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ACTIVITIES

1,2 Buckle my shoes

Preschool-aged children have been involved with concrete materials and hands on activities in order to build pre-math skills.

1. Project summary
Summary: 

‘1, 2 buckle my shoes’ is a project based on early mathematics. Preschools from Poland, Malta, Scotland, Iceland, Spain, Italy, Romania, Lithuania and Canada, U.S.A, and England are participating in the project. A mathematical topic was planned for each month. Enumeration, comparing activities, adding, measures, space and position, shapes, comparisons, and classifications topics were carried out by the partners. Lesson plans were discussed and results of work exchanged at the end of each month. Different methodologies were observed and discussed. Young children learn best when they are allowed to construct a personal understanding based on experiencing things and reflecting on those experiences. A set of topics, ‘Maths around us’ was planned and the children explored ‘Maths and our Toys’, Maths in the shops’, ‘Maths at Christmas time’, ‘Maths in the streets’, ‘Maths in the kitchen’, ‘Maths in the garden’, Maths in the gym’ and ‘Maths and water’.

The children performed a series of hands-on mathematical activities. They prepared mathematical crafts, drawings and take digital photos and video clips to share with each other. They actively participated in the preparation of presentations of activities they want to share with their new friends.
Children were encouraged to invent and play games whilst they learnt to follow rules. 
Children played online games and acquired ICT skills.
Video conferencing were held where children shared their experiences, sang number rhymes and heard the numbers in partner’s different languages. 
To realize this vision the project team worked together to raise awareness of the importance of mathematics in early education, sharing sound pedagogical approaches to mathematical teaching and learning and developing essential resources to support high quality equitable mathematical experiences for all young children. The project team shared their expertise in ICT and new ICT programs were explored. Children joined in creating mathematical digital puzzles and games. A <a href=" http://moodlepp5.webhost.pl/moodle/index.php?lang=en_utf8 "target="_blank"> Moodle platform </a>
was created where games, puzzles and interactive books were prepared for the children to access. Different European cultures and languages were also introduced to the children. The young children involved have had their natural self focus expanded to be inclusive of others and started the process of developing the early concepts of belonging to a wider national and international community with rich and diverse cultural and linguistic backgrounds. The Wiki" created to publish and share the outcomes shows clear examples of the above but equally demonstrates through video and digital photos the confidence, motivation and early independent learning skills the children acquired. Children and staff in all partner schools have accessed and experienced an eclectic array of ICT, improving skill and experience levels exponentially as the project progressed. The shared team working of the staffs in all schools has been an enormous advantage in pedagogical advancement and staff development. The ICT developments in our early stage classrooms achieved through this collaborative eTwinning project shows a very high level of skill and experience for both children and staff.
 
2. Country (City / Region)
State: 
Malta
City: 
Fgura
3. Company/organization/institute presenting the project
Organization: 
St Thomas More College Fgura Primary
4. Type of organization
Select type: 
School
5. Project coordinator
Name and Surname: 
Marianne Schembri
E-Mail: 
miriam.schembri@gmail.com
6. Website
The website of the project: 
http://twinmath.wikispaces.com/
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 10 years
Helping youth step in the job market: 
NOT Helping youth step in the job market
Creativity and Social Innovation: 
NOT in Creativity and Social Innovation
8. How long has your project been running?
From: 
17/09/2007
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

 

 
Aims
Children will master pre-math skills
Children will foster essential skills like critical thinking, observation, problem-solving, and communication.
Children from partner schools will motivate each other.
Logical thinking skills will be encouraged
Good mathematical experiences will be provided
Pedagogical issues will be exchanged
Children will develop their skills in ICT
Children will become aware of different European cultures and languages.
Children will have fun!
 
What does it try to achieve and how: 

 

The project encourages innovation in pedagocical methods and materials. The teachers explore international methodologies. A bank of mathematical resources is created which is available to all interested teachers through our wiki. Learning is enjoyable and successful, personal and something which the children can identify. Children and staff from the different schools have highly motivated each other. Along with mathematicals, Ict is central to our project. The children are introduced and have accessed different tools and equipment. Self esteem and personal development was achieved with the use of video cameras and digital photos.
Which opportunities/problems does it address to: 

 

