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Computers For Schools Burundi 's organization has ambitions and multiple programs dedicated to the children/youth and the population in general in Burundi, in areas such as environment, education, agriculture, Leadership and entrepreneurship development and many more. With respect to education, our objective is to help develop education systems which are producers of the labor force and the intellectuals, by providing access to Information and Communication Technologies (ICT), which will facilitate: The use of digitized documents (powerful tools for the processing Of information: text, sound, image). Global access to information resources The provision of new tools for access to knowledge for students Communication and collaboration. Computer skills have become the basic knowledge required, needed to be efficient and cost-effective in the 21 Century where advanced technology has become an integral part of our daily lives. The first priority is access to technology (ICT): CFSB first priority is to be able to offer computers for schools and help teach students how to use it. The main component of the ICT concept is the computer, preferably with Internet access. With this, comes the need to provide computers, a computer program of first class for students and training for the teachers. The second priority is the access to information: The second priority for CFSB in the educational system is to connect the Digital Centers to the internet and finally to interconnect the schools of Burundi (education, research and communication) enabling them to participate fully in the global economy. For the above reasons, CFSB, a non-profit organization, is looking for partners with whom he can work to achieve these ambitious goals and bring hope to millions of young people, hungry to learn and contribute positively to build a better world, far from violence, crime and wars. Vision. The Vision of CFSB is working in partnership with others organizations and other programs to help reduce poverty in Burundi and in so doing, contribute to building a world better. Mission. The Mission of Computers For Schools Burundi is capacity building. The objective of the mission is to promote computer skills through the development of Information and Communication Technologies (ICT) for youth and communities in Burundi, to succeed in the modern economy of the 21st century by reducing poverty in their country. By helping to provide access to the Internet for educational institutions, CFSB is working to make ICT accessible to students on campuses and schools in Burundi. CFSB wants to help schools and universities to become familiar with computers and the internet to build a better future and thus make the internet accessible to the majority of young people of the developing countries to create a productive workforce.

Misioneros Del Camino's: mission is to care for the orphaned, abandoned, abused and malnourished children of Guatemala. The Home offers them a healthy environment to grow in, where they receive love and an education. This prepares them to become productive citizens of the society thus breaking the cycle of ignorance, poverty, and abuse. Located in the rural area of Sumpango, Sacatepéquez, Guatemala, the Home serves 50+ children, plus temporary residents that are brought to the Home for recuperation from malnutrition and abuse.Regional Neurological Center: In 2007 Misioneros Del Camino opened a Neurological Center in the rural area of Sumpango, Sacatepéquez, Guatemala to provide services for children with developmental disorders and delays Children receive treatments three to five times per week. Treatments, medications, transportation, snacks and supplies are provided free of charge. The objective of the center is to improve the quality of life for children with neurological disorders, their parents and siblings. The parents are comforted by understanding their child's disease and given tools to help them and their child to cope with their limitations. This alleviates the frustration, shame and guilt often associated with common neurological disorders. The most common disorders are autism, cerebral palsy, Down syndrome, learning disabilities, and attention deficit disorders. Treatment services provided include: Neurological and psychological evaluation. MRI, EEG and medicines. Physical, occupational, sensorial and speech therapies. Parental and therapeutic training seminars. Every child treated at the center has seen a marked improvement in their condition. Currently The Center provides services to more than one hundred children their parents and siblings. Special Education Program: This program serves community children participating in the neurological center services. Each child is provided with a specialized education plan for his/her specific needs. Services provided include: Each child is evaluated for developmental level. Individualized educational program per child. Comprehensive educational services provided by a psychologist certified in special education. 10-12 students per teacher and assistant. Medical Missions: Since 2001 Misioneros Del Camino has been working with Emmaus Medical Mission Miami, providing two yearly missions to the area. Were many of the individuals they see have no access to a doctor. The mission provides care diagnosis and medicines. In many cases were follow up care is need they provide the need resources to help these individual. During each mission they see 1500+ patients.

Girls Education Mission International was emerged out of a pressing need among young women and girls who face gender-based discrimination and are therefore deprived of education and training opportunities to attain a better life. As a non profit, non-governmental organization aim for the betterment of humanity particularly the life of the Girl child, Girls Education Mission International envisions a World where girls become Women of Integrity, Vision and Impact. We want to see girls and women creating change and making lasting impact in their respective communities. We are on a mission to reach out to and advance the circumstances of girls who are not provided with strong motivation to reach potentials. We have a global mandate to establish empowered teams of young women and girls with relevant knowledge and practical skills that will enable them transform their lives and influencing their communities for good. We are intentionally inspired to equip girls to pass forward what they have learned, becoming productive citizens and visionary leaders capable of shaping sustainable society. Thus our motto "To be Willing, Equipped and Available.." Dreamt and begun in 2007, Girls Education Mission International was officially registered in 2011 in Nigeria with the Corporate Affairs Commission (CAC) with registration number (CAC/IT/NO 45818). It was also registered with the Special Control Unit Against Money Laundering (SCUML) of the Economic and Financial Crime Commission (EFCC) of the Federal Republic of Nigeria with registration number (RN:SC 321400084). Despite improvements in global and national laws and policies that provide the normative framework for women to advance their rights, it is imperative to acknowledge that a vast number of girls continue to experience violence and gender discrimination at home, in schools and in their communities especially when it comes to getting an education. As part of our smart and creative strategy to better the lives of humanity, we are committed to eradicating poverty, building peace and creating sustainable impact among young women and girls using education to achieve this aim. We believe that girls education and empowerment is the vital tool to harness innovation to improvise novel solution that are not only smart and creative but also more effective, efficient and just in achieving demonstrable results when it comes to tackling the challenges continue to face globally. GEM works directly with girls, parents, teachers, and community leaders, all of whom are the ultimate drivers and stewards of meaningful change for themselves, their families and their communities.

