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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.

Diapalante believes that in any community, there is the understanding and expertise to identify and solve many local issues. In Senegal and Mauritania, United Nations least developed countries, it is often poverty and its consequences that hold back development. Diapalante's mission is to work with our long-term local partners in Africa to enable them to create projects that bring sustainable, realistic and effective improvement to the lives of their fellow citizens. Since 2005 Diapalante has carried out community-led development projects in Mauritania and Senegal, West Africa. Our role is to listen to our long-term local partners, Diapalante Senegal and Diapalante Mauritanie respectively, then through discussion and research select projects where our objectives, expertise and resources combine with theirs to produce a sustainable positive impact. Diapalante is a partnership - sharing knowledge and expertise. Where we can, in the UK and abroad, we use local volunteers but in Senegal the Diapalante Community Education Centre also employs three staff to enable the programme and a premises to function efficiently. All projects are delivered by our local partners in collaboration with the local community. These partnerships are the core of our work. We have set up a range of projects in Mauritania which now operate independently. These include a workshop and training to enable people with disabilities to earn a living making shoes and clothing, a programme implemented in several towns to address the health needs of children who live by begging on the street, and a cattle vaccination park to improve the sustainability of the livelihoods of nomadic herders. In Senegal we work with our partner Diapalante Senegal, to develop and deliver various educational projects under the umbrella of the Diapalante Community Education Centre which is located in Kaolack, one of Senegal's largest cities. The Diapalante Community Education Centre opened in 2010 as a drop-in Centre offering "Education for All" regardless of age or background. The Centre helps people gain the skills they need to succeed in education, work and life. Open in the mornings then from mid-afternoon though to 9pm the Centre allows people to attend around school, work and family commitments. The UN Human Development Index (2019) shows Senegal's population has an average of only 3.2 years of education and a literacy rate of 52% in adults. Enrolment in primary school has risen to 81% with 40% dropping out before completing primary education and 44% of children going on to enrol in secondary school. After a short initial period the teaching language in school is French (the national language) though this is no-ones mother tongue. This is a barrier to progress particularly for those children whose parents, having little education themselves, do not speak French. Diapalante addresses the great need for education and training opportunities which help children to thrive in school, give basic literacy and numeracy skills to children not in school or give adults the opportunity to gain skills useful in the workplace. The programme at the Diapalante Community Education Centre reflects both the strengths of the staff and volunteer teachers and the needs expressed by the community This year the Centre has 500 beneficiaries of which 250 attend the Centre's regular lessons and activities and an additional 250 children are in "outreach" projects. The Centre premises has a teaching yard, a small classroom, a stockroom, a computer room and a library. It is run by the Centre co-ordinator (Mamadou Kane aka Master P), assisted by two local staff, 2 British gap-year volunteers (not currently available due to COVID) and many local volunteers. The Centre's teaching programme is outlined below: Young Leaders Programme The successful teenage Young Leaders program trains young volunteers to run after-school French learning activities for small groups of primary school children. The Young Leaders grow in confidence as they gain skills in self-organisation, communication and presentation of ideas and management of others in a calm and positive manner while reaching set teaching objectives. Their commitment through the year is acknowledged in a certificate awarded annually, a greatly prized part of their portfolio illustrating to employers their skills and experience of both leadership and teamwork. Learning Boost: French after school activity primary school children Our project addresses the problem that French is the language of teaching in Senegal but not anyone's mother tongue. The lack of French skills is generally most marked in children whose parents have least education and so are less able to help their children gain the skills needed to succeed in school. This after-school project is attended by 160 primary school children. Our teenage Young Leaders each encourage a small group of children to practice their French skills while completing a variety of games, reading and craft activities. Analysis of school exam performance showed the 150 children who attended the pilot year of this after-school activity showed a significantly improved overall performance in their end of year exams by comparison with their peer group. Literacy for street children (talibes) A proportion of the children who do not enrol in primary school are talibes. These are boys who study the Koran and reside in koranic schools known as daaras. We have encountered starkly different attitudes and styles of running daaras which range from children living in the most deprived of conditions, who beg for their food and have little or no family contact, widely condemned as modern slavery, through to the modern daaras which offer education comparable with private boarding schools. This pilot programme gives talibes basic skills which help them towards a sustainable future. Sixty talibes learn to read and write in their mother tongue. They also become competent in the basics of maths and occasionally do STEAM (science, technology, engineering, art, maths) activities. English With a Centre co-ordinator who is fluent in English and 2 British volunteers our project is well placed to teach English. English language skills are useful for local jobs, West African trade and international trade. English lessons are popular with adults and schoolchildren. Computer literacy Being able to use a computer is a valuable skill in the search for office work in Senegal today. This learning is available to those in the best private schools. The computer skills programme at Diapalante redresses this, giving our members the skills to take jobs where computers are used. The course follows the French curriculum for computer literacy (Brevet) and ability is assessed online. Success gives a certificate of achievement. Library We have a small library at the Diapalante Centre and this has an important role in introducing the value of books as both a learning resource and a leisure resource. Textbooks are generally shared and well-worn and book ownership is not commonplace so we are slowly building up a reference section of good copies. Other activities There are other activities and subjects which are offered by volunteers on a short or long-term basis including maths, French grammar, STEAM (science, technology, engineering, art and maths), preparation for work, environmental issues, citizenship. The Centre passes surplus donated computer stock to the education authority in Kaolack. We plan to expand the Centre's outreach and activities as opportunities permit. The Diapalante Community Education Centre: Possible future plans include: 1. Ensure funding of the current projects 2. Programme for women and girls a. Explore options and need to teach reproductive health and family planning b. Research period poverty - is there a serious problem? c. Trial the acceptability of re-usable menstrual pads. d. Enterprise training: creating re-usable menstrual pads 3. A more appropriate building for the Centre The current ground floor apartment has served the Centre well but is now limiting its activities and outreach. We also work with The Hillcrest Advisory Bureau and Bursary Fund in South Africa who support the underpriviledged community within the Valley of 1000 Hills near Hillcrest in KwaZulu Natal, South Africa by providing advice and access to education. We work together to develop their support of educational access to university and vocational courses. The in-country funding of this part of their programme was particularly hit by the financial effects of COVID19 so this year we have been involved in fundraising to sustain this work through the pandemic.

