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The ALEKlasa Foundation was founded to help children with Asperger's Syndrome and their families. We do not deny the fact that ZA is a disability, but we try to approach it fully optimistic, treating it as an additional asset, or, as we like to say lately, "Ace in the sleeve." But what does it actually mean? We are aware that along with the diagnosis we receive in the package "strengths and weaknesses" of the child, very joyful, but also these dramatic moments, lack of acceptance from peers, but also great friendships. Asperger's syndrome is therefore no different from the neurotypical world, where everything has its light and dark sides. However, we are aware that the colors of Asperger Syndrome are definitely more expressive. We, the parents, of the wonderful 9-year-old Mateusz from ZA have created the foundation, that is why we know problems, emotions, sadness, joy, doubt or the struggles of families with Asperger's Syndrome perfectly. However, we also know that it can be very cool, positive, in a sense of love and respect for the otherness of the child. Aces can be demanding, it's true, but with the same intensity they can love and show affection. As parents of a child with special requirements, we have found many times that only with a little good will from the "rest of the world", our children are able to achieve literally everything! Unfortunately, often this "whole world", schools or peers do not want, and maybe they cannot, support our Aces - that's why our foundation was created. The ALEKlasa Foundation is intended to support the development and education of children with Aspereger Syndrome. We want to see what others cannot see, arouse their passions and talents in children, and simply discover their hidden powers! To achieve this, we will also help overcome their difficulties, strengthen self-confidence and encourage action. However, we know that often, to be able to see the child's potential, you need to take care of his parents. Often, the diagnosis for many is something extremely difficult to accept, raises many fears for the future, or even prompts you to withdraw and run away. The ALEKlasa Foundation will therefore also support parents in their unique way by organizing workshops, support groups or conferences. We will not forget about the "rest of the world", which is why we will devote a lot of energy to educating teachers and peers, running workshops at schools for staff, parents and children. We dream that there would be a unified "response path" from the moment we receive the diagnosis, to the completion of high school, and then system support during the process of acquiring professional qualifications. But these are dreams and plans for later. Because we are a newly created foundation, born only from the desire to help children and families with Asperger Syndrome, we count on your support and help at the beginning of our foundation path. Thanks to the online support group we run "Together We Understand Aces" we have seen how much strength lies in the group and how much good we can achieve by acting together. We hope that it will be similar now and together we will create the ALEKlasa Foundation!

I - Enable the integral promotion of the human person, promoting education and cultural development through action and socio-community education, in activities inherent to the interest of agriculture, especially regarding the sustainable development and social elevation of the family farmer from the spiritual-ethical-ecological, intellectual, technical, health and economic point of view; II - Encourage, through education, entrepreneurial attitudes of rural youth, their families and communities, contributing to the access to the generation of work and income, as well as providing continuous formation processes of Alternation Educators / Monitors of Agricultural and Family Schools and several publics, with a view to contributing to mobilization of popular empowerment and emancipation in the complex sociocultural reality of the Brazilian countryside; III - Ensure that the formation and animation activities of the EFAs are articulated and integrated with the promotion and sustainable development projects in which they are inserted; IV - To promote, as its predominant activity, a contextualized and differentiated education, serving as a maintaining institution to regulate, manage, raise funds, represent and manage the operation of the Santa Cruz do Sul Family Farm School - EFASC, which may offer teaching courses High School and Vocational High School, as well as initial and continuing education, complementary and technical specializations of Rural Professional Learning, following the principles of the CEFFAs Network - Family Centers for Alternating Training in Brazil, with universality of service, scholarships and benefits related to school transportation, uniforms, teaching materials, housing and food; V - Providing, conducting, executing and encouraging initial and ongoing processes of training for Alternating Educators / Family School Teachers and EFA association members; VI - Promote a quality education, contextualized, differentiated and focused on the rural environment, in accordance with the foundations and principles of the CEFFAs Network, with a Pedagogy of Alternation methodology and appropriate to the Law of Guidelines and bases of National Education (LDB No. 9,394) / 1996) and the National Plan of Current Education (PNE), as well as Decree No. 7352, of November 4, 2010 and other normative instruments of field education and relevant legislation; VII - Recognize the knowledge of family farmers and the community, recognize their role as alternative educator, seek and promote the construction of theoretical / practical knowledge from the local reality of youth and the harmful and sustainable development in activities related to agriculture, currently the education and training of young people, families and the community; VIII - Encourage, carry out and promote the organization and mobilization of farmers and the youth of Family Farming in order to gain their rights and access to public policies; IX - Promote moral and ethical values, valuing the spirit of solidarity, respecting the environment, promoting gender equity and analysis, ethnicity and patterns of group types, valuing cultural diversity and any nature; X - Develop the attendance and evaluation of the beneficiaries of the Organic Law of Social Assistance - LAAS, their defense and guarantee of their rights. Promote social assistance - serving all stakeholders, including: children, adolescents, young people, adults, men, women, the elderly, people with disabilities and all minorities in society; XI - Educational institution service to create, integrate, regulate, accredit, administer, covenant, fundraise, use, organize, maintain and use education resources at any level, including higher education - both undergraduate and postgraduate - University graduate. It may be offered or in partnership or cooperation with other universities;

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.

