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Aleesha Santos

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Aims and Objectives of the Project
World Vision
Fifty percent of 5-9 year olds do not attend school. In a census undertaken in (1999) it showed adult literacy was only 64%. This identifies that Solomon Islanders are the most illiterate in the Pacific. United Nations goal to achieve universal education for all children by 2015 is hindered, as Solomon Islands will not achieve this goal. Children live in rural areas and don’t start school until eight or nine years old. Children are not exposed to early education along with poor nutrition or under nutrition, which contributes to poor cognitive development hinders their ability to learn, communicate, socialise, reason and adapt to their environment. Therefore children are not prepared for formal education environments, which stops the cycle of learning.
The project known as “Early education: a solid foundation in Solomon Island, The girl child reading and rescue program” address poor literacy in early years of primary school while replacing the current Papa New Guinean curriculum with a locally developed curriculum. Its taught in English, Pidgin and other local languages. The new curriculum is called Nguzunguzu and named after a spirit from Solomon Islands. Part of this newly established curriculum is the Early Childhood Education, which requires that children have three years of before enrolling in primary school. This policy is enforced through the Makira-Ulawa Provincial Ministry of Education (PMoE) however it still falls on local communities to implemented. Since these communities don’t receive material and financial support from the government such policies are not always implemented.
Aims/Objectives and Goals of the Organisation
1. 40 hour famine
2. Reduce by half the number who struggle daily for survival.
3. Achieve universal primary education. Ensure that each child has the opportunity to go to school
4. Ensure that women and girls are able to reach their God-given potential

Location of Project
Solomon Islands, which are volcanic islands in the South-West Pacific
World Vision
World Vision is a worldwide community development organization that provides short-term and long-term assistance to 100 million people worldwide (including 2.4 million children). It employs 22,500 staff members in 96 countries. For sixty years, World Vision has been striving in involving people to work towards eliminating poverty and its causes. World Vision works with people of all cultures, faiths and genders to achieve its goals. They achieve this through relief and development, policy advocacy and change, collaboration, education about poverty, and emphasis on personal growth, social justice and spiritual values.
Description of the project what is being done, by whom, and how it is being done
?
The Girl Child Reading and Rescue Project (GCRRP) is based in the most remote communities of East Makira. It aims to give children the basic literacy and numeracy that is required for rural life and to allow them to enter the formal school system. The project title of “Girl Child Reading and Rescue Project” is not indented intended to target only girls. All children aged between three and five years (the target age group of the ECE policy) are included. The title was chosen to promote the importance to include girls in the project so they are not left behind in limited determined village life roles such as childbearing and domestic work.The projects goal is for 1,000 children from 20 communities in East Makira to achieve basic development in literacy and numeracy for primary school entrance. It also aims to provide training for 20 community trainers from 20 villages in East Makira. To conduct community ECE classes for 1000 children in 20 communities. Strengthen the capacity of the Makira-Ulawa Provincial Government so they can deliver appropriate ECE.


World Vision Solomon Islands (WVSI) runs the project. It is based in Kirakira, which is the administrative center for Makira-Ulawa Province. It has managed numerous projects over the years. Several of these projects have covered a literacy component. Margaret Ngauha’a, who has an understanding of local language and culture, is responsible for this literacy input.

The initial steps in establishing such project began with talking with the local communities about the ECE policy. Communities then formed “kindy committees” which then allowed them to nominate two community members to be trained as formal “trainers”. To be eligible, the trainers had to have had a minimum of ten years of formal education. This trainers then participated in Field based training for ECE trainers which was conducted by
WVSI and delivered by the PMoE’s ECE coordinator. The PMoE also assessed the trainers on completion of the training project. The trainers developed resources using local materials, which allowed them to keep the program relevant and local. They also learned to develop children’s skills in six areas of development. They are physical, social, cognitive, language, emotional and moral. Once classes were started they become “model” classrooms for surrounding kindys and provide training for trainers and parents.


The Health Promotion Unit from the hospital in Kirakira also contributes to training. The importance of nutrition and hygiene to child development is central parts in this training model. WVSI’s project team provides ongoing support by visiting communities once a month. Many of these communities are isolated therefore visiting is vital in providing encouragement and support for the trainers. They are able to exchange ideas and ensure
the PMoE take a greater responsibility for the implementation of their policy since the travel with them. Support for this project has been overwhelmingly positive. The communities are poor and money are scarce. Trainers are reimbursed in combination of money or community support. The community support has seen two-to-three-day week, with morning classes from 8am to 11am, has become a five-day week with classes from 8am to noon in most kindys.

