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Mission To encourage girls of any age of any background to consider and pursue math and science-related studies and careers by introducing them to the world of science in fun and exciting ways Objectives To increase the number of women in math and science occupations (science, math, engineering & technology = STEM) To create a network of girls so that they meet one another and form future friendships that will encourage them to reach their potential To create a link between girls and real scientists and mathematicians so they can explore dreams and possibilities for the future To provide an outlet for professionals, with particular emphasis on females in math, science and technology fields, to work together, meet one another and contribute to this worthy mission To booster self-confidence of girls and women, especially those who may not have positive influences or economic advantages Vision We envision a balanced world where girls from any nation, any background and of any age know they have the possibility and choice to enter the world of math, science and technology and to realise that their future is full of possibilities

Vaga Lume Association is a Brazilian non-profit organization founded in 2001 grounded in the belief that investing in people is the best way to transform a reality. Its mission is to create opportunities for cultural exchange by reading, writing and orality, valuing the empowerment of people and rural communities of the Brazilian Legal Amazon region. Vaga Lume works in 160 rural communities (indigenous, riverside, roadside, rural settlement people or quilombolas - Brazilian with African descent) of 23 municipalities in the Brazilian Legal Amazon region, which encompasses nine federal states (Acre, Amapa, Amazonas, Maranhao, Mato Grosso, Para, Rondonia, Roraima and Tocantins), occupies 59% of the Brazilian territory and has 20 million people (12% of the Brazilian population). Despite the fact that education and culture are basic social rights, protected by the Brazilian Constitution and under human rights international treaties ratified by Brazil, its access and implementation in the Amazon region are very limited. It is one of the poverty zones in Brazil - with a GDP per capita 30% lower than the national value - where 42% of the population survives with less than US$ 5.00 a day. Due to the outstanding impact of Vaga Lume's work in the region, the organization is recognized by many international and national awards such as the Juscelino Kubitschek Award of Merit for Regional Development in Latin America and the Caribbean given by the Inter-American Development Bank (2009); the Millennium Development Goals Award, conferred by the United Nations and the Brazilian government (2005); the Vivaleitura Award, from the Ministry of Culture and the Ministry of Education (2008); and the Chico Mendes Environment Award, given by the Ministry of Environment (2006 and 2008). In 2011, Vaga Lume received its most important recognition: the 4th place at the Intercultural Innovation Award, conferred by United Nations Alliance of Civilizations (UNAOC) and the BMW Group. As an awardee, in 2012, Vaga Lume was welcomed to the World Intercultural Facility for Innovation (WIFI), a network formed by the UNAOC, the BMW Group and the ten 2011 winners. Through this network, the UNAOC and the BMW Group challenged all winners to replicate and scale up their actions to promote intercultural dialogue and offered training, consultancy and institutional support to assist organizations to accomplish such results.

Our purpose is to create the worlds leading network of affiliated coding clubs for young people. Our goals are to support, develop and scale CoderDojo to inspire young coders around the world.

Collaborate with the development of children and adolescents with foster care and sheltering experiences in order to empower them to take ownership and transform their stories.

Guided by our vision of a world where all women and men have equal and full social, economic and political participation, the Womanity Foundation undertakes to empower girls and women to shape their future and accelerate progress within their communities.

+1Code is a non-profit organization that transforms low-income young people aged 18 to 30 into problem solvers, through technology, providing quality technological education for the social and economic development of young people on the periphery. Our proposal is to recode the favelas of Brazil, socially and economically, by teaching 100% free programming and creating technological solutions, making them protagonists of their own journey, seeking to solve lack of tech talents, diversity in the world of technology companies and unemployment that with the pandemic has only worsened for people from the outskirts.

To offer opportunity, dignity and independence through housing, job training, and community to men and women leaving homelessness.

Inspiring Girls International is a global campaign dedicated to raising the aspirations of young girls by connecting them with inspiring female role models.

