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A large part of The Museum's focus is to collect and preserve historic vehicles, and a great deal of importance was placed from day one on acquiring a great number of significant vehicles of all shapes, sizes, makes, models, and purposes. As the Museum's popularity grew as a 501 (c)(3) nonprofit educational institution, people came to realize that it was the perfect tax deductible home for their prized possession. Our first donation was a beautifully restored 1952 Mercedes-Benz 300 Cabriolet from Annapolis, Maryland. Since then, we have taken in donations from all over the world varying greatly from single vehicles, to multiple vehicle collections, rare automobile components, artwork, photographs, books, and automobilia. Our education programs are built around the curriculum of the California educational system, making The Petersen an excellent place to take children on a field trip. Our free bus program ensures that children that come from disadvantage schools can still visit The Museum. We educate people of all ages. From monthly Discovery Days in our Discovery Center, to Teacher Salary Point Workshops, to a full complement of very knowledgeable docents who volunteer their time every day to help educate visitors, we do our best to make sure that everyone who leaves The Petersen Automotive Museum learns something.

Mission statement: By providing English-language speech and debate tournaments, student leadership opportunities, and international programming to Bulgarian high school students, the BEST Foundation promotes critical thinking skills and free thought so as to foster a community of engaged, democratically-minded citizens who are committed to creating a bright future for Bulgaria. Vision: We believe that words are powerful, and can engage diverse viewpoints to contribute to the well-being of societies. Programs: BEST accomplishes its mission through the following activities: - providing speech and debate tournaments to Bulgarian and foreign students - supporting teachers and coaches with curriculum and trainings - creating student-centered leadership opportunities - informing and educating students about local and global issues and ideas - fostering a network of citizens who envision and are working toward a bright future for Bulgaria Impact: Though no two experiences through BEST are alike, the following characterizes significant patterns of change experienced through participation in BEST's programming: 1) Exposure: Through BEST, participants are exposed to new ideas, views, and perspectives. 2) Conviction: Participants then begin to care about certain ideas that they have been exposed to. 3) Education: Once they find an idea they care more about, they begin to learn more about this idea, and become more critically aware of what is going on. 4) Action: Based on what participants have learned and care about, they take action. Action can take many different forms.

The Universidad del Norte Foundation, in accordance with the principles, values and objectives that have guided it since its creation, has as its mission the integral formation of the person in the field of higher education, and the contribution, through its institutional presence in the community, the harmonious development of society and the country, especially the Colombian Caribbean Region. The Foundation carries out this university work both in the undergraduate modality and in advanced training, its work being characterized by a broad social and humanistic content, and by the emphasis on scientific and investigative foundation to respond to the requirements of the progress of science and the social needs of the region and the country. The Institution seeks to train its students as thinking, analytical people with solid ethical principles, who conceive innovative ideas so that they participate in an active, entrepreneurial, responsible, honest, critical and pragmatic way in the process of social, economic and political development. and culture of the community. The University tends because the training it provides is carried out with suitable, qualified teachers with a deep academic vocation. To support them in this task, it is determined to have the most appropriate and advanced teaching, research and extension methods in contemporary higher education. In this sense, science, technology, humanities and the arts will continue to be the distinctive institutional axes for student training. Present in the life of the community through the exercise of its academic functions (teaching, research, extension and services to the external sector), the Universidad del Norte ensures that its directors, professors, students and alumni remain in permanent study, analysis and research of the concrete problems of the community in which they find themselves. Our institution is committed from its origins, in the present and into the future, with all dimensions of social, economic, political, environmental and cultural development, with social responsibility, staying in its proper place of insertion in society, which is the academic.

Our mission is to help. Help children who truly need us. We've started this project years ago and put in all of our soul, heart, energy and professionalism. Our last project, however, is different! Different in scale, duration, direction. If we want to successfully keep it on we need the help of many more people and make them stand behind our idea. So we dream and we hope that this pilot initiative will become a mission of the whole society. With joint efforts, new ideas and forms we hope to achieve results which affect society, the economy and the state. After 13 years of working with disadvantaged children we came to the conclusion that about 40% of adolescents among them have intellectual potential well above average, and every second child has a brilliant talent or gift. Thus, the project School of Arts and Crafts for Socially Disadvantaged Children was born . Generally our mission is: To provide an opportunity for talented and gifted children to receive free quality education and upbringing. Help to maintain, develop and improve their natural potential and turn it into a capital for their future; To provide an individual approach and professional care, excellent facilities and environment filled with comfort, peace and love; To promote the growth of good and smart people motivated and confident to realize their professional and life start; To provide the best team of teachers, mentors, experts and inspiring artists who lead children to self-knowledge and self-expression. In fact, our most important mission is to have many, many smiles on the faces of the children! Being happy with everything that happens to them and around them, feeling comfortable in their growth and confident that after graduating from our school they have the knowledge and skills necessary to hold the future in their hands.