Within 18 months of this project it has been noted significant changes. Increased primary school enrolments have occurred. However the projects goal of 1000 children gaining sufficient level of literacy to enroll in primary school hasn’t occurred yet. Although after only 18months 183 five-year-olds (92 boys and 91 girls) from GCRRP kindys have been accepted for enrolment into primary school. Also after 18 months and 15 months still remaining of a three year funding project 88 trainers are teaching in 28 communities for 1,023 students. Its initial target was 20 trainers in 20 communities. A lot more communities requested to participate in the project which a lot the project to go beyond its targets. Another interesting outcome of this project was that 26 of the 88 trainers are male. This is a significant factor as men are not normally involved in instructing and caring for this age group. Community ownership and support show gender equality for trainers and students.
The success of this project has shown that community ownership is the key for success, which may seem obvious which is often overlooked. Since the success of such project they are now planning to extend the project to include all of the Makira-Ulawa Province. They plan to provide training and professional development for trainers who are teaching but are not in the ECE certificate course. This project shows how positive the impact of literacy can be. The manager, Margaret Ngauha’a, believes that all world vision projects should encompass practical literacy. This allows the participants to become literate and can better understand the project objectives and how beneficial they can be for their life. As she said “Building blocks of words which translate into ideas, people and communities can build a bigger picture for their future.”
The action World Vision is committed to include:
•Transformational development the phrase which they describe a holistic approach to improving the lives of the poor by recognizing people's physical, social, spiritual, economic and political needs.
•Emergency relief – following the International Code of Conduct for disaster relief organisations
•Promotion of justice – we advocate for victims of injustice and poverty
•Strategic initiatives - such as programs promoting community leadership
public awareness
World vision projects emphasize:
•The needs of children
•Long-term viability and sustainability
•Education (including literacy) and skills training
•Gender equality
•HIV and AIDS education and prevention
•Affordable technology solutions.
They are committed to preventing the exploitation of the people they serve, and to engaging the corporate sector as well as the public. The work provided by world vision is project-based. Relief work might be short-term, while rehabilitation and development may last up to ten years. They initiate projects or be request to assist however they only do so dependent on the consent of the communities involved. For a period of time their approach has been to undertake projects involving clusters of communities, which empower people to become self-reliant. By providing a range of activities, which may include health improvements, agricultural training, small business workshops and leadership development. Working through in consultation with the community, priorities are identified, a project designed and a budget prepared. World Vision is seen as a partner in this process: they provide a safety net, technical support and finance. It is people themselves working towards their own development.

An American missionary Dr Robert Pierce travelled to China and Korea and encountered first hand poverty by people in those communities. People will go with out food, clothing, shelter or medicine. In the early fifties during the Korean war he assisted in establishing orphanages to for children who were abandoned. When he returned to US he began fund raising to assist the work started in Asia. He received over whelming public support from the public so in September 1850 World vision was founded with Dr Pierce as the president.
Who, When and How Founded It?
In Australia it was established in 1966. During that period of time they were trying to meet the needs of refugees in Indochina and assisting areas where natural disasters had taken place such as Bangladesh and several African countries. When it was established that long tern assistance was required child sponsorship was established which families from America, Australia and other countries could assist in the scheme. A turning point was reached by 1970 where world vision broadened their focus from the individual child to community development. A partnership has been established where poor people and communities work with world vision to improve lives with communities taking control of such projects for long term independence.
Do you personally think that the project was effective in reducing global inequalities or promoting ecological sustainability?
The “Early education: a solid foundation in Solomon Island, The girl child reading and rescue program” was an effective project in reducing global inequalities. I believe this because they are helping children get a better education for example the Girl Child Reading and Rescue Project (GCRRP) is helping children to give them the basic literacy and numeracy that is required for rural life and to allow them to enter the formal school system. Even though the name is the Girl Child Reading and Rescue Project it is not intended to target only girls. All children aged between three and five years are included. The reason they chose this name was so that the girls are not left behind in limited determined village life roles such as childbearing and domestic work.
Another reason why this project was effective in reducing global inequalities was because that 26 of the 88 trainers are male which is not very common in men because they are not normally involved in instructing and caring for this age group. The project also helps educate the villagers to the importance of eating the right nutrition and helping and showing them how to be as hygienic throughout their child’s development.
5. Stop the unnecessary loss of life from preventable diseases
6. Ensure that women have safe pregnancies and childbirths
7. Save the next generation
8. Create healthy communities with clean water and sanitation
9. Working together to ask wealthy countries for more and better aid, to drop the developing world’s debt, to make trade fair, and asking poor countries to fight corruption

What are the methods and activities the organisation engages in to achieve its aims, goals, or objectives?
-Nutrition education
-Agricultural assistance
-Agricultural training
-Improved product storage
-Marketing assistance
-Feeding centers
-Financial assistance
-Programs for disadvantaged children
-Community education
-Combating child sex tourism
-Recovery from exploitation
-Education and training

-Microlending
-Preventative care
-Immunization and early childhood care
-Advocacy
-Midwifery car
-Strengthening health care systems
-Community involvement
-HIV prevention for children ages 5-15
-Prevention of mother-to-child transmission of HIV
-Care
-Advocacy
-Integrating HIV and AIDS response
-Wells

-Water-storage containers
-Water-piping systems
-Protection of natural springs
-Purification of water
-Latrine constructio
-Laundry pad construction
-Natural resource management
-Debt
-Trade
-Aid

Current activities of the organisation and in what parts of the world is it currently operating?
A current activitie that World Vision is doing is the 40 hour famine. The 40 hour famine is a global compgain that is helping raise awarness for children that live in poverty and rural places.
BIBLIOGRAPHY
World Vision Australia - Official site for child sponsorship and donations. (n.d.). World Vision Australia - Official site for child sponsorship and donations. Retrieved July 10, 2013, from http://www.worldvision.com.au/Home.aspx

World Vision Australia - Where we work. (n.d.). World Vision Australia - Official site for child sponsorship and donations. Retrieved July 10, 2013, fromhttp://www.worldvision.com.au/AboutUs/WhereWorldVisionWorks.aspx


BY ALEESHA SANTOS
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