The partner schools has got pupils from different races, cultures and religions. There are different social classes. Through this project we can reach the parents by motivating them. They can also use the ICT resources on our moodle with their children at home.
We also strive for our students to learn in a pleasant, enjoyable and safe school environment and develop holistically the full potential of each and every child. Working with a European dimension we will get better results through sharing pedagogical issues and methodologies. Children as well as the pedagogical staff will be more motivated. All the students and partners will be exposed to different European languages and cultures. The level of ICT skills will rise in all partner schools
 
 
Please explain what is unique or special in your project: 

 

The pedagogical issue was a special point in our project.
The schools contributed to the structure that situated their curriculum. Each school addresses the outcomes differently. They were flexible to adapt the topics to their national curriculum. We got ideas from all over Europe. We found out that we all think in the same way. If one enters our wiki one can try our work examples and practices. It is like a teacher training course for international schools.
Another special and unique point was the ICT skills the children and teachers included acquired. Teachers shared ICT skills and tools. Tutorials on Web2.0 tools which can be found on our moodle platform were prepared and shared by the teachers. The teachers were enthusiastic and motivated each other in trying out new tools. A special section on our moodle platform is called ‘Time for Children’ were games, jigsaw puzzles, quizzes and interactive books were prepared with the children’s participation. In order to comply with internet safety, assessors have to register to enter the moodle platform. Online games were followed up with hands on activities. 
 
10. Results
Describe the results of your project as per today: 

 

A wiki  http://twinmath.wikispaces.com/ with all our results can be accessed. This is a bank of resources which can be used by other teachers and parents.
 
The children have enjoyed innovative and creative mathematical activities. Learning was enjoyable and successful.
Thinking skills were encouraged. Children fostered skills like critical thinking, observation, problem-solving and communications.
The project has encouraged innovations in pedagogical methods and materials.
The partnership has facilitated communications between different countries.
The children have acquired Ict skills through the use of online games prepared by the teachers.
Parents were encouraged to access the wiki and use  <a href=" http://moodlepp5.webhost.pl/moodle/index.php?lang=en_utf8 "target="_blank"> the moodle </a> with their children.
How has it improved the quality of educational and/or training services: 

 

The pedagogical exchanges with other European teachers have reinforced the variety of approach, quality and creativity of all the teaching staff involved. Staff motivation is high and the professional development through the exchange of ideas has added a quality dimension to all the classrooms involved. The children have engaged with others through their shared activities and the complex concepts of understanding similarity while celebrating difference have been initiated. The young children involved have had their natural self focus expanded to be inclusive of others.
Engaging in curriculum development with our partner schools across Europe opened new exciting possibilities in delivery of key curriculum objectives in many areas within and out with mathematics. Engagement in this eTwinning project with many European partners provided opportunities for cultural understanding, citizenship, language development, art and craft, technology and enterprise education all within the context of international education.
 
How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

 

Children and staff in all partner schools have accessed and experienced an eclectic array of ICT, improving skill and experience levels exponentially as the project progressed. Specifically in all partnership schools these include internet explorer and search engines such as Google, presentation software including Power Point and PhotoStory3, communication tools including email, digital photography and digital video, interactive online games, Smart Board interactive activities and etc. Staff communication, pedagogical exchanges and project development has been facilitated through email and Wikis and pedagogical exemplars using video and presentation tools. Staff development in the use of ICT tools and also creative learning and teaching methodologies has been a significant and highly successful element within this project. Using pupil peer to peer support for the development of ICT skills and outcomes contextualized in team working between pupils has been a revelation and a transferable technique across the curriculum.
Describe how you measure (parameters) these results: 

 

We assess the children development and progress. We take feed back from parents, children and other teachers.
11. Sustainability
What is the full duration of your project: 
From 1 to 3 years
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

 

Some of the schools have continued the project by applying for a Lifelong learning Comenius grant. It has also been presented to other European pre-primary teachers at an eTwinning Pedagogical development workshop in Warsaw. It is used in our countries as an example of best practice of an eTwinning project.
What lessons can others learn from your project: 

 

Maths can be fun and enjoyable to the children.
Maths can be creative and innovative.
Practical activities can be copied.
Ict skills can be taught to young children of 3 to 6 years old.
Tutorials on ict tools can be accessed on our
 <a href=" http://moodlepp5.webhost.pl/moodle/index.php?lang=en_utf8 "target="_blank"> Moodle platform. </a>
 
We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

 

This is an etwinning project. Partners from Malta and Scotland started working on eTwinning projects in 2005 whilst partners from Poland and Spain had been working on other eTwinning projects. Malta and Poland joined together and invited the other partners to continue the partnership. They worked together on another project. Afterwards Malta and Poland started this project and invited past partners and new partners to have a wide range of schools from all over Europe.
Future plans and wish list: 

 

Comenius project will continue for another year. Alongside maths and Ict skills, traditions have been added as topics.
We are planning a new project for the coming year and we will continue with the partnership. We enjoy working in the eTwinning sphere as we have developed professionally and acquired a lot of ict skills. We would like to try out more web 2.0 tools and their use in pre-primary classes.