Their Mission Secure and distribute school supplies at no cost to teachers of students in need.

Educational Alternatives Worldwide (EAW) is a not-for-profit corporation committed to promoting quality education through teacher training and teacher empowerment. We believe education is the key to a more just and humane world and that schools and teachers are powerful vehicles for change. With an educational approach grounded in the principles of progressive education, EAW provides consultancy and support to schools around the world that seek to improve their practice.

The Washington County School Supply Drive is a charitable organization helping area students in Headstart through 12th grade and teachers by providing school supplies to those students in need of assistance due to financial difficulties thus helping to make school a better experience for both teachers and students.

In a context of teacher shortage, the mission Le Choix de l'ecole is to contribute to the academic success of all students, regardless of their social origin. In partnership with the Ministry of National Education, Le Choix de l'ecole works on promoting the teaching profession and encourages the commitment to teaching of young graduates and workers who were not destined for teaching. To facilitate their entry into the profession and promote the success of their students, Le Choix de l'ecole supports these young teachers during their first two years.

from the website: "Our mission is to improve the education of children with severe communication and physical disabilities, affecting their ability to speak and move, by increasing awareness of their underestimated potential and elevating the capabilities of families, teachers, and other professionals who work with them."

Founded as a K-12 nonprofit school in 1972, we provide learning different students with a personalized instructional setting that enables each one to achieve full emotional and academic success in a safe and healthy environment. All teachers are certified in special education and cross trained in multi-sensory disorders. A psychologist is available 5 days a week to help students deal with emotional adjustment problems. Student/teacher ratio for each class is approximately 7:1 and all grades are transferrable to both public and private schools. Our motto is all children can learn but not in the same way and not on the same day.

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.