Maison de la Gare's mission is to achieve integration of the begging talibe street children into formal schooling and productive participation in Senegalese society. Tens of thousands of talibe children beg on the streets of Senegal for 6 to 10 hours each day for their food and for money to give the "teacher" or Marabout who controls them. They live in unconscionable conditions in "daaras", without access to running water, rudimentary hygiene or nurture, often without shelter and subject to severe abuse. Human Rights Watch published a widely distributed description of this situation in 2010, "Off the Backs of the Children". Maison de la Gare is acting with the objective of ending talibe begging in Saint Louis, estimated to include over 7,000 boys between 3 and 19. Having started in rented quarters in the former train station or "gare", a permanent center was built in 2010 with the financial and organizational support of international partners. Programs at this Center will support the talibes of Saint Louis in obtaining a basic education or, for older talibes, learning marketable skills. The begging talibe situation is complex, deeply imbedded in the cultural and religious traditions of Senegal and Muslim West Africa. Although the United Nations' Committee on the Rights of the Child has called for action in its 1995 and 2006 "Concluding Observations", decisive action is politically difficult. Many initiatives have faltered by ignoring the cultural and societal realities of the situation. Maison de la Gare is working from within the present situation to effect permanent change. The organization's broad objectives are: 1. Integrate talibe children into the formal school system, through literacy classes and teaching the life skills necessary for success there. This objective includes providing literacy classes, hygiene instruction and nutritional support (allowing children to attend class when they would normally be begging for their food). It also requires documentation dossiers for individual children as necessary in the absence of any family support system. 2. Support talibes integrated into the school system with tutoring, nurturing and material support as necessary for success. This requirement will grow as more talibe are integrated into formal schooling. 3. Prepare Saint Louis talibe children, from the base of Maison de la Gare's Center, for integration into society, and support the success in Maison de la Gare's programs, through sports and arts programs, medical care, and nutritional and hygiene teaching and support. The talibes have in general NO access to medical treatment or support. Maison de la Gare has recently built an infirmary within the Center, and engages a nurse and hopes to train nursing aids. The Center's staff serves the medical needs of talibe children throughout Saint Louis, linking them to the Center and its programs and reinforcing relationships with the "Marabouts" who have control over them. 4. Prepare older talibes, age 15 and over, to be self supporting through apprenticeship programs, including tailoring and market gardening. This requires in-depth relationships with the talibe students, finding ways to reintegrate them into society, either in their home communities or in Saint Louis. 5. Collaborate actively with local, national and international initiatives working to end talibe street begging. Maison de la Gare's new Center has already made the Association a beacon for those concerned with a long term solution to the talibe problem, providing a base for establishing constructive working relationships with Marabouts around Saint Louis, the city administration, and with Amnesty International, Toscan, UNESCO and others acting for children on a national level.

The Belgian Women in Science (BeWiSe) initiative was started more than 20 years ago by a German woman who came to Belgium to conduct research at a public research institute. She encountered gender inequalities in her work environment and was amazed that there was no such association to tackle this challenge in an organized way. She brought her insights from her home country and convinced a few fellow scientists to establish BeWiSe. Since then, all past and present Board members have been convinced that the association should continue until the attainment of its mission. BeWiSe is a non-profit organization that supports the position of women in science, both in the public and private sectors, and aims to improve communication among women in the Belgian and European scientific community. We develop support that is relevant to the research community, students and citizen and adapt them to participants' feedbacks and changing contexts. Our target group is girls and women. As we believe that diversity is a source of excellence, and that we need allies from all genders to achieve our aims, we include boys and men in some activities, while ensuring that girls and women are always in a leading position. BeWiSe wants to achieve gender-equal participation at all levels of science and engineering in the public and private sectors. It is open to specifically women, butanybody who promotes equal participation of women in science is welcome to join BeWiSe. BeWiSe encourages: Equal opportunities for both women and men to reach the most senior level in sciences Appropriate actions to achieve equal participation of women in science at universities, research institutes and companies all over Belgium Laws and policies that encourage and sustain increased participation of underrepresented genders in science Programmes for change towards more democratic and participatory systems in science Measures that facilitate the reconciliation of men's and women's professional and family life Equal participation of women in decision-making bodies Citizen of any age, gender and background to be interested and engaged in science, value the scientific methods in generating knowledge and advancing society The organization is mainly driven by the Board, which consists of four positions: President, Vice-President, Treasurer, and Secretary. All members are working on a voluntary basis. The board is assisted by a pool of 3 to 6 regular volunteers: two responsible for the social media, and several former BeWiSe Board members. By choice, BeWiSe is operating only in Belgium: we tailor our reach to the Board and volunteers capacity, our focus is a communication strength, and we operate in a geographically distributed network of complementary initiatives. We operate in French, Dutch and English, the three major languages. In a spirit of diversity, we serve as a bridge between the formal Dutch-speaking and French-speaking education and research communities. The organization is strongly connected to European associations and initiatives, including through its active membership to the European Platform of Women Scientists, its participation to European calls and projects on science outreach, and its central Brussels location. Our immediate impact is focusedto the Belgian scientific community understood broadly: schools pupils and teachers, higher education students, professors and staff, private research centers, citizen and families who are temporarily or permanently living in Belgium. However, our indirect impact is broader: as BeWiSe members and target groups are from any nationality and origin, and are mobile throughout their careers, they carry and spread their own insights and BeWiSe's practices in many countries and organizations, including through informal networking practices outside of Europe, such as BeWiSe and the Society of Ethiopian Women in Science and Technology. Additionally, BeWiSe became not long ago a member of the eument-net network, where we reach out, learn, but also network with other organizations regarding mentoring and more specifically mentoring women. Our main activities are diverse, and vary with the target group: Any age (6 years and older): science outreach activities, with a consistent focus on female role models e.g. "exchange without taboo" sessions between pupils and researchers, European Researchers Night interactive workshops on societal challenges, pitching sessions by researchers to their peers, videos and podcasts on research projects and women scientists careers. Our current project has been awarded by the EU for 2 years. Our next edition will be held on Friday September 26th at the Planetarium in Brussels, and on Saturday September 27th at the Institute of Natural sciences. More information on www.wisenight.eu Teenagers: Girls Leading in Science (GirLS) team contest inviting Dutch- and French-speaking middle schools pupils to create, present and pitch their scientific project with team members they don't know, discover daily work at laboratories and stimulate them to enroll at a higher education institution in STEM. The contest is designed to grow the