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

The mission of Streetaware Association is to develop social solidarity and responsibility. Streetaware's objectives are: 1. Social and economic development of the local, regional and national community; 2. Developing organizations through training sessions and motivational activities for personnel; 3. Involving the business environment in improving the quality of life in communities they are part of and where they do their activity; 4. Providing counseling for public and private institutions in the field of human resources, talent and organizational development, management, projects' elaboration and implementation, professional ethics, social responsibility etc.; 5. Initiating and developing programs in the field of social protection and economic development meant to support communities in achieving the objectives set in the social and economic development strategies; 6. Developing the human resources in Romania; 7. Developing social and communitarian services; 8. Promoting democratic values, individual rights and freedom, ethnic and cultural diversity, social justice and equal chances; 9. Initiating, promoting, and implementing measures to protect human rights, according to the national and international laws; 10. Initiating, promoting and implementing measures to promote children's rights, according to the national and international laws; 11. Initiating, promoting and implementing measures to protect special rights for women, according to the national and international laws; 12. Research, lobby and advocacy activities in the field of human rights, children's special rights, women's special rights, rights of persons in disadvantage situation, eradication of discrimination; 13. Developing collaboration between institutions to protect human rights; 14. Assisting and protecting the interests of persons in need; 15. Increasing awareness on psychological, social and juridical phenomena; 16. Promoting and developing scientific cooperation in social and human sciences; 17. Promoting sustainable development; 18. Initiating, promoting and implementing measures of sustainable development; 19. Developing programs in the purpose of increasing the degree of responsibility towards environmental problems; 20. Training activities and activities of developing in arts, culture, and history; 21. Supporting activities of the formal and non-formal education; 22. Providing information and counseling services; 23. Providing mediation services on the domestic and international labor market. 24. Providing training services for different categories of professionals: teachers, managers, entrepreneurs, specialists in the social, psychological and educational field, specialists in the judicial and economical field etc.; 25. Providing consultancy services in business; 26. Providing consultancy for start-ups; 27. Providing mentoring and coaching; 28. Developing personal and professional competences for different categories of professionals.

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

The Slovenian Society for Dog Assisted Therapy Tacke pomagacke links together members who visit different institutions together with their dogs. The Society, which was founded in 2007, is a humanitarian, non-profit association of physical persons and works in the public interest. The financial means for its activities derive from membership fees and donations from firms and individuals. The members of the Society are volunteers, and also members of the Slovenian Network of Voluntary Organizations. We are proud of carrying out useful and worthwhile work. In 2008 the Slovenian Society for Dog Assisted Therapy Tacke pomagacke was chosen as Benefactor of the Year. Dogs are faithful, irreplaceable companions. They can have an encouraging influence on complete strangers, as is amply confirmed by scientific research. Increasingly, professional staff in hospitals, institutions, old people's homes, schools and nursery schools acknowledge that dogs can make a decisive contribution to the progress of individuals. As skilful motivators, dogs are welcome in work with children having special needs, with individuals who have suffered injuries, with the debilitated, with cancer patients, and with patients suffering from neurological and degenerative illnesses. Dogs bring happiness and courage, successfully overcome the difficulties due to human reserve and contribute positively to creating a relaxed working atmosphere. They stimulate individuals or a group to cooperate actively, and so are excellent companions for young people and children in nursery schools and schools with a normal programme. In Slovenia there is an increasing demand for visits from therapy dogs of the Tacke pomagacke Society. We visit widely differing institutions, including the Soca University Rehabilitation Institute, the Rakitna Youth Climatic Health Centre, many old people's homes, institutions (for those with psycho-physical difficulties), libraries, nursery schools, primary and secondary schools, etc. The work in these institutions takes place in cooperation with a wide range of professional personnel: occupational therapists, physiotherapists, psychologists, special needs teachers, speech therapists, schoolteachers, nursery staff, etc. All our dogs have a suitable character, regular veterinary check-ups, are obedience trained, and have also received specific training for their work. The Society has 71 active therapy pairs (the dog and the handler form a pair; both have participated in the Society's internal training), of these 39 have the R.E.A.D. licence. Members of the Tacke pomagacke Society (this is the short form of the official name) carry out the following programmes: Animal Assisted Therapy - AAT, Animal Assisted Activity - AAA, Animal Assisted Education - AAE, R.E.A.D. programme (Reading Education Assistance Dogs), social activities, presentations for children and young people in nursery schools, schools and at various public events.

