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Project1808 promotes sustainable community development in Kabala, Koinadugu District, Sierra Leone by aiding young students in their efforts to identify and address the root causes of poverty, public and environmental health challenges, and other community-identified concerns. Among our project's specific aims are the following: Fostering academic excellence and nurturing a resilient knowledge base through student mentoring, tutoring, internships, and teacher training programs. Stimulating curiosity, creativity, and innovation through student generated projects that enhance knowledge and encourage students to implement their ideas in ways that benefit their communities. Facilitating local and global partnerships for knowledge exchange, training for students, teachers and community members, student mentoring, and resources to sustain the community knowledge base Our Model Project1808 Model for sustainable development At the core of our sustainable community model is an investment in disadvantaged youth, schools, and their communities to form the building blocks as LEGOs of healthy communities in Sierra Leone and Africa. Through specific GLocal (Global and Local) partnerships, we practice the concept of thinking globally and acting locally, enhancing the exchange of knowledge, increasing the cultural competency, and expanding the worldview of all of our participants. Project1808 is committed to optimizing partnerships between educational institutions locally, within Africa and overseas, particularly with the involvement of other African countries. We want to bring back hope to youths (and whole communities) whose lives, homes, families, schools, infrastructure, institutions were destroyed by 11 years of war in Sierra Leone.

From Books to Brilliance provides access to books and educational materials in impoverished communities. Countless children in our world grow up with no books. In Nicaragua and Guatemala, many of the rural poor live on less than one dollar a day. Without access to basic services such as potable water and sanitation, families struggle just to survive each day. Books are rarely found. At the local schools, teachers plan lessons and instruct with no textbooks. Children fortunate enough to attend school learn to read from words written on the blackboard, but without books cannot read to learn. Few children reach their intellectual potential. We believe that in creating access to books and information, a better future becomes possible for citizens living in abject poverty.

The Good People Fund, inspired by the Jewish concept of tikkun olam (repairing the world), responds to significant problems such as poverty, disability, trauma and social isolation, primarily in the United States and Israel. We provide financial support, guidance and mentoring to charitable activities of modest proportions that are undertaken by Good People acting singly or in small groups. Target endeavors are those that, by their personal scale and often-unusual nature, might otherwise find it difficult to attract sufficient support. The Good People Fund operates responsively, flexibly and with a minimum of bureaucracy. We serve as a means for donors to reach many groups and individual needs and act as an instigator of good, inspiring people to do tikkun olam and tzedakah (to do the right thing by giving) responsibly and regularly. To expand these good works (ma’asim tovim), the Good People Fund also educates youth, adults, teachers, recipients and donors about the process and power of helping others.

Worldreader is on a mission to bring digital books to every child and her family, so that they can improve their lives. The increasing ubiquity and diminishing costs of digital technology enable us to solve these problems in a simple and straight-forward way. Using e-readers, mobile phones and other digital technology, we reach readers in 37 countries, providing them with over 6,000 book titles in 23 languages. We work with 140 publishers to acquire and digitize the best, most relevant content for our readers; 70% of our library comes from African and Indian publishers. Since 2010, we have made it possible for over 200,000 people to read 1.7 million books and our data shows this work has had significant impact. Students in our e-reader programs make more progress in oral reading fluency than those in neighboring schools, and girls in Worldreader’s school-based programs outpace their peers by a factor of three to five, closing a gender achievement gap. Through these efforts and our partnerships with the private sector, teachers, education experts, and other organizations, we continue to work towards a world in which every child and her family have the books they need to improve their lives, the practice of reading is commonplace, and where illiteracy is a thing of the past.