The Community School 'Brilho do Cristal' (The Crystal's Sparkle) has as a general objective: To guarantee the rights attributed to children in the constitution, enabling the development of human potential and the construction of knowledge of oneself and the world, in a contextualizing, creative, holistic and emancipatory way. Throughout the history of the School (founded in 1992) we have built our pedagogical autonomy with collective planning, in continuing education and in the pedagogical practice reflected. We also enable and promote collective action such as active participation in assemblies, task forces, bazaar, parties, finally in the fight for better working conditions. Our biggest obstacle remains financial and this lack of resources affects every dimension of the School. The Community School aims to promote sustainable regional development and improve the living conditions of the community in an ecologically viable way. It does this in part by promoting environmental education and stimulating initiatives aimed at the sustainable development of the community and valuing the local economy. The school aims to prepare the next generation and by extension the wider community to be economically independent guardians of the ecology. This is crucial to the mission of the school due to its unique geographical position serving a community located in The Chapada Diamantina National Park in the region of the State of Bahia, Brazil. The park is in the Caatinga biome, and covers 152,142 hectares (375,950 acres) and is administered by the Chico Mendes Institute for Biodiversity Conservation. It has become a hugely popular tourist destination which, although bringing a new source of income to the area is threatening the economic stability and lifestyle of the native community. This community now faces two big challenges; One is the impoverishment of the native community as capital and financial interests move in and buy up their land; building hotels, bed and breakfasts, restaurants, establishing tourist agencies, completely dominating the tourist industry and redirecting all the economic gains to an invading middle class equipped with financial and cultural capital. The native community are increasingly finding themselves marginalised, working in low paid, casual unskilled jobs with little prospect of improvement or progress and little bargaining power. The second problem stemming from the 'eco' tourist industry is the destruction of that very environment people have come to visit. Left to the free market the economic growth of the area will not take place (and is not taking place) in a sustainable way and will neither benefit the entire community nor protect the ecology. The school seeks to empower its students with an understanding of the environment and how to protect it with knowledge of sustainability and permaculture practices. We believe that the commitment of education is to form emancipated students, aware of their social function and capacity as individuals who think, intervene and create. We believe that education can contribute to the transformation of the current society. Individuals who identify with the school's objectives and are willing to support them, whether teachers, parents or other members of the community through membership, are able to participate in the entity as partners. The entity is built by an unlimited number of members without distinction of sex, nationality, profession, religious or political creed. The pedagogical dimension of the School is based on Vygotsky's socio-interactionism. We agree that human development takes place in human relations according to the historical and social context of the group. Besides Vygotsky, Paulo Freire also remains one of our references, especially when he defends contextualization, problematization and dialogue as fundamental in a liberating pedagogy. Methodologically we work based on pedagogical projects mediated by aesthetic literacy and environmental education. The school's pedagogical coordination is collective, through collective planning, semiannual evaluations, continuing education and semiannual pedagogical weeks. At the heart of the school's philosophy is the notion of community. It represents the dialogue between school and the collective and the capacity to overcome challenges, stronger together, united for a cause. We seek to establish a close relationship between school, family and community, in all dimensions of the School: pedagogical, administrative and economic. Such relationships take place through the activities such as artistic presentations, voluntary task forces, assemblies, pedagogical meetings, active participation in the daily maintenance of the school and celebrations. Because it is a community school these actions become indispensable, since they are the ones that feed the collective power and dialogue with the community. The administrative dimension of the School is also carried out collectively and with an emancipatory perspective. Although we have an administrative coordinator at the School, this management occurs collectively, that is, all the questions of the School are discussed and forwarded with the collective of the School, which takes place in the collective pedagogical spaces: collective planning, continuous formation and assemblies of the Association of the Brilho do Cristal. The current overriding most pressing issue for The Association of Parents, Teachers and Friends of the Brilho do Cristal Community School is to create a sustainable source of funds so that the school can operate autonomously. The community school has previously relied heavily on funds from an Italian group called Conexao Vida with primarily 'sponsor a child' type initiative but these funds are set to end this year (2021) and the school will be in crisis if another sustainable source isn't found. Although any funds are welcome, ultimately it will not be enough to raise one off charitable donations. To survive the school needs to create a sufficient, regular, ethical and sustainable source of income. We have several ambitious ideas to realise this goal and hope that the support and training of GlobalGiving with their knowledge and the digital platform it provides will enable us to carry out these ideas and reach a wider support base. There is a regular flux of 20,000 plus visitors per year to The Vale do Capao taking part in 'eco-tourism', enjoying the natural treasures in the region such as treks, mountains and waterfalls. The mission now must be to capture funds from these visitors, by educating them in the role they currently play and could play in the future in either preserving or destroying the environment they seek to enjoy. The Association is exploring an idea inspired by the 'FairTrade' model whereby products and services in the Vale which fit a certain criteria will be awarded the 'badge' of the school and be recognisable to tourists as an ethical purchase which simultaneously supports the Community School, supports local tradespeople and promotes the use of local produce. In this way as well as providing a regular income for the school, we hope to promote local tradespeople and secure for them fairer pay and working conditions. We are currently exploring building a 'shop' or market place where local residents will have a platform to display and trade produce and artefacts whilst charging less commission than the supermarkets. This will be accompanied with a large marketing/advertising campaign to promote the logo, explain its purpose and encourage visitors and residents to give the local economy preference and support by seeking out these products. We believe with this model we can offer cheaper produce to the buyer at higher profits for the tradesperson whilst taking a contribution for the school. We plan to launch this initiative over the following months with the first meeting open to the community on 10th February 2021. We are also committed to learning and growing in our online skills to use social media platforms and digital marketing to capture regular funds and subscriptions from friends and supporters through the GlobalGiving platform and by launching a 'Sponsor a Child' initiative where members will make monthly payments towards the cost of education of a child at the school. We will also launch online campaigns to raise money for specific projects and resources such as solar panels, classroom resources, tools etc