leadership of girls in science and transmit its (the) passion (for research), reflect on scientific methods, the value of collaboration and team diversity. The prize is a fully paid tuition fee for the first year at university within STEMfor each member of the winning team. More information on https://bewise.be/girls-leading-in-science/ Researchers mentoring program in both language communities for junior scientists working in Belgium, mainly to support young scientists who are in the important phases of completing their thesis or in the beginning of their post-doctoral research. The mentees also benefit from our networking and talks e.g. Lunch & Learn, inspirational talk. The program is complementary to intra-university programs. Higher education students, academics, university professionals, companies, diversity and inclusion officers and policy-makers: BeWiSe organizes a yearly Women in Science Conference exploring how to speed up the transition to gender equality in scientific careers and sharing good practices on including the sex and gender dimension in research (all disciplines). Several themes were explored in the past years: recruitment procedures, the Matilda effect, the EU gender equality plan. BeWiSe also organizes every other year an inspirational evening. During this captivating evening) in Brussels, inspirational women in STEM leadership will share experiences and advice from their leadership journeys. From leading in male-dominated environments to showing up as your authentic self, this unique event provides inspiration, energy, and tools for starting and mid-career women in sciences to continue their leadership journey with confidence. If we are awarded the 3M care giving, we would use the donation to Increase the impact of the GirLS by continuing to support students to choose STEM studies on the long term. We had received in the past a donation from Solvay to fund the contest and the prize (1st year university tuition fees for the winning team). However, this fund has ceased and we are currently in discussion with several organizations to find alternative sources of funding, but 3M donation could definitively support the continuation of the initiative. Attract more participants to our yearly Women in Science day Expanding the mentoring program by providing more training and meeting opportunities to both mentors and mentees. Providing more science outreach material in a broad range of disciplines by developing and spreading short video clips, increasing their usage by school teachers and pupils, as well as continue outreach events like WiseNight. Raising awareness of citizen sensitive to arts by organizing pictures exhibitions and talks at different locations (no dependency on uncertain European funding), for example by reusing the 40 portraits and podcasts of women scientists working in Belgium, developed as part of the WiseNight EU project. Discussions are ongoing with several universities to organize such exhibition in other locations after the 2025 edition of WiseNight where 2 series of portraits will be displayed both in the Planetarium and in the Institute of Natural Sciences. Providing space to the Board and key volunteers to discuss and consolidate a long term strategy, including considering synergies and structured collaboration with like-minded organizations. Reach out to other organizations promoting women (at regional level, or industry based) to enlarge our reach and reinforce the impact of our activities.

A John Carroll education is distinguished by respect and care for the whole person (cura personalis), innovative teaching, and integrated learning throughout the entire student experience. A commitment to excellence and academic rigor animates JCU's way of proceeding - graduating individuals of intellect and character who lead and serve by engaging the world. John Carroll University, founded in 1886, is a private, coeducational, Catholic, and Jesuit university. It provides programs in the liberal arts, sciences, education, and business at the undergraduate level, and in selected areas at the master's level. The University also offers its facilities and personnel to the Greater Cleveland community. As a university, John Carroll is committed to the transmission and enrichment of the treasury of human knowledge with the autonomy and freedom appropriate to a university. As a Catholic university, it is further committed to seek and synthesize all knowledge, including the wisdom of Christian revelation. In the pursuit of this integration of knowledge, the University community is enriched by scholarship representing the pluralistic society in which we live. All can participate freely in the intellectual, moral, and spiritual dialog necessary to this pursuit. Within this dialog, in which theological and philosophical questions play a crucial role, students have the opportunity to develop, synthesize, and live a value system based on respect for and critical evaluation of facts; on intellectual, moral, and spiritual principles which enable them to cope with new problems; and on the sensitivity and judgment that prepare them to engage in responsible social action. In a Jesuit university, the presence of Jesuits and colleagues who are inspired by the vision of Saint Ignatius Loyola, founder of the Society of Jesus in 1540, is of paramount importance. This vision, which reflects the value system of the Gospels, is expressed in the Spiritual Exercises, the source of Jesuit life and mission. To education the Jesuit spirit brings a rationality appropriately balanced by human affection, an esteem for the individual as a unique person, training in discerning choice, openness to change, and a quest for God's greater glory in the use of this world's goods. Commitment to the values that inspired the Spiritual Exercises promotes justice by affirming the equal dignity of all persons and seeks balance between reliance on divine assistance and natural capacities. The effort to combine faith and culture takes on different forms at different times in Jesuit colleges and universities. Innovation, experiment, and training for social leadership are essential to the Jesuit tradition. At the same time, John Carroll University welcomes students and faculty from different religious backgrounds and philosophies. Dedicated to the total development of the human, the University offers an environment in which every student, faculty, and staff person may feel welcomed. Within this environment there is concern for the human and spiritual developmental needs of the students and a deep respect for the freedom and dignity of the human person. A faculty not only professionally qualified, but also student oriented, considers excellence in interpersonal relationships as well as academic achievement among its primary goals. The University places primary emphasis on instructional excellence. It recognizes the importance of research in teaching as well as in the development of the teacher. In keeping with its mission, the University especially encourages research that assists the various disciplines in offering solutions to the problems of faith in the modern world, social inequities, and human needs. The commitment to excellence at John Carroll University does not imply limiting admissions to the extremely talented student only. Admission is open to all students who desire and have the potential to profit from an education suited to the student's needs as a person and talents as a member of society. The educational experience at John Carroll University provides opportunities for the students to develop as total human persons. They should be well grounded in liberalizing, humanizing arts and sciences; proficient in the skills that lead to clear, persuasive expression; trained in the intellectual discipline necessary to pursue a subject in depth; aware of the interrelationship of all knowledge and the need for integration and synthesis; able to make a commitment to a tested scale of values and to demonstrate the self-discipline necessary to live by those values; alert to learning as a life-long process; open to change as they mature; respectful of their own culture and that of others; aware of the interdependence of all humanity; and sensitive to the need for social justice in response to current social pressures and problems. Our partner in Honduras is Sociedad Amigos de Los Ninos, whose mission is to: Improve the quality of lives of children, adolescents, mothers, families and communities according to their specific needs, implementing programs that provide protection, education, health, training, financing, spiritual orientation, and housing, involving them in achieving their own development. Enable our supporters and volunteers to join this labor of love where they have the opportunity to fulfill their own dreams in favor of the less fortunate.

