Little Voyage Education Foundation Inatitive
Description
Building a new school for the students of Springdale School in Bhaktapur, Nepal so they continue to have a place of learning. The new school will have the capacity for up to 500+ students and accommodate the existing 270+ students already enrolled.
To provide scholarships to disadvantaged students to gain a quality education, with access to literacy, technical, vocational and other learning foundations to support their on-going education opportunities and career options later in life.
School Building: Building has commenced with local suppliers, approved architects planning, and government planning initiative. Ongoing project management of the school building through team leaders on the ground.<br />
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Student Sponsorships: 2018 student sponsorships as awarded by the school leadership based on student status, personal requirement and education history.<br />
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We specifically target underprivileged and traditionally excluded groups to mobilise their participation in education including a focus on scholarships for girls. <br />
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Learning Foundations: Classes at Springdale School are taught in English. The school leadership provides extraordinary care in ensuring every student has the best possible access to further education with a high standard of final exam pass rates. HTML is also taught as part of the curriculum and a group of school leaders
On-going transfer of knowledge from the leadership team to on the ground team through experience and reporting.
The Little Voyage Foundation is driving its first initiative to provide youth in the region of Bhaktapur, Nepal with access to quality education to develop relevant skills for employment and entrepreneurship. <br />
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This initiative is in partnership with an experiential travel company, Little Voyage - with a percentage of all bookings going towards initiatives that leave a lasting and empowering impact on featured destinations. Other partners in the initiative include individuals who contribute their time, efforts and financial resources towards the project. <br />
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Team leaders on the ground in Nepal and through frequent visits provide detailed monthly reports on the funding, building and development of the project. These reports include areas that require further resources, assessment of building progress, overall project management as well as support for the team on the ground from Springdale School. <br />
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Team leaders and Little Voyage have a close working relationship with Springdale School, and all have a personal vested interested in delivering a successful initiative that provides access to quality education.
Little Voyage, Amsterdam, Netherlands
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Emma Ponsonby, CEO