VISION To establish endurable modalities to improve the lives of the vulnerable population in conflict and disaster-affected areas through peace building and promotion of social-cultural and socio-economic multiplicity. MISSION Strive to inform and transform vulnerable population in conflict and disaster-affected areas through provision of humanity services towards sustainable development with focus on Holistic Education, Youth Empowerment, peace building, psychosocial support, games and sports, Food Supplements to Malnourished, Agricultural-Farming and economic empowerment. CORE VALUES All members of BC Global shall individually and collectively uphold to the common vision, mission and objective through A- Cohesion B- Inclusiveness C- Participation D- Transparency E- Integrity F- Commitment G- Professionalism H- Accountability OBJECTIVES 11.1.1 To promote environmental protection through recovery of ecosystems and conserve biodiversity. 11.1.2 To develop strong livelihood initiatives for community’s transformation. 11.1.3 To enhance the development of peaceful communities, less violent society through peacebuilding, education and development of interpersonal skills for handling relationships and conflict management constructively. 11.1.4 To improve the quality of life of young people by facilitating their access to resources needed for their socio-economic development. 11.1.5 To promote education by focusing on inclusive learning, capacity building and technical support. 11.1.6 To boost the capacity of persons with disabilities by providing for their physical, social and economic rehabilitation. 11.1.7 To promote counseling, raising awareness on health issues including corona virus, H.P B, HIV/AIDS awareness 11.2.4 Education i. Capacity building trainings for local communities-based education committees such as the Parents and Teachers Association, School Management Committees on their roles and responsibilities in primary and secondary schools in the refugee settlements and selected schools host community District. ii. Provision of scholastic materials for the pupils and teaching aids to the teachers to enhance learning for improved numeracy and reading thus achieving increased literate rate among refugee children and students in the settlements and host community schools. iii. Provide sanitary kits and towels for girl child enrolled in schools in the settlements and host community schools to increase enrolment and retention and education cycle completion. iv. Construction of makeshift and permanent classrooms and latrines in schools to create a better learning environment in the schools. v. Lobby for provision of furniture for pupils and teachers in primary and secondary schools in the settlements and selected host community schools. vi. Establishment of school gardens for learning and food security purposes. This will target schools with adequate land for agriculture. vii. Lobby and build partnership for school feeding program for the primary and secondary schools. viii. Lobby for the facilitation of life skills training for youth and women through community of practice approach where the learners are attached to practical learning in tailoring centers, garages, carpentry workshops, welding and metal fabrication workshops and block laying grounds. Challenges : Inadequate learning spaces, Inadequate qualified teachers, No alternative learning due to the pandemic, and No strategic plan or policy to ensure the return of the children to learning Water and sanitation I. Carry out periodic water and sanitation surveys for up-to-date data for intervention measures. II. Clean water, sanitation & hygiene promotion. III. Participate in the annual sanitation week through sensitization meetings by organization an annual water and sanitation dialogue. IV. Create awareness in the settlements, rural and urban host communities on good health and hygiene practices to ensure healthy and good public health in the community. V. Advocate and lobby for safe water sources and clean water use for human use and other domestic chores. VI. Organize and participate in the organization of world water day 11.2.3 Health, nutrition and behavioral change i. Promote and facilitate maternal health through sensitizations, linkages and support to manage mothers in labor. ii. Disseminate public health education through the use of different media and languages for improved health seeking behavior. iii. Promote and facilitate voluntary HIV/AIDS, Hepatitis and other sexually transmitted Infections. iv. Construct, equip and operationalize trauma centers to rehabilitate trauma victims in the refugee population and host communities. v. Organize sensitization meetings through radio talk-shows, face to face meetings and forum plays on trauma healing methods. vi. Organize dialogues on dangers of drug, substance abuse, drug substance business, its effects and document the discussions for future sharing. vii. Promote use of community-led health initiative for increased latrine use in the refugee settlements and host communities to achieve reduction in open defecation. viii. Facilitate a referral mechanism for trauma victims among refugees and host communities for better management of the victims. ix. Conduct settlement and host community reproductive health clinics for refugees and host communities in West Nile. x. Organize trainings and dialogues on road safety. Challenges: Incapacitated health units, scarcity of drugs and medical equipment, inadequate healthcare personnel, Distanced healthcare units/centers from other bomas, and Tsetse flies infestation 11.2.2 Agriculture and Farming, Activities under livelihood i. Improve equitable and sustainable livelihoods for smallholder farmers in Jebel Lado Payam and refugee’s camps in Northern Uganda with a particular focus on the empowerment of women and young men. ii. Support smallholder farmers with microloans to improve food security. iii. Empower and resilient agricultural producers capable of adapting to climate change and supplying products of high quality and in quality to access formal markets. iv. Formation and training of community-based farmer on extension agricultural training that involved agricultural mechanization engineering, group management, record keeping and meeting management. These groups shall target women, youth and the engendered groups with a mix of all males, female across age, ability and status. v. Training of refugee and host community farmers on good agricultural practices and climate smart agriculture and livestock farm management. This is intended to maximize output quality and reduce on input wastage and ensure operation on optimal capacity. vi. Promotion of urban and green house vegetable farming in main towns to increase access to home grown vegetables. Common and easily obtainable and cheap planting materials such as old tyres, old buckets and sacks to mention. vii. Carry out qualitative and quantitative baseline surveys on food security, agricultural needs, agricultural input prices to inform the stakeholders with credible and an updated information. viii. Carry out livestock vaccination and treatment against common livestock diseases and outbreaks that require emergency response. ix. Emergency farm kit distribution including seeds, tools and fishing gears to the affected communities. Water resources Water resources in South Sudan comprise two main sources rainfall and River Nile which falls from Uganda. Rainfall in South Sudan decreases from the South to the North. The country suffers from many ecological crises such as a chronic shortage of freshwater over the country, drought, and desertification in the higher east part of the country. Rural South Sudanese are forced off their land by changing landscapes and a lack of agricultural production. Demand for water is increasing, but its availability to the country’s inhabitants remains low. BC Global Source of Funding: Most of the farmers in South Sudan have low levels of saving where microfinance institutions lack credit to loan the farmers. We are seeking a source of funds for agriculture and farming to improve the socio-economic status of the local communities. 11.2.5 Peace building i. Carry out sensitization meetings on land use and peaceful coexistence for sustainable production. ii. Recruit and train community and settlement-based peace ambassadors to carry out routine peace building messages. iii. Establish local community-based radio powered with battery to amplify story telling by refugees and host communities’ messages. iv. Initiate and facilitate peace promotion meetings among refugees, host communities, local governments and service providers. v. Form and facilitate inclusive school level peace clubs to organize school plays, peace messages during activities in the schools. Inclusion: There is a need for intervention from both government organizations and other development partners to ensure that these communities are supported. Posted by: Francis Limbe, The President of BC Global www.bcgfederation.org info@bcgfederation.org Tel.: (909)618-8336

