Partnership with Sphoorti Foundation
Project Profile: SPHOORTI (http://www.sphoorti.org) is a simple grassroots organization working for underprivileged children - homeless, orphaned, abandoned and other at-risk groups. It was formed in Aug 2006. Its mission is to change lives of children belonging to such underprivileged groups by providing them with long-term care and skills, and transform them into responsible citizens. Children at SPHOORTI are in their complete care and custody and SPHOORTI is committed to impacting their lives 24×7, 365 days a year.
Partnership History: SPHOORTI has been an Omprakash partner since June, 2008.
-In June, 2008, SPHOORTI received 15 boxes of books as part of our India Book Distribution Project>>
Need for Material Resources:
-Educational expenses for 53 children - $5600 per annum
-Furniture requirements – Iron racks (12) - $600 buckets (12) - $400
-Water containers - $160
-School bags - $600
Need for Volunteers: SPHOORTI is searching for a volunteer who can help improve its website.
Learn more about SPHOORTI: www.sphoorti.org/gallery.html; www.sphoorti.org/testimonials.html; www.youtube.com/group/sphoorti
Videos
Partnership with MORE
Helping Hands– More Information
INTRODUCTION
We founded Grupo “Yanapaq Maki Kuna” in 2005 on the first of August, and therefore we are still quite a young organization. Grupo “Yanapaq Maki Kuna” means “Helping Hands” in Quechua, the original Inca language.
Our object is to help the children and single mothers who are in a state of poverty, abandonment, physical and emotional violence, malnutrition, and discrimination. At the moment our main location is in the San Sebastian district of Cusco.
The volunteers that have assisted our organization over the past few years have come from countries all over the world, including Holland, the United States, Germany, and many others. If you help us, on any level, you are working to improve many peoples’ lives and will forever be a part of this project.
THE LOGO
Our organization’s logo expresses exactly what we are about: to give and at the same time receive.
In the logo’s photo the small hand is giving to the larger hand; the significance being that even the poorest people of the world have something to give.Both hands need each other, because without one the other can neither give nor receive.
We can all be represented by both hands, the larger or the smaller, depending on the circumstances. The social situation in Peru is still rapidly deteriorating, both economically and educationally. Human misconduct and exploitation is a daily occurrence. The drive of our society, as it is in all others, is to survive and to work towards a comfortable life. However, here in Peru opportunities for happiness and prosperity seem destined for the few blessed with economic power. Over the past ten to twelve years, the problem of socio-economic difference has grown to appalling proportions. Many are experiencing poverty and the misery that accompanies it; this is the reality we live with. Ignoring the poor seems to be the easiest solution for many, including the government; however, we know it only makes the problem worse.
FACTS AND FIGURES
Cusco´s Social and Economic Reality:
-52 % of the population is female and 48 % male.
-Only 15 % of the working population occupies professional positions. Of this percentage only 0.8 % are women.
-Only 5.5 % of women with families work and are the sole support of their families. The rest are “landladies of house” (they work at the house).
-There are many stereotypes about women and work. For example: for many men, a woman who works wants to be a man (or lesbian) or is unfaithful. A real woman takes care of her children, cooks well, washes and does not leave the house. Culturally, it is difficult to think about a woman as a boss. A woman is never going to be as efficient as a man, have a happy and united family, etc. Because of these stereotypes and others, it is difficult for women to find work, and if they do, they usually have many problems with their husbands and neighbors. There are many stereotypes about men also. For example: a man is the “king” of the house. The man must support his family, but does not do housework, cook, etc. Only the man can go out with his friends. All this seems of an ancient novel, but it is our sad reality. Many women suffer ill-treatment by their husbands or cohabitants. And naturally the stereotypes and their harmful results are more prevalent in communities lacking education.
-Normally, young men marry between 19 and 25 years. In the poorest sectors, many marry younger and often as a result of an unplanned pregnancy. In the more affluent sectors, men marry between 29 and 34 years.
