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YWB Projects

Neetu Pokharel (Nepal) YWB Member of the Month

pict 8nepal-flag-smallBackground

Neetu started her project titled ‘Transforming the Lives of Conflict Affected Children and Young People – A Scholarship Initiative’  in 2011. The project aims to support the children who had been severely affected by armed conflict in Nepal, by focusing on their education and ensuring them accommodations. The area of the project is a school named ‘St. John School’ in Bhaktpur district where two children named Sapana BC and Jhalakman BC (15-13 years old) were struggling for their future.

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YWB Project-Vuyo Lingwati

Vuyo-LingwatisaCommunity Youth Development Program gives learners an opportunity to develop their personal abilities while serving their community.  It is a two stage community youth development program with; an educational learning program and a community development project. The learning program goal is to stimulate and develop critical thought, foster awareness on social and human rights affairs in local and foreign communities, to use young people’s desire to create change in their surrounding space, by enhancing their skills not only to develop themselves, but also to transform and develop their greater community. The community project goal looks to mobilize and give a platform for the youth in these communities, to voice their concerns and address human security and socio-economic issues, by developing and implementing a community project custom made to fit the needs of their community.

The community program and project will be carried out in South African communities - rural, poor townships or informal settlement - with high violence.

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Education Fund for Malian refugees in Mauritania Project

moulaye_haidara_picture01mauritanian-large-flagMoulaye Haidara’s “Education Fund for Malian refugees in Mauritania Project” works with children and youth from the Malian refugee community currently living in Mauritania. These individuals fled Mali as a result of the violence in the country’s north that started in April 2012. Rebels currently occupy Mali’s northern region after a coup led by an Islamist group led to a takeover of the country’s south. Moulaye’s project was generated out of the need to keep Malian refugee children in school despite the educational language barriers they face once they arrive in the host country, Mauritania.  International organizations and local authorities are doing monumental work specifically focusing on such basic needs such as food, water and shelter. However, children’s education is currently not being focused on. The issue is exacerbated by the fact that the language of instruction in Mauritania is Arabic, where in Mali it is French. Although there are private schools that teach in French, most parents cannot afford to pay for it as they are struggling to make ends meet.

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Sri Lanka : Developing the Library at Am-Mayadunne School in Ampara

CHATURA-DISSANAYAKESri_Lankan_flagChathura Dissanayake’s project is in Ampara, an area in the South East of Sri Lanka and is home to the Sinhalese, Tamil and Muslim communities. Situated at the edge of what was previously contested territory between the Sri Lankan government and Liberation Tigers of Tamil Eelam, Ampara saw a great deal of violence during the country’s three-decade-old war. Chathura has chosen to focus on the library at Am-Mayadunne School in Ampara because it can be used as a central community building site, and because the 187 school children in eleven grades stand to greatly benefit. Chathura will be working with the principal and staff of the school to improve the pre existing library, a 20-foot by 20-foot room with damaged walls in need of new paint. He is advocating for structural upgrades for the building and the addition of tables, chairs, and book shelves.  A chair and a table will be provided for the librarian, as well as twenty chairs and four tables for library patrons to sit, read, and meet. Chathura also sees the addition of two computers necessary to transform this room into a true information center, where knowledge is readily available to community members who seek it.

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India: Peace through development and Education : Project Library

ZAINAB-AKTHERindian-smallflagMy village Padum is a small far flung town in the Zanskar valley of Ladakh, Jammu and Kashmir. It is a remote place deep in the mountains and most of the development projects by the state as well as central government are not able to reach it due to its remote locations or funds being absorbed by the other parties involved in the process. The community belongs to the Schedule Tribe (ST), a status given to the people of the mountainous region by the government of India. Buddhist is in majority and Muslims in minority but there is communal harmony. For more than seven months in the year Zanskar remains completely cut off from the rest of the world—this includes Kargil, the district headquarters. The roads remain closed due to heavy snow-fall and there is no aerial connectivity available in the harsh winter months. As a result the few schools and other offices remains dysfunctional during this time and people of the village have nothing to do except waiting for the summers to come and the road to open. There is no means of communication through which they can remain in touch with the rest of the world. Only few have the access through phones by the service provided by BSNL (Bharat Sanchar Nigam Limited) but the service is too poor in the winters.

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Pakistan: Project Read - Nadia Mughal

Nadia2pakistani_flagNadia Mughal hopes with her ‘Project Read’ to build a library in an elementary school (Mallhi Modern Education House) in a low-income community in Pakistan. Many schools in these low-income communities lack the resources the students need to take their education beyond the curriculum, including a basic library. Books are a crucial element of a child's education for they are the building blocks towards learning and understanding. By building a library in the school, the students will be given the tools to expand their knowledge and understand the world better through the virtues of reading. Privately-run schools often take in disadvantaged students for free to allow them to have an equal education and would benefit greatly from outside support. Mallhi Modern Education House offers elementary education to a variety of diverse students in the community, but lacks some key resources. This project aims to build a library for the school that will help the children strengthen their education, increase literacy and help end the poverty that many of these children face.

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Kenya: I deserve a chance – Grace Nyambura Wahome

BubnerR_Picture02kenya_flag_smallCerebral palsy is caused by damage to the motor control centres of the developing brain and can occur during pregnancy, during childbirth or after birth up to about age three. Limits in movement and posture cause activity limitation and are often accompanied by disturbances of sensation, depth perception and other sight-based perceptual problems, hence the Give Me a Chance initiative focuses on making life easy for children with cerebral palsy. The initiative focuses on providing therapy facilities for these children especially in the slum areas. It also focuses on providing stationery materials for the children that have improved. I believe every child should have and deserves a chance to have a decent environment.

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Kenya: Planting a Seed – Kalo Sokoto

kalokenya_flag_small'Planting a Seed' is project that was started in 2009 with the aim of building the community through investing in the young in various ways. We have been working with the Solai community in the Rift Valley province of Kenya. Due to the positive feedback from the community at large, 'Planting a Seed' seeks to expand the scholarship program by sponsoring more needy students throughout their high school education. In addition to that 'Planting a Seed' seeks to launch an annual outdoor trip which aims to both educate and expose our scholarship candidates to new opportunities. We also hope to build our candidates command for language; both English and Kiswahili. 'Planting A Seed' aims to achieve this by providing enough reading material for the candidates. Lastly, we aim to launch a community service act in honor of Nobel Prize winner the late environmentalist Daktari (Dr.) Wangari Maathae, where each scholarship candidate will be expected to plant and take care of a minimum of three trees within the school compound for the period she/he is in high school. All this we hope to achieve with the help of both the community and willing individuals who have brought the project this far.

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