The Reaching Out Project operates mainly in Cambodia providing opportunities for children to education. Our Mission is to improve and transform the lives of impoverished and vulnerable children in Cambodia and beyond. The core of our mission is to help and support children to continue school and reverse the phenomenon and extended trend of children drop out of school in Cambodia and Region, ensuring that children stay in school. Poverty, lack of transportation and mental health disorders are the primary reasons that children in Cambodia and the wider region permanently drop out of school. Our cause is rooted in the fundamental belief that education is the only path towards a better life, out of poverty and mental health disorders. The Reaching out Project's mission focus and helps thousands of vulnerable children and their families, and creating a pathway to escape a world of permanent poverty and forced labor, through education, enhancing living conditions, educational opportunities, and mental health support. We support Children, Schools and Communities to break this poverty cycle and improve mental health as a Global Call for Action, to succeed our cause. A safe, secure, and sustainable environment, education and child-friendly schools (as a National Call from Government) are the key factors ensuring that children stay in school and grow up sustainably. "The Reaching Out Project' is our heartfelt initiative and signifies our commitment to leaving behind a better world. Whoever they are, Wherever they are, Whatever the country Who We Are We seek solutions to ensure all children have access to schools and education, battling poverty and mental health disorders. Our nonprofit organisation, established and registered in Greece, operates without intermediaries. We personally provide help and support to children, schools, and communities. We are present with our team in Cambodian communities, working hand in hand with those we serve, going door to door and standing shoulder to shoulder with families, children, and teachers to understand the real problems and find the best solutions to ensure that children attend school and do not abandon their studies due to the challenging conditions in which they live. Children in school are at the heart of our actions. Our partners in Cambodia, Europe, Canada and Asia support us in achieving this goal. When we are in Europe, we raise awareness about the situation and gather the resources needed through our supporters' network and various actions and programs for fundraising. This initiative has been supported by our supporters, partners and volunteers in Greece, Germany, Canada, the United Kingdom, Thailand and France who embraced our cause and aim to make this goal a reality for all the children who need support. We inform our supporters about the real problems we encounter and discuss the resources required to solve these problems. It is as simple as that. While in Cambodia, we maintain direct communication with children, teachers, families, within their communities and the Districts. We address not only daily issues but also work towards the development of a holistic plan to ensure that children can get to school and fight the poverty that is so prevalent in these communities. We invest in improving their mental and psychological health, transforming them into tomorrow's citizens who will be valuable to their country and society through education. Aim: We are committed to supporting and providing more opportunities for children in Cambodia and other countries. Our focus is on imparting knowledge and education within a sustainable, safe, and secure environment that fosters growth." Our mission is based on three fundamental pillars: Children, Schools, and Communities. These are not separate from our cause. The Reaching Out Project's mission is intertwined with the children of Cambodia and is also expanding to other countries in the Southeast Asia Region and Africa. Vision: The Reaching out Project is our heartfelt initiative and signifies our commitment to leaving behind a better world in kindness, dignity, and respect. Our Vision extends beyond merely helping and supporting children, schools, and communities. "We believe in a better future for this generation. We envision this generation in Cambodia as being the last to know the cycle of poverty and the first to open a new chapter in terms of mental health improvement and prosperity." Our Integration of Needs Innovation System Our Integration of Needs Innovation System provides us with a comprehensive understanding of the challenges at hand. This drives our efforts towards succeeding in our aim and mission, and results in significant progress in children's lives. Children in School. Our 'Shoulder to Shoulder', 'Door to Door', 'Brainery Centre Academy", and 'Grandmothers' programs are tailored to the unique characteristics of each school, community, family, and child. These programs, designed for teachers and families, could later serve as guidelines for the education sector, providing examples to other schools and communities about how to operate effectively. We invest in the 'Zero Hunger and Nutritious Food', 'Mental and Psychological Health Improvement and Skills' programs. We support data collection and analysis to assist Governments and Districts in assessing progress efforts across various outcomes and strengthening the overall education system. Our efforts promote transparency, shedding light on problems children facing in education, ensuring that students, parents, and communities have all the information they need and support to encourage children to stay in school. As The Reaching out Project we developed a system based on the Sustainable Development Goals (SDGs) and work towards to succeed in our mission and objectives. We have developed a comprehensive approach called the Integration of Needs Innovation System to address and meet all the adopted 10 SDGs and achieve better and faster results for poor and vulnerable children. Our Integration of Needs Innovation System acknowledges each child's needs are unique and should be addressed under integrated process so to monitor real impact in lives of each child. This Innovation System we apply as Organisation provides us with knowledge and ways of understanding the problems in the field, assessing them and manage them, towards succeeding our mission. Our approach not only aligns with the top six sustainable Development Goals (sDGs) adopted by all United Nations Member States in 2015 as a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity by 2030. The Reaching Out Project's program goes beyond this universal call. We have established and follow a more ambitious system which utilises 10 SDGs, leading to sustainable growth, child-friendly schools, safe and secure communities with better living conditions, and an environment where children grow up free from any violence, injury, and existing current hazards to children's mental and psychological health. The Reaching out Project thinks Global and acts Local. We support all children in their own environment under sustainable growth, aiming a continuous schooling for all. The Reaching out Project remains focus of establishing and implement innovatory programs and projects that will gain to children a better life. Education is a fundamental right for any child.

