Partnerships for Future Young Leadership: Building Bridges without Gaps!
Description
By means of intensive two to four hour labs (workshops) and various excursions, the participants acquire fundamental knowledge about current global and educationally relevant topics in the fields Education, Human Rights and Poverty. In addition to this, they receive an extensive personality training, for example in project management and rhetoric skills. The students have the possibility of implementing their new skills in a partner organization in the United States of America and The Cooperative Republic of Guyana, or in their own projects. Furthermore, we will implement and integrate governance arrangements that are not too ambitious in order to coordinate all of government policy making rather than focusing on feasible areas of interdependence in policy making with a clear legal basis. The Labs will also include leadership courses in regards to conflict resolution and Diplomacy.We will engage in detailed and regular consultations with our tripartite constituents at national level to establish priorities and a plan of work. Freedom of Choice is therefore, already implementing some activities related to leadership and employment of young people in a number of communities within the United States . For the vast majority of countries, the Freedom of Choice does not have the resources to implement comprehensive programs. The objective of this partnership is to establish a new comprehensive set of activities on youth leadership development in three additional countries.
Implementing strategies as to capacity building to go beyond the pro-forma (e.g., SustainabilityImpact Assessments) and/or to achieve political relevance (e.g., development of comprehensive datasets related to sustainability and youth leadership development but with little connection to political incentives to adhere tothem, let alone use them). capacity building support following the same social accountability model developed by Freedom of Choice and will also ensure thechanneling of resources for members capacity building from the collaboration with Horizontal Learning Program underLocal Government Division. Freedom of Choice considers that a randomized choices may put at risk the success of the activities proposed and would rather ensure that this project demonstrates effectiveness and allow in the coming 3 years to demonstrate the value and added-value of budget transparency. The proposal for the projects will be based on a combination of the local governments willingness and enthusiasm to be more accountable and transparent, on local government capacity and on citizens’ capacity and engagement along with socio-political factors that enable incentives to local and High level government to adopt participatory and inclusive approach. A major feature of all activities is capacity building which is available to the very broad cross section of society that our tripartite constituents represent. Ordinary workers, the unemployment, small business people and government officials all benefit from our capacity building activities in a systematic manner
Freedom of Choice has nearly 25 years of experience that provides a strong comparative advantage. Representatives of the private sector such education, legislative branch of governments, in the form of organizations and the Ministry of Education share the responsibility for governing Freedom of Choice with governments. Through the Governing Body and the annual International Education Conference this tripartite structure sets priorities, determines the budget and oversees the implementation of all work. At the country level, such as in the example of Cooperative Republic of Guyana and the United States, Freedom of Choice activities are governed by a combination of the Ministry of Education and the Department of Education Office, the tripartite constituents in the country and the donor governments. This same system of governance would apply in any other country that Freedom of Choice United States implements activities.
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
Antonio N. Sabas, President