The program mission is well dedicating to the well community informed, community with free from poverty and community with green climate. The project which is named as the forest restoration and food production is the mission which is investing in poverty alleviation in the community and food production through restoration of both forest landscape and agricutural lands which belonging to the small holder farmers in the community of Lushoto district. Due to the presence of deference deforestation activities in the community of Lushoto district especially at the one among of forest reserve which is known as the Magamba forest reserve which is the reserve that has been degradated and received massive deforestation due to the presence of huge charcoal burning, presence of lumbering industry at the forest has resulted to the degradation of the Magamba forest reserve which more than 12 Hector's each year is loosing due to these activities. These has therefore affected the agricutural activities in the community of Lushoto district where by 25% of agriculture activities has been decreasing since 2017. The problem has seems to cause poverty and hunger due to the reductions of soil fertility and reductions of the land productivity at the farmers plots. Through this problem has caused hard difficult to more than 1000 woman's at the community of Lushoto district where by 55% of woman's at three villages are widows and adults who are suffering from this poverty and hunger which has been caused by these actions of soil degradation and deforestation of forest landscape and agricutural lands. Due to these problems the program has been invest the energy to remove this action such as: The project has decided to combat these activities through production of fruits tree and hard woods trees to the farmers especially more woman's who are widows and adults where we are going to produce more than 50000 native trees .The 30000 trees will be produced and planted to the Magamba forest reserve which has been degradated to restore it's biordevesty and allow proper soil strength. Also 20000 is going to be produced as fruits trees such as avocados fruits, apples, macadamia nuts, peaches, which is going to be supplied to the more than 1000 woman's at the Lushoto district community to increase the soil fertility of their agricutural land and to increase land productivity for the purpose of develop their agricutural harvesting and generate their income. Also this program is going to engage establishment of organic food gardens to the 500 disability woman's at their farms land such as spinach, carrots, tomatoes to increase the nutrition and to develop their economic situation due to the fact that the gardens are economic favorite to the community nutrition. Since the project is aiming to reduce poverty and allow the food production we are also going to develop irrigation system at the farmers land to those who we will develop the vegetables gardens to enable them access easy irrigation system through trapping of flowing water and collection of dams which are around the farmers plots. The project is also going to make sure that it's develop the mission through the training and awerness rising to the farmers where by farmers are going to be trained on: Well crop rotation Well crop diversity Well crop management Agroforestry development Water harvesting and animals husbandry Through this it will provide education and learning to the farmers who will turn there behavior and applied these well method of farming without destroy the natural resources. Also through this program the project is engaging the groups like youths, local schools,land owners. Through engagement of school students the project is going to engage more than 10 schools which will touch more than 500 students to train them on how to produce seedlings and how to maintain then. The project will opening different micro nursery trees in the 10 schools for more education and learning to increase the restoration knowledge to the students and their teachers where by 1000 trees are expected to be produced in each school for more Plantations at their school surrounding and some will be taken to their home for more agroforestry plantations. Also the program is going to use 4 workshop annually and opening 10 environment and food production clubs at school and frequently debates to increase the skills and scaling up the idea of forest landscape restoration and food production. The project is also using conference with land owners, government authorities and other stakeholders who we are discussing on how to cover the problem which is covering our community. Also this is dealing with discussion with land owners on how to practice sustainable use of land during their land consumption. Also water resources conservation is the project mission where by the project is generate and contribute to the 3 water resources which has been degradated and which are dependable by farmers for their plots irrigation and their vegetables irrigation through this fact the project through the partnership with global giving is going to conserve 7 water resources which has been degradated by different calamities including allowing of livestock passing and cutting down of the natives trees that surrounding the water resources . This will be through removing of invasive speceis and plastic materials and bags at the farmers water resources to develop the irrigation system to their agricutural plots and the whole community. Through the population engagement in this project activities such as tree planting, awarness and education provision will help to alleviate the poverty and develop the agricutural activities through empowerment of woman's in agroforestry empowerment.

Les Puits du Desert was born from a life-changing experience. During a humanitarian raid in northern Niger, our founder, Christel Pernet, was forced to make an emergency landing in the desert. For four days, she lived alongside local nomadic families, sharing their daily life. She discovered what it truly means to live without access to water: children walking sometimes more than 20 kilometers every day to fetch it, schools that were rare and difficult to access, and women exhausted by the burden of survival. This human shock convinced her that urgent action was needed. In 2004, she founded Les Puits du Desert, in partnership with the Nigerien NGO Tidene, to respond to the essential needs expressed by the communities themselves: access to clean water, education, health, and women's empowerment. Since then, our association has been working in the Agadez region with an approach rooted in proximity, listening, and co-construction with local populations. The mission of Les Puits du Desert is to sustainably improve the living conditions of nomadic and rural populations in northern Niger, particularly in the Agadez region. These communities, mostly Tuareg, face some of the harshest living conditions in the world: - No clean water: women and children often walk hours under extreme heat to fetch unsafe water. - Food insecurity: desertification and climate change make traditional livelihoods increasingly fragile. - Limited access to health: villages are often days away from the nearest clinic. - Barriers to education: nomadic children, and especially girls, are rarely able to attend school. - Economic marginalization: women have few opportunities to earn an income or gain autonomy. We believe that water is the first step toward development. It is the foundation for health, education, food security, and economic empowerment. But beyond water, our mission is to accompany communities toward long-term resilience and dignity. Since 2004, Les Puits du Desert has worked in close and continuous partnership with Tidene, a Nigerien NGO founded the same year by leaders from the Agadez region. This partnership, in place since the very beginning, is one of the pillars of our credibility and effectiveness in the field. Tidene brings local legitimacy, field expertise, cultural understanding, and the capacity to mobilize communities even in the most remote areas. Les Puits du Desert ensures fundraising, technical and administrative support, and accountability to international partners and donors. Together, we form a strong binational alliance that combines local knowledge and international solidarity. Every project begins with listening carefully to the communities. Tidene's teams organize meetings with village chiefs, elders, women, and youth to identify priorities. Whether it is a well, a school, or a health center, the decision always comes from the people themselves. During implementation, communities are actively involved: - Villagers contribute to site preparation, transport of materials, and support to technicians. - Women are trained in gardening, food processing, and small equipment maintenance. - Local management committees are created to ensure long-term operation of wells, schools, or gardens. This participatory approach guarantees ownership and sustainability: when people help build an infrastructure, they also take responsibility for protecting it. Beyond infrastructures, we invest in training and empowerment so that projects endure: - Training water committees in maintenance and spare parts management. - Supporting