RASA- Ramana Sunritya Aaalya is an organization founded in 1989 by Dr.Ambika Kameshwar The relentless enthusiasm of Educators, Child Development Specialists, Psychologists, Counsellors, Visual and Performing Arts Specialists under the able leadership of Dr Ambika Kameshwar from 1989, has been able to strive hard to achieve Empowerment to all through Unifying Experience of Indian Theatre Art techniques which helps in fostering holistic development in individuals with mental and physical challenges. By Definition, and by nature, the Theatre Arts are inclusive and therefore foster Holistic Development without differentiation. They provide a space that breaks barriers of every kind, including those caused by differences in intellectual or physical ability, and fosters Self Exploration Dr. Ambika Kameshwar & her team have been successful in transforming the lives of more than 10,000 children & adults from both under privileged differently able backgrounds. Currently RASA has a full time dedicated team of 25 staff members, including all of the above mentioned experts and all of them have undergone intensive training in RASA's area of work - namely Life Skills Training and Holistic Empowerment through The Theatre Arts - as RASA provides a one year University Recognized Training Course for its Trainers. Our work of the past two and half decades has been well recognized and we have received several Awards for our work , including the 'For The Sake Of Honor' which is the highest Award of the Rotary , The Titles of Bharata Kala Ratna , Seva Kala Bharathi , Bharathi Praskar , Sathya Seva Sundaram Samskara Ratna and the prestigious Kalaimamani Award from the Govt. of Tamil Nadu Currently RASA has a full time dedicated team of 25 staff members and 8 to 10 volunteers helping on a regular basis. The NGO sustains itself by donations from individuals, groups of individuals and organizations who believe in Empowerment to all. This is an appeal to you to make RASA reach new heights in the ever growing need for assistance There are various Ways you can help like, sponsor a child, a teacher, monthly rent, stationary expenses, materials for vocational training, stipend for a special employee or help us to build a corpus. RASA is an inclusive world space where empowerment happens through living life as a Theatre Experience. MOTTO: WE ALL HAVE A ROLE TO PLAY.