 

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TAKORADI EDUCATIONAL RESOURCE CENTRE

THE TAKORADI EDUCATIONAL RESOURCE CENTRE HELPS CHILDREN AGES 6-15 REACH THEIR FULL POTENTIAL AND OBTAIN SKILLS FOR A BETTER FUTURE.

1. Project summary
Summary: 

TO BE WORLDWIDE IS A FOUNDATION THAT HELPS CHILDREN IN DEVELOPING COUNTRIES REALISE THEIR FULL POTENTIAL, SO THAT LATER THEY CAN HELP BUILD THEIR COMMUNITIES. TO BE WORLDWIDE HAS MADE A MEANINGFUL CONTRIBUTION TOWARDS ACCESS TO FACILITIES FOR QUALITY EDUCATION. FOUNDED IN 20024 BY NELLIE KIRSCHNER-TIMMER, WHO IS OF GHANAIAN/DUTCH DECENT.

NELLIE WANTED TO CONTRIBUTE TO HER GHANAIAN ROOTS BY USING HER EDUCATION AND EXPERIENCE GAINED IN EUROPE. SHE HAS USED HER BACK GROUND AS A HUMAN RESOURCE SPECIALIST TO DEVELOP THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE.

TO BE WORLDWIDE BUILDS & OPERATES EDUCATIONAL RESOURCE CENTRES THAT COMPLEMENT THE EXISTING PUBLIC SCHOOL STRUCTURE. EACH FACILITY OFFERS A LIBRARY, A COMPUTER CENTRE AND AN ACTIVITIES PROGRAM TO STIMULATE THE DEVELOPMENT OF CHILDREN'S CREATIVE AND TECHNOLOGICAL SKILLS. THE CENTRE OFFERS INNOVATIVE E-LEARNING MATERIAL THAT REFLECT WHAT THE CHILDREN ARE TAUGHT AT SCHOOL. THE CENTRES WORK WITH LOCAL GOVERNMENT SCHOOLS TO PROVIDE COMPUTER LESSONS DURING SCHOOL HOURS AND OFFER A RANGE OF ACTIVITIES (E.G. DIGITAL PHOTOGRAPHY PROJECTS ETC.) FOR AFTER SCHOOL. CHILDREN PAY A NOMINAL FEE TO USE THE CENTRE THEREBY ENSURING COMMITMENT. WWW.TOBEWORLDWIDE.ORG

THE OBJECTIVE OF THIS PROJECT IS TO SCALE UP THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE IN DIFFERENT REGIONS OF GHANA. SCALING UP THE CONCEPT WILL BASED ON THE (SUCCESSFUL) EXPERIENCE OF THE FIRST EDUCATIONAL RESOURCE CENTRE LOCATED IN TAKORADI, A 4 HOUR DRIVE FROM ACCRA, AND SERVES
MORE THAN 12 LOCAL GOVERNMENT SCHOOLS.

TO BE WORLDWIDE STRIVES TO PROVIDE CHILDREN IN GHANA WITH SKILLS THAT WILL BETTER PREPARE THEM FOR THE FUTURE, FOR THE LABOUR MARKET AND FOR AN OPPORTUNITY TO CONTRIBUTE TO THEIR COMMUNITY.