Africa Schoolhouse (ASH) is a 501(c)(3) nonprofit organization dedicated to bringing quality education, medical care, job training and clean water to rural villages in Northern Tanzania. In order to achieve these goals, ASH works in partnership with communities and the local government to build desperately needed schools, deep wells and medical clinics, creating an environment that enables residents to live full, productive and healthy lives. ASH was founded in 2006 after village elders from Ntyula, Tanzania approached founder Dr. Aimee Bessire with the idea of building a school for their children and a medical clinic for the entire community. Dr. Bessire, who has a decades long relationship with the people of Ntulya, was determined to take action. Within six months, the Africa Schoolhouse board was assembled. ASH broke ground on its first project, the Ntulya Primary School and campus, in July 2008 and completed construction in 2010. President of Tanzania, Jakaya Kikwete, personally inaugurated the new school and declared it a model for all rural schools in the country. The villagers talked about how proud they were that the President came to visit the school they had helped to build. Following the request of the Ntulya elders, the organization completed a modern medical clinic the following year, which now serves approximately 4,500 people. ASH continued working with local communities in the region to identify need and completed the renovation of Mwaniko Secondary School and Shilanona Primary School in 2012 and 2014. Improvements at these locations included building a bio-chemistry lab and the installation of the first solar-powered computer lab in Misungwi District. ASH also trained a local work-force to help with the construction and continued maintenance of these projects. ASH's newest project is to construct an all-girls boarding school-the first in Misungwi District. This exemplary school will provide space for 360 girls in Forms 1-4, with the possibility to expand the campus and add another 80 girls in Forms 5-6 as needed in later years. Currently only 1% of Tanzanian girls complete secondary school education. They face a wide range of obstacles to their education, including everything from families who privilege the education of sons over daughters, to girls being married off at young ages, and unsafe journeys to school. One of the largest issues faced by girls is finding a safe place to live while pursuing their education. In this rural area, many girls travel long distances to reach school. Safe passage to and from school is a critical issue. We want to provide a safe living situation for young women to delight in their education. ASH is partnering with Misungwi District to build a much-needed safe haven for girls, empowering them through education to grow into strong, healthy women. In addition to a standard academic curriculum, the school will also promote leadership, entrepreneurship, social justice and care for the environment. The school will create an essential safe space where young women can successfully complete their studies and grow into empowered, independent adults. As with our other projects ASH is collaborating with the local communities, school committee, and Tanzanian government. We are building this school at the request of the local community, who identified this as their greatest need. The school will be staffed and run by the District once completed. The District has selected Florencia Ndabashe to be the school's head teacher. Ndabashe currently leads a co-ed secondary school in Misungwi and brings great energy to her work. She will be a strong leader for the girls school, inspiring her fellow teachers and serving as an excellent role model for young women.

The Cazale Community and Cultural Center is a non-profit organization dedicated to empowering young people in Haiti to achieve their full potential. We believe that every child deserves access to high-quality education, extracurricular activities, and a safe and supportive community. Our mission is to enhance positive social interactions and build self-esteem and confidence among Haitian youth through a range of programs and services. We provide tutoring and year-round extracurricular activities at our after-school center in Cazale, which serves over 200 students in elementary and middle school every day with the help of 1 director, 1 administrator, 5 teachers, and 2 student aids. Our center is open after-school from 2 pm to 7 pm on weekdays and from 10 am to 5 pm on Saturdays, offering access to a library, English classes (ESL) , music lessons, and a range of other activities, including board games, dance, arts, computer workshops, and sports. We also provide students with access to excursions outside of Cazale. In addition, we collaborate with youth in New York to host summer camps for about 200 Haitian youth every year. This summer camp builds off the topics discussed during the after-school program, including promoting community service, health and hygiene, self-esteem, and the overall goal of loving your neighbor as yourself. We also host a yearly CCCC Genie summer contest on the radio, where contestants compete in a Jeopardy-like game and can receive prizes if they place in the top four. Our long-term goal is to expand our reach and impact by establishing community centers in as many communities as possible throughout Haiti. We envision ourselves as the "YMCA" of Haiti, providing a safe and supportive space for young people to learn, grow, and thrive.

Libraries Without Borders is an international nonprofit that expands access to information, education and cultural resources to vulnerable populations around the world. Our interventions address the structural causes of economic and human underdevelopment, reduce the digital divide, and promote cultural resilience. By focusing on the curation and customization of educational materials, along with the logistics and security involved with delivery, storage and construction of learning spaces, we have been able to develop innovative programs, create and re-envision library spaces and support librarians in over 25 countries. Most recently, we received the Library of Congress' International Literacy Award (2016) and won the Google Impact Challenge (2015). We advocate the idea of the library as a toolbox for communities to disseminate knowledge, promote social harmony, accompany the least fortunate, and ultimately, pursue human and economic development. We work in five areas of intervention: 1. EDUCATION LWB establishes libraries and information resource centers in universities and schools. This support manifests itself in the donation of materials, technical equipment, texts, and multimedia and electronic resources. LWB also provides support to teachers in their education responsibilities by putting in place educational resource centers as well as creating educational digital content. 2. INFORMATION AND CULTURE LWB supports the development of structures providing access to books, information and culture in developing countries. LWB enters into partnerships with libraries to help them develop their textual and digital resources and set up quality cultural programs. LWB also accompanies the creation of cultural projects for specific and disadvantaged groups such as visually impaired persons, prisoners and refugee populations. 3. CAPACITY BUILDING LWB initiates innovative specialized resource projects to reinforce the capacities of specific groups such as professionals from the medical or justice sectors. In facilitating access to verified and quality-controlled information, LWB accompanies their daily work in servicing their communities as well as their scientific research. 4. CONSERVATION OF CULTURAL HERITAGE LWB assists in the conservation and promotion of local written or oral heritage through the creation of specialized structures (libraries, cultural centers) and the training of personnel in these professions. Within the framework of promoting local knowledge and supporting publishers in developing countries, LWB also promotes the diffusion of local literature. 5. CULTURAL ENTREPRENEURSHIP LWB works alongside cultural entrepreneurs to design innovative and sustainable economic models. By setting up income-generating activities and training in management strategies, libraries are re-invented as social and cultural entrepreneurs with major economic benefits for their communities.

