400 Regione Trentino Alto
2019 EUR Adige
7. Educaçao contextualizada: Brazil November 2015 – 524.844,51 Private donors
construindo o bem viver no November 2018 EUR
semiarido dos sertões
inhamuns/crateús
8. Women and children are Brazil November 2013 – 537.407 Private donors
aware who are building a March 2017 EUR
more equitable and
sustainable semiarid land
9. Building practices of Peace’s Brazil April 2014 – March 669.597,65 Private donors
culture in the families and at 2017 EUR
schools
10. Art and culture for children Nicaragua March 2014 – 891.310,00 DEVCO
rights February 2017 EUR
12
WW-GVC Education Programme Overview – October 2019Projects in Asia
TITLE Country Duration Budget Donor
1. Strengthening Education & Cambodia Approved 1.111.111 DEVCO
Employability in Kampuchean (SEEK) (36 months) EUR
2. Seasonal migration Karnataka – India December 81.600 Private donors
Kerala: Stop child labour by ensuring 2018 – EUR
the right to education of children December
migrant families by community 2020
empowerment
3. Promoting Child Friendly Learning Cambodia April 2016 – 140.880,31 Private donors
Environment for Quality Education April 2019 EUR
4. PEAK! Partnership for Equity and Nepal September 740.121 DEVCO
Access in Kapilbastu. Local CSOs 2016 – August EUR
promoting Equity and Quality in Early 2019
Childhood and Basic Education in
Kapilbastu District, Nepal
5. Continuing efforts to ensure India December 230.000 Private donors
sustainable promotion of child rights 2015 – April EUR
and education in Krishnagiri District, 2019
Tamil Nadu
6. REACH project (Reinforcing Education Cambodia October 2016 – 940.333 Private donors
Access with Community Help) – June 2018 EUR
phase II
7. Improving Quality of education Nepal September 529.022 Private donors
facilitating the active participation of 2015 – EUR
community people and creating child September
friendly environment in community 2018
schools
8. Restoring Childhood to Child India November 160.000 Private donors
Labourers in Tirunelveli District of 2015 – April EUR
Tamil Nadu of South India 2017
9. Combating child labour and India March 2015 – 255.407 Private donors
promoting education in the region of March 2017 EUR
Piduguralla of Guntur district, Andhra
Pradesh
10. Improving the quality of education India September 140.000 Private donors
and living for 768 children across 31 2015 – August EUR
villages in Nabha, Punjab, India 2016
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