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.

Who We Are? The Mafaz Development Foundation is a non-profit organization based in Morocco, founded in 2019 by engineers from various specialties and with diverse volunteer experiences, all sharing the same vision. Our Vision: Empowering Young Minds for Lifelong Impact We are a collective of volunteer engineers from diverse technical backgrounds, united by a shared belief: The most powerful way to help someone is to support their ability to grow, think, and build for themselves. Our non-profit initiative is rooted in human development, with a strong focus on education - because we know that real, long-term change starts with young people and their mindset. We work hand-in-hand with under-resourced schools to enhance the quality of education, especially for students aged 12 to 16 - a critical stage when identity, motivation, and future orientation are taking shape. Our Core Approach: Soft Skills ProgramsWe design and deliver practical, age-appropriate training to build key life competencies: emotional intelligence, problem-solving, communication, adaptability, and teamwork. Digital Transformation for SchoolsWe help schools integrate technology in meaningful ways - from digital literacy to tools that engage students and support teachers. Mindset & MentorshipThrough workshops and mentoring, we support students in building confidence, self-awareness, and a proactive attitude toward their future. We don't aim to substitute traditional education - we complement and uplift it by equipping both students and educators with the tools to thrive. Why Now? As digital and social realities evolve rapidly, many students are left without the emotional or practical preparation to navigate what's ahead. We step in at the right time - not just to transfer knowledge, but to ignite personal transformation. Our Mission: To help shape an educated and cultured citizen, instilled with reformative values and thus a productive member of society. To achieve this goal, the Mafaz Development Foundation has made public education its top priority by focusing its efforts on improving the quality of teaching and modernizing educational spaces for Moroccan students. Our Principles: Independence:To preserve its moral and financial independence, Mafaz operates according to its own principles while maintaining strict political impartiality. Professionalism:Mafaz bases the design, implementation, management, and evaluation of its programs on professional standards and the capitalization of its experience. Transparency:Mafaz is committed to transparency with its beneficiaries, partners, and donors regarding the management of donations and provides all necessary guarantees. How and where we operate ? The Mafaz Development Foundation operates throughout Morocco, with a particular focus on rural and underserved areas where educational and social needs are most pressing. Our projects are implemented directly on the ground by multidisciplinary teams of volunteer engineers and professionals, ensuring a practical and community-centered approach. We work closely with local stakeholders-schools, associations, and public institutions-to co-design and deliver impactful, sustainable solutions. Whether through modernizing school infrastructure, promoting ecological awareness, or fostering digital literacy, our operations are guided by our core values of independence, professionalism, and transparency.

BCF fosters cooperation and goodwill between Bhutan and Canada in several ways: Our main program is a teacher program, in which we work with the Ministry of Education in Bhutan to send qualified teachers to teach in public schools in some of the most rural parts of the country. Since January 2010, BCF has sent a total of 69 teachers to 39 different communities across Bhutan. These teachers have directly impacted the lives of over 10,800 Bhutanese students. We also offer scholarships for Bhutanese youth to complete secondary education in Canada. Finally, as one of the only North American organizations with a permanent presence in Bhutan, we serve as a cultural liaison for many visitors to the country.

The mission of Young Imaginations is to improve education by placing the arts within the core of the educational process. This is accomplished through 1) multicultural music and dance classes for schoolchildren; 2) professional development for arts specialists and classroom teachers; 3) community outreach; and 4) development of educational materials.

To promote the development of singing skills, music and arts in children and youth with talent, thus educating and contributing to social transformation of the most vulnerable communities within the Metropolitan Area of Medellin. Our work is done with the help of artist teachers who are also committed with the children's formation in values.