teachers and parent associations to strengthen education. - Equipping health workers with skills and tools to improve healthcare. - Helping women's cooperatives develop business strategies and improve production techniques. Each project thus becomes more than a structure: it is a lever of resilience and autonomy for entire communities. Thanks to Tidene, we ensure that all our projects are adapted to the local context and respect cultural traditions: - Schools include boarding facilities so nomadic children can study. - Wells are strategically placed along pastoral transhumance routes. - Women's income-generating activities are designed to fit daily responsibilities while fostering empowerment. All decisions are taken jointly by Les Puits du Desert and Tidene. Projects are co-written, budgets reviewed together, and monitoring carried out both locally and internationally. This dual governance guarantees transparency for donors and coherence with the realities on the ground. We are convinced that sustainable development cannot be imported from outside; it must emerge from within communities themselves. In twenty years of action: - 345 wells and boreholes built, providing tens of thousands of people with clean water. - 13 schools constructed, offering an educational future to hundreds of children. - Health infrastructures established, improving access to care for isolated populations. -16+ women's cooperatives created, reinforcing women's role in the local economy and society. Our work is made possible thanks to the support of numerous individual donors, companies, foundations, and institutions in France and internationally. We maintain trusted relationships with our partners, based on financial transparency, regular reporting, and rigorous monitoring of impact. These partnerships are essential to transform ideas into lasting achievements. Our vision is simple yet ambitious: - To ensure that no family lives without safe water. - To enable every child, especially girls, to go to school and dream of a better future. - To give women the means to earn a living and be recognized as full actors in their communities. -To build resilient and autonomous communities capable of facing the challenges of climate change, poverty, and isolation. In short, our mission is not only to build wells, schools, or clinics. It is to build hope, dignity, and opportunities in one of the most challenging regions of the world.

INTRODUCTION Promise Giving Organization is a non-profit making organization situated in Nairobi Kenya. It is registered with the Ministry of East Africa Community, Labour and social protection department of social development and heritage as a charitable Institution. Promise Giving Organization takes care of the abandoned, orphaned, the neglected and whose rights have been violated. Formed in July 2019 out of a desire to support, restore, empowering and bringing hope to children, vulnerable women and youth affected by wars, sexual violence, sexual exploitation and abuse, victim survived of torture and deprived of human rights. Our priority is to investing in people, and we are committed to giving assistance to those in need regardless of religion, race, nationality or gender. Our vision is to help the Community especially women and children and the displaced people affected by wars, famine, disease, ignorance, violence, poverty or privates of human rights positively reshaped and restore. We specifically focus to support the affected children, the poor and marginalized and the displaced people through our crosscutting programs by providing Education; healthcare; human right and protection advocacy; Community development programs; social assistance; and volunteer program. Our being is to help the affected women and children to integrate in the community and aspire for a better future, to support technically the feminine development initiative actions and projects. Also, to network and partner with other organizations, NGOs (Non- Governmental Organizations), CBOs (Community Based Organization). Associations and individuals to provide support effective intervention, training and assistance. Promise Giving Organization is more engaged in the services of supporting, restoring and bringing hope to women and children and our desire is that we address their suffering in appropriate and caring manner. VISION To provide a safe, caring and loving environment for the children and communities where their caregivers are empowered to improve their own livelihood through appropriate and affordable alternatives. MISSION To restore hope among vulnerable children and provide them with basic and secondary needs such as Food, Shelter, Education, clothes, medical care, Recreation, Parental and spiritual guidance. OBJECTIVES To rescue the abandoned children To educate all the orphans and vulnerable children Protect and promote welfare of children and young adults to enable them overcome social problems through economic empowerment. To empower and capacity build school/college going students through proper career guidance. To ensure the children understand the importance of conserving and protecting the environmental activities Promote the awareness of the productive Health talks to the young children. To assist the organization has an income generating activity. To create employment for the women and youths in the community. CORE VALUES Integrity Leadership Service Accountability Transparency Love Respect Unity Teamwork PROJECT SUMMARY In spite of planned development and special provision for accelerated socio-economic development of neglected/disadvantaged sections, the issue of orphan, semi orphan and street children is not properly addressed. In our project area many Orphan, Semi Orphan and Street Children are found. The problem of orphan / street children is acute due to urbanization and industrialization. Due to the Deaths of HIV/AIDS affected persons, Re-marriage of Deserted / Widowed / Divorce women, Absence of love and security in the families, Family disputes, Unwanted pregnancy of Trafficking / Sexually exploited girls; these orphan and street children are left without care and support. These children are involved in rag picking; pick pocketing and participating in anti social, criminal activities. Therefore, we envisage mainstreaming these children in the national building by providing care, support and protection in our Promise Giving Children's Family. Promise Giving Children's Family houses orphans and vulnerable children and needy families and provides care support and protection for them. This home has 10 workers among them cooks, cleaners, teachers, caretakers and administrators. All children are provided with 3 times nutritious food, clean water, books, school uniforms, clothing, beddings, sanitary pads, diapers, water, soap detergents and shoes as well as psychological and spiritual support. Every child has an opportunity for indoor and outdoor recreation and play facilities. We also support them to realize their potentials, careers and talents so as to become self-reliant and responsible members of the society. We as Promise Giving Children's Family aim to bring a service of hope to the needy and vulnerable children and families in the community. PROBLEM STATEMENT The problem of the orphaned, needy and vulnerable children is acute due to poverty levels in our communities thus most families are unable to afford basic needs for their children. There is also an increase of children who are affected and infected with HIV/AIDS while others have been orphaned as a result of the deaths of AIDS affected persons. The situation is also further aggravated by the absence of love and security and unwanted pregnancy of sexually exploited girls conflict, social injustices, gender violence etc. These children are involved in rag picking, pick pocketing, participating in anti-social, criminal activities. FUTURE MAJOR VISION We are aspiring to have our own compound where we don't pay the rent and if possible, to expand from the ordinary home to group of schools where our children will get opportunity to be at the orphanage and proceed to our junior school, senior school up to the highest level possible. The center will also ensure that all the beneficiaries who have completed school/college will have a placement, this shall include vulnerable children who have completed the vocational training hence they will be provided by the working capital inform of tools and materials to start off. CONCLUSION Children symbolizes the continuation of generation; it shows that when they are well motivated and protected our future becomes brighter. When they are nurtured in the best way the world shall be better place to live in. This is why we come with lots of humility to you to help us fulfill the idea of the project above so that we can help the children to realize their dreams in different ways. We shall appreciate your partnership and promise that no support will be wasted and every coin shall be accounted for for the benefit of the children. We need the children to be cared for at all cost no matter the background where that child comes and that is why whenever the county officer knocked the door to bring in a child into our premises, we always receive them with open heart and love.