2. Country (City / Region)
State: 
Ghana
City: 
TAKORADI , WESTERN REGION
3. Company/organization/institute presenting the project
Organization: 
To Be Worldwide
4. Type of organization
Select type: 
Other
Other: 
Foundation/Ngo
5. Project coordinator
Name and Surname: 
NELLIE KIRSCHNER- TIMMER
E-Mail: 
nellie.kirschner@tobeworldwide.org
6. Website
The website of the project: 
http://www.tobeworldwide.org
7. Please select the category in which you candidate your project
Youth Education Project. Select Project Users by age: 
Up to 15 years
Helping youth step in the job market: 
Helping youth step in the job market
Creativity and Social Innovation: 
Creativity and Social Innovation
8. How long has your project been running?
From: 
24/07/2004
9. Targets and Elements of Innovation
Please explain the targets and the background of your project: 

TO BE WORLDWIDE WANTS TO DEVELOP 4 EDUCATIONAL RESOURCE CENTERS BETWEEN NOW AND 2013. SHE THEN WANTS TO MAKE THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE AVAILABLE TO PARTNER ORGANISATIONS TO SET UP IN AREAS IN GHANA AND EVENTUALLY OTHER DEVELOPING COUNTRIES WHERE THESE PARTNERS WILL HAVE A BETTER UNDERSTANDING OF THE NEEDS OF THAT PARTICULAR REGION OR COUNTRY. TO BE WORLDWIDE WILL PROVIDE HER EXPERIENCE AND STANDARDS TO MAKE THE IMPLEMENTATION SUCCESSFUL. WITH THE 4 CENTERS SHE REALIZES HERSELF SHE WANTS TO REACH 25000 CHILDREN OF THE AGES 6-15 YEARS.

What does it try to achieve and how: 

THE PRESENT EDUCATIONAL, RESOURCE CENTRE BASED IN TAKORADI GHANA, REACHES 3000 CHILDREN. IT IS OUR INTENTION TO INCREASE THE ENROLLMENT AT THE CENTRE AND WORK CLOSELY WITH THE MINISTRY OF EDUCATION AND THE LOCAL SCHOOLS TO MAKE SURE WE HAVE THE RIGHT MATERIAL AND PROGRAMS THAT COMPLEMENT THE REGULAR SCHOOL SYSTEM. THEN TO BE WORLDWIDE WILL CONTINUE TO CREATE INNOVATION BY BRINING IN EXCITING E-LEARNING COURSEWARE, WORKSHOPS, EXCHANGE PROGRAMS ETC. ALL GEARED AT EMPOWERING THE CHILDREN WHO MAKE USE OF OUR FACILITIES. WE WILL THEN DOCUMENT ALL THESE PROCESSES IN ORDER TO MAKE THE SCALING UP MORE EFFICIENT.

Which opportunities/problems does it address to: 

WE REALISED THAT ALTHOUGH GHANA HAS A GOOD EDUCATION SYSTEM IT IS STILL DEALING WITH A HIGH DROP OUT RATES WHEN CHILDREN TRANSITION FROM PRIMARY SCHOOL TO SECONDARY SCHOOL AND BEYOND. WE HOPE WE CAN CONTRIBUTE, BY MAKING LEARNING EXCITING AND OFFERING MORE FACILITIES, TO KEEPING CHILDREN AND PARENTS MORE INTERESTED IN EDUCATION AND THUS KEEPING CHILDREN LONGER IN SCHOOL.

Please explain what is unique or special in your project: 

OUR PROJECT IS UNIQUE AS IT IS INNOVATIVE IN ITS APPROACH, TRANSPARENT AND EFFICIENT IN ITS MANAGEMENT. BUT MOST OF ALL ALTHOUGH WE TARGET CHILDREN AGES 6-15 YEARS WE INVOLVE THEIR TEACHERS AND THEIR PARENTS ON ALL LEVELS, THUS PAVING THE WAY FOR THE CHILDREN TO MAKE BETTER DECISIONS WITH THEIR PARENTS AND COMMUNITY ABOUT THEIR FUTURE.

10. Results
Describe the results of your project as per today: 

AS MENTIONED BEFORE WE HAVE BEEN ABLE TO REACH AROUND 3000 CHILDREN, MAKING A DIFFERENCE IN THE LIVES OF SO MANY CHILDREN. WE HAVE SEEN STUDENTS USE SOME OF THE SKILLS OBTAINED AT OUR CENTRE TO SET UP SMALL BUSINESSES (USING POWER POINT TO MAKE ADVERTISING STILL FOR LOCAL SHOPS AND EARNING A LITTLE MONEY TO FURTHER THEIR EDUCATION) TEACHERS HAVE CONFIRMED THAT CHILDREN WHO USE OUR FACILITIES HAVE IMPROVED IN THEIR REGULAR SCHOOL WORK

How does it fulfill the users’ needs: 

CLASSES AND MATERIALS AT OUR CENTRE COMPLEMENT THE CURRICULUM OF THE EXISTING SCHOOL SYSTEM IN GHANA. THIS MAKES IS VERY USEFUL TO THE USERS. CHILDREN ARE ABLE TO EXPLORE TOPICS TAUGHT AT SCHOOL AT OUR CENTRE AND LEARN MORE, BY USING THE INTERNET TO RESEARCH OR EVEN USING THE REFERENCE BOOKS IN THE LIBRARY.