ANIMA is a free educational institution that offers technical training for Upper Secondary School students. It has a private management system and it is aimed at young people who live in a situation of social vulnerability. The training covers two fields: Administration and Information and Communication Technologies (TIC) with an educational modality groundbreaking in Uruguay, inspired by the German Dual System, which combines education with work. ANIMA arises in response to a global problem, but it certainly affects mostly underdeveloped countries with high poverty rates: school dropout in young people and the consequent lack of employment. Our main objectives are educational continuity and quality job placement for youth. The proposal of on the job training programme of ANIMA seeks to build a bridge and encourage dialogue between education and companies. When was the last time companies approached educational institutions to discuss how their future employees are trained? And when was the last time that the educational institutions consulted with the companies that are needed or missing in the market? In Uruguay, technical education seeks to bridge this gap, the proposal of ANIMA with its modality, add value as it benefits not only young people living in vulnerable situations but also companies that are part of the training process of their future employees, visualizing this as a human resources policy. Such training modality is an educational model of great value since it enables the integration of the company in young people's learning process, this builds a bond throughout the process that adds a didactical value to the work done in class; it is a resource of great demand both for students and teachers, which establishes a stronger commitment to their learning processes. Thus, students complete their Upper secondary education, the last compulsory educational cycle in Uruguay, with two years of work experience in occupational areas. As a result, their quality of life can be considerably better, and they can have more and better opportunities of employability. ANIMA is actually a big influence for public policies and achieve greater coverage due to we are a "benchmark" in our country and also in the region. We are invited to participate in talks, national and international events and workshops to narrate our experience. Also, the media has contacted us in several occasions as "leaders" of on the job training experience in our country. The proposal of ANIMA has directly benefited 282 young people from a vulnerable context since 2016. In 2018, the first generation included 75 graduates. Currently, in 2020, we have 151 Upper secondary school students in 4th, 5th and 6th Form. Training practices in the different companies start in 5th Form; they consist of 12 hours per week on Tuesdays, Wednesdays and Thursdays from 2 pm to 6 pm. By 2020, we have create 175 training practices in more than 70 Training Companies. This year the third generation will graduate from ANIMA. The strategic goal ANIMA has set for the next years is to consolidate its on on the job training experience (Dual Education System proposal), in order to prepare for a stage of growth, as well as the scheme's expansion both in public and private spheres.

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

Who is Limye Lavi? What does Limye Lavi do? Limye Lavi is a Haitian organization that has been in existence since 1993. It works with marginalized communities in Haiti, especially those that are the most rural. Its mission is to work together with other organizations to help people in the most marginalized communities to cultivate the types of education and experiences that are based on respect and dignity, and which lead to autonomy. Limye Lavi works with all types of people, without distinction, particularly people from marginalized communities. Limye Lavi's main goal is to help the communities it works with to organize themselves and develop strategies so that: - all children in the community attend school and receive a quality education ; - community members neither send children to, nor receive children from the restavek system ; - the rights of all children are respected ; - communities produce more agricultural products and apply good techniques to increase income and improve economic living standards. Fondasyon Limye Lavi's work is focused in 3 main areas: Education, Protection and Defense of Children's Rights, and Agricultural / Economic Accompaniment. 1- Education Limye Lavi holds in-services for teachers and school directors, organizes rural schools into networks to meet together and create solutions for the educational problems experienced in the rural communities, organize themselves to defend children's rights, and work so that all children can go to school and receive a quality education. It incorporates a Match system to help schools cover their budgets, Book Banks so students can have books to study, and Accelerated Programs so older children who haven't had the chance to go to school can benefit from a good education. Limye Lavi also holds trainings for adults in the community to raise parents' awareness of how they can become more effectively involved in their children's education. 2-Protection and Defense of Children's Rights Specifically to protect and defend children's rights, Limye Lavi works to eliminate the restavek system (child labor system) in the rural communities. It holds trainings for community members about children's and youth's rights. It helps communities create committees to defend and protect children's rights, and accompanies the committees in helping the most vulnerable children in the communities, especially those children who return to the rural communities from being in the child labor (restavek) system. 3-Agricultural/Economic Accompaniment To help the communities increase their agricultural production and raise more money to function, Limye Lavi holds trainings focused on money management and agricultural techniques, and accompanies them in improving their planting and technical skills, taking better care of their gardens, and developing economic activities to increase agricultural production, save money and manage credit programs among themselves. Limye Lavi specifically uses methods that are built on participation, that allow people to share ideas and respect each other, develop tolerant and democratic spirits among themselves, and which develop collective ideas and shared leadership in the communities. It develops and uses methods such as: Reflection Circles, Open Space, ESK (Edikayson se yon Konvesasyon- Education is a Conversation), etc.

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;