Arctictis Binturong Conservation is the only association in the world, entirely dedicated to the study and protection of a charming little Southeast Asian mammal: the binturong. Very little known and under-studied by scientists, everything about it remains to be discovered. We work both in Europe, North America and in the field in Asia to promote, inform, raise awareness, transmit, study and protect this fascinating animal. We have two main branches. One is in France where everything debuted in 2014. The other main one is in Palawan, in the Philippines. There is also two other smaller branches in England and a really new one that is in development in the United States of America. Studying the ecology and behavior of the binturong to create an appropriate conservation program, using this new knowledge to promote its image and raise public awareness of the importance of nature: these are the main challenges that our association tries to meet every day. Right now we have two programmes in the Philippines: - the Bearcat Study Programme (BSP): The overall aim of the project is to improve knowledge of the ecology and behavior of the binturong, as well as discovering the true status of its population in Palawan. Our scientific studies combine photographic trapping and radio-tracking to obtain vital information for the creation of an appropriate conservation program. - the From Awareness to Actions for Nature Conservation (AANC): Through our actions, we aim to raise public awareness of the importance of protecting nature and the biodiversity that surrounds us, also by promoting the image of the binturong. Because raising awareness is protecting! Below, more details on the different projects: BSP: Since 2017, the goal of the "Bearcat Study Programme" is to improve knowledge of specific aspects of the ecology and natural behavior of the binturong. The final goal will be to estimate the distribution and the size of the binturong population on the island of Palawan. This knowledge is crucial for the establishment of a conservation program perfectly adaptated to the needs of the species. Because in the end how can we protect something that we don't know? As a result, the studies we have set up focus on three themes: - Studying interactions between the binturong and the forests of Palawan, - Studying eating habits and social behaviour of the binturong in Palawan, - Studying the size of the vital area of the binturong in Palawan. To succed in our research, we are curently trying to track a wild individual and put a GPS-equipped transmitter collar on it. This will enable us to collect key data on the binturong's behaviour and the use of its territory, using data from photo trapping and the radio collar. All the results of our studies are or will be the subject of scientific publications, most of which are freely accessible. Since 2023, photographic traps have been installed in a protected area in the center of the island to highlight the binturong's preferences in terms of micro-environment. The data are still being acquired. The aim is to repeat this protocol in other parts of the island. This will enable us to assess the characteristics common to the areas in which the binturong is most frequently observed. This will also help us to categorize Palawan's different habitats according to their suitability for the binturong's needs, and the characteristics identified may enable us to rehabilitate different kind of environments suitable for the binturong. Since 2024, we have also reinstalled camera traps in our first study forest, located further to the northeast of the island. The aim is to analyze the impact of typhoon Odette in 2021 on the binturong's population and thus study their resilience. AANC: Our planet is currently facing a number of threats such as the pollution (air, water, soil), the deforestation or the climate change. Because of that, we believe that we need to take initiatives. Indeed, as Robert Swan OBE said, "the greatest threat to our planet is the belief that someone else will save it". Whether it's our consumption of energy or food, there are many examples to show that we can choose to act on a daily basis more respectfuly of the Nature. Because there's only one, it is important to protect our planet. This program has two main aims: - Sustainably reach out to as many people as possible, of all ages and backgrounds. Generating curiosity about the biodiversity that surrounds us also means realizing its importance. Indeed, we are dependent on Nature and its proper functioning. By becoming aware of our impact, we can all act positively to counter the threats facing our planet. - Generate concrete actions for the protection and conservation of the environment with the initiation to zero-waste, to the concept of consumption actors (choose local food and seasonal for example), planting trees of local species or a more eco-friendly consumption of water and electricity. Last year, we created an environmental education program for primary schools. Thus, since November 2024, we have been organizing weekly classes at the Irawan primary school. The programme comprises 5 themes: Environment, Contamination and waste; Environmental protection; Environmental quality; Climate and natural phenomena; Natural resources. Through this project, the objectives are to raise awareness of environmental issues, to provide an understanding of natural systems, to develop and diversify skills related to the environment (waste reduction, energy efficiency...), as well as promoting sustainable lifestyles. The aim is to extend this programme to more schools. We would also like to train teachers so that they can independently pursue environmental awareness actions. In the same spirit as the World Binturong Day, celebrated every year on the second Saturday of May, we set up, throughout this month, a series of events aimed at raising awareness among different audiences within schools, universities and local communities. On this occasion, various educational and awareness-raising activities are developed to highlight the binturong, inform about the threats facing it and, more generally, promote an awareness of environmental issues. Particular attention is paid to the concrete solutions and actions that everyone can undertake at their own level, in order to contribute to the preservation of biodiversity and the environment. Outside of this month, we also organize awareness-raising activities in schools, universities, local communities and at events related to the environment. In France and in England, our educational and awareness branch is based on the same missions. In the Philippines our main idea is really to work with the local communities, the government and the general public to raise actions for the protection of the environment and biodiversity in Palawan and in the same way the preservation and the conservation of the binturong. Our team in both Filipino and French and we think it is also one of the most important part of our project. This is how we work to study, raise awareness and protect our little protege, the binturong.