How many users interact with your project per month and what are the preferred forms of interaction: 

ABOUT 470 CHILDREN VISIT THE EDUCATIONAL RESOURCE CENTRE EACH WEEK/1800 A MONTH. THESE ARE REOCCURRING USERS. CHILDREN COME TO THE CENTRE TO TAKE ICT COURSES, USE THE INTERNET, BORROW BOOKS , READ AND PARTICIPATE IN ACTIVITIES

How has it improved the quality of educational and/or training services: 

WE HAVE ALSO OFFERED ICT TRAINING TO THE TEACHERS OF ALL THE SCHOOLS WE SERVICE IN THE COMMUNITY. WE HOPE THAT THIS WILL HELP THEM UNDERSTAND THE NEW IMPLEMENTED CURRICULUM BY THE MINISTRY OF EDUCATION. WE ALSO HOPE THAT HAVING ACCESS TO THE INTERNET THROUGH OUR CENTRE WILL HELP THEM PREPARE THEIR CLASSES AND MAKE THEM MORE APPEALING FOR THEM SELVES AND THE CHILDREN

How has it improved the participation of professionals, children, youth and other stakeholders: 

WE FEEL THAT WE ARE MORE AND MORE ABLE TO CONTRIBUTE TO THE COMMUNITY AS A WHOLE KEEPING OUR TARGET GROUP OF CHILDREN AGES 6-15 IN MIND. RECENTLY A SURVEY FOR CHILDREN’S PARENTS MADE US REALISE THAT A SUBSTANTIAL NUMBER OF PARENTS WERE ILLITERATES. WE THEN PROCEEDED TO CONTACT THE NON-FORMAL EDUCATION DEPARTMENT TO DISCUSS POSSIBILITIES TO HOLD LITERACY CLASSES FROM OUR FACILITIES IN EVENING HOURS WHICH WILL THEN ALSO ALLOW US TO OFFER THIS OPPORTUNITY TO THE CHILDREN’S PARENTS. WE FEEL THAT ONCE THEY ARE ALSO FUNCTIONALLY LITERATE THEY ARE IN A BETTER POSITION TO HELP THEIR CHILDREN PLAN FOR A BETTER FUTURE.

How does it promote the use of ICT for the educational and cultural development by professionals, children and youth: 

THE CENTRE OFFERS A BASIC COMPUTER SKILLS COURSE TO CHILDREN AGES 6-15 YEARS. MOST OF THEM COME FROM SCHOOLS WITHIN A 10 MIN. WALKING RADIUS OF OUR CENTRE. BUT THERE ARE ALSO STUDENTS THAT COME FROM ACROSS TOWN. THE BASIC COMPUTER SKILLS COURSE IS ALSO OFFERED TO ADULTS, BUT AT A FEE, WHICH ALLOWS US TO GENERATE INCOME LOCALLY.
THE COURSE CONSISTS OF MS OFFICE, INTERNET AND WORKING WITH THE E-LEARNING COURSEWARE AVAILABLE. DIFFERENT PROJECTS ARE INITIATED USING ICT, E.G. EXCHANGE PROGRAMS SUCH AS THE GLOBAL TEENAGER PROGRAM OR DIRECT EXCHANGES WITH DIFFERENT SCHOOLS.

Describe how you measure (parameters) these results: 

WE REGISTER THE NUMBER OF USERS AND THE NUMBER OF BOOKS BORROWED EACH MONTH. IT IS STILL VERY DIFFICULT TO MEASURE THE EXACT IMPACT OUR WORK HAS ON THE CHILDREN. WE DO HOLD SURVEYS AMONGS OUR USERS AND WILL SOON BE WORKING ON A REPORT CARD COMPARISON TO OBTAIN INFORMATION ON HOW CHILDREN WHO HAVE USED OUR FACILITIES HAVE FARED COMPARED TO CHILDREN WHO HAVE NOT USED OUR FACILITIES. OBTAINING THE RIGHT MEASURING INSTRUMENTS IS ONE OF OUR WISHES.