To harness the multiple benefits trees provide for agriculture, livelihoods, resilience and the future of our planet, from farmers' fields through to continental scales.

To promote the dignity and respect of women and girls, protecting them and their children from the social and personal repercussions of irresponsible parenthood and the degrading influences of slum life. Years of work in the lower-income areas of Venezuela prompted us, 35 years ago, to create 'Alive to the World', an original values-based curriculum, specially prepared by a team of international experts, designed for classroom use. Alive to the World uses positive psychology for each and every developmental stage of growth from preschool to adulthood, educating in understanding the importance of values and integrity, appealing to the emotions and demonstrating their use in everyday life ("Educating Head, Heart and Hand", T. Lickona). Our program, Alive to the World, in fully aligned with UNESCO's Goals for the XXI Century: Knowledge, Motivation and Skills. Seeing the effectivity of the story-telling technique, the anthropologically structured scaffolding and the non-judgemental approach to strengthening the person, family and community in all regions, our goal and mission is to implement our program in all deprived schools in Venezuela. To be active and outspoken in bringing public awareness to the dangers of a growing cohort of young males, with no formation in values, joining gangs, and the corresponding teenage mothers, in the vicious cycle of abandoned street children. To work to end the epidemic vicious cycle of poverty resulting from single, unprepared mothers and fatherless children in Venezuela with a coherent, structured and easily applicable educational program. To lead our team of experts in creating, updating, testing and improving educational curricula for the promotion of the universal values of integrity and responsibility in the modern world, constantly adapting to present challenges. To lead a concerted and special effort to teach the logic of the universally recognized values, and the logic of the Golden Rule. We are aware this need exists as not only the streets become dangerous but schools become ever more chaotic. The objective is to help children to grow in an understanding of the need to consider others, in every way, as they would like to be considered. This is the Golden Rule. To be happy and useful, they must learn to respect others, as they want to be respected and to treat others, as they would like to be treated. To educate young mothers in their children's growing experience focused on their future needs to live with human dignity. To design, coordinate and implement local programs in politically, socially and economically stricken Venezuela to help the pregnant mother, as well as their future children, healthy or challenged. To connect families with challenged babies with international experts in pursuit of their true potential, facilitating trained personnel to instruct and implement techniques and methods of achieving tailored programs of human potential at home. This program is called 'Proyecto Leopoldo'. Finally, our mission is to rebuild Venezuela teaching integrity to children and adolescents through this proven method.

PLAY International is a charity founded in 1999 on a conviction: sport is a source of solutions to our societal challenges. Its mission is to cocreate and implement education and inclusion projects for children and youth in vulnerable situations, using sport and sport games as educational tools. The NGO works in particular on issues such as access to and retention in school, gender equalitý, community reconciliation, health prevention, environmental education, living together, changing the way we look at disability... Since its creation, it has implemented educational and humanitarian projects, in France and internationally in 20 countries, for the benefit of nearly one million children.