The Global Integrated Education Volunteers Association, Inc. (GIEVA Organization) is a Youth-Centered Education Empowerment Non-Governmental Organization registered and incorporated. It is committed to empowering the Nigerian youth specifically and young African leaders in general for constructive engagement and sustainable future through education, cultural exchange, advocacy, and volunteerism. It works to build global platforms for young leaders to develop innovative skills through leadership development and entrepreneurial programs. GIEVA Organization fosters and facilitates the preparation and inspiration of new generation of young leaders for constructive engagement through integrative platforms, networks, and partnership. GIEVA Organization believes, a sustainable future with integrated development depends on total education and mobilization of the youth anchored on platforms of entrepreneurship, innovations, and inclusion. GIEVA MISSION is to create an atmosphere of tolerance, foster cooperation and mutual understanding; build platforms for shared values, creativity, and innovation; facilitate inclusive entrepreneurial initiatives, and appreciation of environment through education, and cultural exchange. The Aims and Purposes of the Global Integrated Education Volunteers Association (GIEVA) Include: 1. Establish community learning and information technology center to facilitate formation of volunteer network groups in schools and community organizations. 2. Establish Leadership, Advising & Mentoring Programs (LAMP) to develop and attract Nigeria students/youth with academic, leadership, artistic, musical, creative writing, and sport potentials 3. Build platforms for partnership with educational institutions, testing organizations, government agencies, other, non-governmental organizations with similar objectives, and individuals to share information resources through networking and supports. 4. Build and operate GIEVA Scholarship Funds (GSF) to support creative and innovative young leaders in achieving educational and leadership potentials in the service of humanity; 5. Provide holistic educational advising and learning opportunities for undergraduate, graduate, professional studies, and study abroad programs anywhere in the world. 6. Provide opportunities and be an advocate for physically challenged young leaders through advising and mentoring programs; 7. Promote community health and environmental awareness programs to address health challenges among the youth. 8. Facilitate and promote youth entrepreneurship programs to stimulate innovation and creative businesses for young leaders 9. Support and encourage platforms for people's participation in the protection of environment and sustainable developmental process. The aims are carried out by designing different programs: In ITS last 7 years, GIEVA established and started carrying out the following projects and programs: A. Creative Hands in Organizational Innovations for Constructive Education & Sustainability (CHOICES) CHOICES is an educational youth empowerment program designed to re-shape the lifestyle of students at secondary and tertiary education levels in Nigeria through club meetings, leadership training, skill training, skill acquisition, talent identification. It is a program to: a. Assist in orientating the young African leaders imbibe the values of volunteerism and giving back to the community through group projects, communal appreciation of clean environment through waste management strategies. b. Improve the quality of education at all levels in Africa through group learning, group research, and legislative policy advocacy. c. Create platforms for members to have access to networking resources and interaction with other similar youth groups in other part of the world. The CHOICES program was designed 2010 as an ONGOING platform for establishment of CHOICES Clubs in Secondary Schools, tertiary institutions, and community organizations to: a. Enhance illiteracy reduction of school drop-out prevalent in most member schools; b. Provide information communication technology (ICT) training and encourages active learning among club members and appreciation of the values of technology in learning. c. Become a creative tool for gender equality and the empowerment of the girl-child for self-realization d. Reduce the rate of sexually transmitted diseases among young people through the club's advocacy and public awareness education. e. Offers opportunities for global competitiveness through educational products and competitions f. Assists in identifying young academic, leadership, sports, and artistic talents leading to plans to establishments of advanced placement courses in schools where there are CHOICES Club. g. Inspire the Club alumni to become advocate and tools for inclusion and strengthening for entrepreneurship academic programs at Secondary schools. B. Holistic Education Advising and Learning Services (HEALS) GIEVA -HEALS Project was designed in 2017 as an ONGOING Holistic Educational Advising and Learning Services (HEALS) as a platform for building collaborative/cooperative efforts anchored on partnership. It is also to create mutual values for university communities, students, parents, and other strategic partners with a sense of working together for a culture of inclusion and strategic sustainable development. The HEALS' partnership program is designed with core purposes: 1. To place Nigerian/African Students in highly accredited colleges and universities anywhere in the world. 2. To build platform for partnership with Colleges/Universities, Education-centered Not-for Profit Organizations, and parents to place students with outstanding academic, leadership, artistic, and musical Potentials based on international standard best practices. 1. To facilitate recruitment/placement tours of admission officers from other countries in touch with academically outstanding students in high schools in Nigeria. 2. To establish and facilitate benchmark standards for students' interns, summer camp participants, and volunteer services. 3. To initiate future Young African Leadership movement with global relevance through educational exchange. 4. To initiate the preparation of Nigerian High School graduate students to engage in Advanced Placement Program while waiting for college/university admissions. 5. To strengthen the platform for the placement of first-degree graduate students from Nigeria universities to pursue graduate studies in other part of the world. GIEVA -HEALS Platform annually identifies, advises, mentors, between 10,000 to 15000 students in various academic institutions throughout the world. C. GIEVA -Sustainable Transformative Education Projects ( G-STEP) Its G-STEP recruits and prepares candidates for Advanced Placement Program for students with outstanding academic, leadership, sporting, and other artistic potentials for low income families. The program is designed to enhance the ability of young leaders/students to successfully navigate through a twenty-first century college and career choices. It also enables them to enter the university/4-Year College at advance level competitively and play effective roles in an increasingly integrated world. GIEVA Organization administers, monitors and evaluates the status of SAT, ACT, and TOEFL Testing Integrity throughout Nigeria GIEVA Organization is privileged to work with: 1. Educational Testing Service (ETS)- a US-based Education Nonprofit Organization in the last 15 years as The International Representative for SAT in Nigeria 2. American College Test (ACT) - a US-based Education Nonprofit Organization whose core mission is to advance quality and equity in education by providing fair and valid assessments and research. The products measure knowledge, skills, promote learning, and performance. 3. EDIFACE, a UK Based Online Learning Delivery Platform to enhance and inspire students' effective online learning and to train teachers on how to engage and network productively with online teaching resources and educators world wide.