11. Sustainability
What is the full duration of your project: 
More than 6 years
What is the approximate total budget for your project (in USD): 
From 10.001 to 30.000
What is the source of funding for your project: 
Grants
Is your project economically self sufficient now: 
No
12. Transferability
Has your project been replicated/adapted elsewhere: 
Yes
Specify: 

WE ARE CURRENTLY BUILDING A SECOND EDUCATIONAL RESOURCE CENTRE IN ANOTHER REGION IN GHANA. WE EXPECT THE CAPE COAST EDUCATIONAL RESOURCE CENTRE TO BE UP AND RUNNING IN THE FALL OF 2009 .

What lessons can others learn from your project: 

WE INVITE ANYONE WHO HAS THE INTENTION TO SET UP A SIMILAR TYPE OF PROJECT TO CONTACT US AS WE ARE ALL FOR SHARING OUR EXPERIENCES AND LIKE TO LEARN FROM OTHERS AS WELL. OUR STRENGHTS LIE IN OUR APPROACH. THE FOUNDER AND MANAGER IS OF BOTH WORLDS, THE WESTERN WORLD AND THE DEVELOPING WORLD. THIS COMBINED WITH OUR EXPERIENCE IN THE CORPORATE WORLD AS WELL AS THE NGO WORK MAKES US VERY CAPABLE AT CREATING A CONCEPT AND IMPLEMENTING IT.

We are available to help others starting or working on similar projects: 
We are available to help others starting or working on similar projects.
13. Background information
Background: 

I (NELLIE KIRSCHNER-TIMMER) WAS BORN IN TAKORADI GHANA AND I AM HALF DUTCH , HALF GHANAIAN. I HAVE SPENT MANY YEARS STUDYING AND WORKING IN EUROPE AND EVENTUALLY DECIDED THAT I WANTED TO CONTRIBUTE TO THE DEVELOPMENT OF GHANA USING MY SKILLS. THIS LEAD TO THE DEVELOPMENT OF THE CONCEPT OF THE EDUCATIONAL RESOURCE CENTRE. WE HAVE WORKED HARD AT REALISING THE FIRST CENTRE WITH THE ASSISTANCE OF PARTNERS SUCH AS UNICEF GHANA, EUROPEAN UNION IN GHANA AND MANY OTHER SPONSORS AND VOLUNTEERS. WE ARE NOW ON OUR WAY TO OPEN A SECOND EDUCATIONAL RESOURCE CENTRE.

Barriers: 

AMONGST OUR CHALLENGES WAS THE FACT THAT OUR PROJECT DID NOT, IN THE EYES OF SOME POTENTIAL FUNDERS, ADDRESS THE ISSUES SUCH AS HUNGER, DISEASE POVERTY DIRECTLY, THUS MAKING FUNDRAISING IN THE BEGINNING VERY DIFFICULT. ANOTHER CHALLENGE IS MAKING A BUDGET AND WORKING WITHIN IT. WHEN DEALING WITH INFLATION IN DEVELOPING COUNTRIES, YOUR BUDGET FOR BUILDING A CENTRE ENDS UP DIFFERENTLY THEN INTENDED.

Solutions: 

BY TRAIL AND ERROR , EXPERIENCE AND NOT GIVING UP EVENTUALLY GOT US THROUGH MOST OF THE BARRIERS. E.G WHEN MAKING A BUDGET FOR BUILDING CALCULATE IN A LARGER AMOUNT FOR INFLATION AN FLUCTUATION OF PRICES OF BUILDING MATERIAL.

Future plans and wish list: 

AS MENTIONED BEFORE. OUR ORGANISATION WOULD LIKE TO DEVELOP 4 CENTERS BY 2013. THIS WILL REQUIRE FUNDS TO BUILD AN OTHER 2 CENTERS ( € 100’000). BUT EQUALLY AS IMPORTANT IS TO BUILD OUR ORGANISATION IN GHANA TO MANAGE THESE CENTERS, TO SUSTAIN THE QUALITY OF EDUCATION GIVEN AND REMAIN INNOVATIVE. THIS REQUIRES THE RIGHT PEOPLE IN THE RIGHT POSITIONS. FUNDS FOR RECRUITMENT AND CAPACITY BUILDING (€ 25000).

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