From Articles of Incorporation "Ikirwa School Project is a non-partisan, non-profit organization committed but not limited to the establishment, operation, and expansion of the Ikirwa English Medium School located in the rural village of Midawe near the town of Arusha, Republic of Tanzania. Activities included but not limited to the following: fund-raising and donation acceptance, recruitment of paid and volunteer labor, capital planning and expenditures, marketing, and maintenance for the benefit of the Ikirwa school." About Ikirwa School: The idea for this project was born during a camp-fire conversation between a Tanzanian guide and a Russian-American tourist. Gasper had a dream to build a school in his home village of Midawe to give local children access to English-language education and significantly improve their future academic and employment opportunities. After spending close to a decade managing World Bank capital, Masha was looking for a way to make a tangible contribution to development. Finally, America Educates, our NGO partner and fiscal sponsor, was looking for an education project in Africa. And so Ikirwa School Project was born. We are taking a multi-phase approach to building and establishing this school, starting with kindergarten classes and organically growing the school into a single-stream education program for up to 300 students. Tanzanian students are taught in Swahili and learn English as a second language. However, English has become a language of both commerce and higher learning, limiting the prospects of government school graduates, especially those who are unable to afford remedial language instruction, which is often needed to become proficient in English. Our project's goal is to provide the option of English language instruction to the children of Midawe and nearby villages. We will leverage resources offered by many volunteer organizations and the NGOs in both providing instruction and education materials to offer world-class quality academic instruction to the students as well as career development opportunities for the teachers. Our goal is to ensure that all our students score in the top quartile of the TOEFL test at the time of graduation and the Tanzanian instructors within 2 years of joining the staff. The seed funds for the project are coming from its founders, with Gasper contributing a plot of family land for school construction and Masha financing Phase I of construction. Students will be charged tuition and boarding fees and those funds are expected to eventually cover the majority of the operating budget. Up to 20% of spots will be allocated for underprivileged children of Midawe. The architectural plan calls for construction of 13 classrooms, 4 dormitories, offices, staff quarters, dining hall and kitchen, library and assembly hall in four phases. We have completed Phase I of the project, consisting of 4 classrooms and 2 offices. On January 7, 2013 Ikirwa School open its doors to 38 kindergarten and 1st grade students and has successfully completed its first semester on March 27th. Based on the feedback we have recevied during Parent's Day, the families are thrilled to have their children in our program and are impressed by the progress they are seeing. Our vision is to build a small school that makes a big difference and stands on its own without depending on outside donors for day to day operations. We intend to grow organically and pragmatically, building a track record and using our success to attract donor funds for capital improvements.

Make Our Schools Safe is a 501(c)(3) national non-profit organization dedicated to protecting students and teachers at school. Their mission is to empower students and staff to help create and maintain a culture of safety and vigilance in a secure school environment.

“The predictatorship cohort of teachers at secondary and higher educational institutions is now long retired. The missing years of higher education reached its nadir after the ‘88 revolt with the periodic, and eventually the complete, closing of major undergraduate institutions. Throughout, the dominant mode of education was rote learning. The Myanmar Foundation for Analytical Education, Inc. is the major funder of a Pre-Collegiate Program in Yangon. This Program seeks to nurture a small cohort of change makers, youth who will become perceptive, empathetic, critical, capable, and proactive in engaging the society around them. After sixteen months of academic work and internships in NGOs these students will gain admission and financing at leading liberal arts colleges abroad. After graduation they will either return home immediately or pursue graduate degrees relevant to the development of Myanmar.”

Join the Dance is the Ontario representative for Pierre Dulaine's internationally acclaimed Dancing Classrooms of Mad Hot Ballroom and Take the Lead Fame. A 10 weeks Inter-curricular, Character Education program for children and youth that utilizes ballroom dancing as a vehicle to change the lives of not only the participants, but also the lives of the teachers and families who support them. Academic components of History, Geography, Literacy, Public Speaking and Social Studies are woven intricately into the joy of the dance that provides 50-minutes of good physical fitness and mental health stimulation. Culminating events allow diverse school communities to Join the Dance and Dancing Classrooms are fully endorsed by the Toronto Public and Catholic Boards. $100 will provide 1 student in a classroom with twenty 50-minute sessions for ten weeks. $2,000 sponsorship/donation provides the program to one entire classroom.