IPcko was established in 2012 as an online chat-helpline for young people. It served as an answer to the demand of people who wanted to talk about their problems through unconventional communication channel. This has been the groundwork for us and the approach we have towards psychology as our main target audience were young people - teenagers and young adults. We aim to connect psychology with technologies, offer it as an attractive service and most importantly make it accessible. For this reason, everything we do is anonymous, free of charge and round the clock. To this day our chatline has been our most successful way of reaching out to people as can be seen on the number of contacts in our statistic. During the pandemic the topic of mental health began to come into foreground of the Slovak public space and with it we have created multiple concepts of how we want to develop our work in the future. We have created a Crisis helpline - through e-mail and phone, to make it more accessible for other age groups as well. We expanded our view, focusing on people of all ages in crisis situations, while maintaining some key projects focused on younger audiences. Suicide prevention is our key objective and by creating widely accessible ways of how to contact us (eg. Chatline and phoneline) we can start the whole helping process smoothly. As the pandemic progressed, we also started developing our Crisis outreach team - KITIP, that went out into the field, especially to clients that needed it in centers where people were isolated for a certain period of time after their arrival from abroad. With enough safety measures we were able to arrange "in-person" meetings with the affected people. This team was established to also be a part of "crisis services" during mentally exhausting situations, such as search for missing persons, suicide attempts, car crashes and other tragical events. One of the most internationally known tragedy in Slovakia was the widely medialized terrorist attack last year in October, where we responded and helped the directly affected people but also the bystanders of the event. With the pandemic regressing one of the biggest demands was to offer services that are offline. For this specific reason we have established Crisis Intervention centers - Kacko. We created a safe place where people can have in-person sessions with psychologists and utilize different tools to cope with their difficulties. Each Kacko is created in the center of the city, with accessibility and visibility being the main 2 goals. It is important to create a comfortable place that feels exclusive as usually mental health is associated with old and worn-out psychiatric hospitals which discourages people from seeking mental health support. Lastly, I would like to talk about clubs and then tie all of these services together and give you context of how they operate and what is the rationale behind it. Clubs are safe spaces for young people where they can spend their free time engaging with different activities. There is always a regular program for each opening day (Wed-Sat) that is voluntary and people can decide to take part in it if they feel like it. It can be discussions, presentations, board games, tournaments, art/music-therapy, workshops, cooking, etc. All of these activities aim to help people develop, socialize and enjoy their free time while getting to know the psychologists working there. That is why all of the abovementioned activities are done with psychologists, clients can really get to know them and see them for the people they are. These clubs (currently 4 with 5th one on the way) are located together with Kackos, in case somebody attending feels like they want to talk about something in private. All of these projects are built with the thought of creating a coherent network of psychosocial support, crisis help and suicide prevention. I will demonstrate how this works on an example case. 18-year-old Dorothy contacts us with suicidal thoughts, claiming to be on train tracks and wanting to say goodbye. In serious cases such as this one there is never just one person working on them. Supervisors of the line assist the operator, contact the police or other departments if necessary and work together to come to a solution and minimize the risk of individual mistakes. Our client might be in a serious mental state and in such cases, we contact our outreach team. Naturally we first need to come into agreement about this approach with the client. If they agree, the operator - representing the team of people on the other side, stays in contact with the client until the outreach team reaches our client and continues the intervention. Part of this intervention are also Kackos and Clubs. Kacko gives clients option to schedule a personal meeting when they feel they need it. The clubs on the other hand give options to socialize with peers, utilize time meaningfully and feel accepted. Currently we operate Crisis helpline (e-mail, video and phone), crisis chatline "IPcko.sk", 9 Kackos (each regional city of Slovakia + Malacky) - soon opening 10th in Michalovce, 4 Clubs (Nitra, Presov, Bratislava and Trnava + soon opening Michalovce). Apart from these we also have online terrain workers that engage with people on discord and other social media. We are looking to expand in this idea a create a proper community online as well, with regular content on discord and twitch as to answer the needs of young people as they live fully-fledged lives both outside and inside the online environment. With the invasion of Ukraine, it felt just natural that this network of help that we are trying to create would respond and adapt to the situation. Our psychologists are present at the border crossings from Ukraine since the 3rd day and are present to this day. In addition, we have also established Intervention facilities in Transit center Michalovce and Hotspot Kosice. Our services are reflection of systematic gaps in our mental health system and therefore we don't see our projects related to the war as additional "short-term" opportunities but more like expansion of our current network and adapting it to the needs in our country. For this exact reason all of our services are available in Ukrainian language as well, with the only exception being the chatline on which we are not able to guarantee the same level of quality as on the Slovak version. We strive to create a systematic form of help that is available in each region with the ability to respond and adapt to different situations and crises. It is key to bridge the gap between the beneficiary and the psychologists by utilizing different means, in our case mostly technology, to make the feeling of attractiveness stronger than the stigma mental health faced over the past 40 years. It is in our best interest to make MHPSS available to everybody who needs it and not create exclusive forms of help available to only a certain group as that only deepens the tensions and supports false discourses. This is where we see IPckos mission currently within our national context. We do not only provide MHPSS services but also educate about how to handle different situations. We created multiple leaflets with coping mechanisms to utilize in difficult moments, educate parents about improvements in communication with children, work with schools - teachers, psychologists, students and other relevant actors on how to include Ukrainian students in classes, how to handle crisis situations (suicides or attempts) in school environment. Currently in Bratislava we have a training of directors of high schools about crisis intervention - they then appoint one person who will go through our accredited training and will be responsible for knowing what to do in crisis situation in the given school. To sum it up we do not see the intervention only as direct action in crisis but also as offering psychoeducation or alternative ways to spend free time and socialize. Only with this systematic approach focusing on all the different aspects can we create a network offering a safety-net to people who need it and actually provide the change to the system that crumbles.