-38% of Peru´s population consists of children, teenagers and young adults (from 5 to 24 years of age), One reason for this is the tendency of young, poor families to have four or five children. (Many of these births are not planned.)
-Of every 10 physical and emotional acts of aggression toward women, only 2 are denounced, the rest are considered to be “normal” family problems.
-The mistreatment of children is frequent due to parents’ mis-education. For example, some parents make their children sit on warm bricks because they wet themselves in bed. The parents believe this will cure them of this “disease of the cold.” Many children go to the hospital with burns from this remedy. Other mistreatment is the result of violent or alcoholic parents, acting out of economic and/or personal frustration.
-Out of every 10 illiterate people, 7 are women.
-Iliterate persons face marginalization in schools as well as general social life.
Cusco´s Educational Reality:
-35 % of school aged children do not go to the school, because they have to work.
-Many children study at night and work during the day.
-25 % of children who study do not graduate.
-75 % of children who study are malnourished.
-30 % of 8 and 9-year-old children can neither read nor write.
-Children are in classes 4 hours daily.
-Classes are completely theoretical; none of the work is experiential. There are no theatre, music, art, or physical education classes. Field trips never occur and investigation and personal development is not encouraged. This model is unable to holistically serve the needs of the students.
-In the primary and secondary schools there is a minimum of 40 students per class. Normally the teachers are unable to learn the names of the students, let alone their problems.
-92 % of students who finish secondary school do not know how to study or know what to do after completion of their studying.
FROM PRE-INCA CIVILISATION TO NOW (Historically Taught Values)
In the pre-Incan period the ancient people of Peru abided by the three following words:
La mita refers to the “work” that had to be done within the society. People worked together as a community, for the good of the community; and at the same time to improve the circumstances of every inhabitant. Work was regarded as a moral responsibility rather than mandatory action. Participation in this activity was in fact to be part of the community.
Work changes your life, from the inside to the outside; it is a blessing, not a punishment. But the work must have one communal goal; the individual is second. What you do for the community is reflected in your personal life.
Mita= work, individual, group
El ayllu stands for “the individual within the group”. The key to forming harmony and solidarity within the community is respecting your fellow individual. Thus, in pre-Incan culture every person in the group had their own qualities and position, from the children to the elderly, and from the women to the men; every person was respected for his or her contribution.
Ayllu could be a boy in the street, a beggar asking for life, a poor mother with a hungry child, and people suffering because they don’t have friends or love. Ayllu is people living well and poorly. Ayllu is everyone you know and all the people that you will know. Every person has qualities in common with the other; we just don’t have the time or interest to recognize this.
Ayllu = people, personal, and group
El ayni incorporates the idea of each person’s individual rights and responsibilities within the group. The life of every person in pre-Incan society was guarded by the principle of “el ayni,” because it was the law of living together. The ayni existed in the actions of the people, not in papers or words: thus, for indigenous people, justice is action.
Ayni = the law, social order, natural justice
GROUP MISSION
The work we have already accomplished and will continue to accomplish in the future is based on the three ancient words: La mita, el ayllu, and el ayni; because we firmly believe this is the only way to successfully change people’s lives.
PLANS FOR THE NEAR FUTURE : (2008)
This year (2008) we hope to help 60 children with quality education, daily breakfast and lunch, medical assistance, and our love and protection. The school started the 3rd of March this year. The children study in one year what they normally would study in two years in a normal school, and thus have a chance to recover lost years. We are convinced this is possible because of the following three reasons:
1. Our classes are smaller than those in regular schools. While a normal Peruvian school works with classes of 40 children our classes will have half this amount. By teaching in groups of 20 children, every student will receive more personal attention and automatically the speed at which the entire group is able to deal with the subject matter will increase.
2. Our teaching methodology focuses solely on core education, rather than paying a lot of attention to “extra” subjects. A traditional school in Peru will teach religion for at least two hours a week; it will also teach “educacion civica” (teaching Peruvian national emblems, anthem, etc.) for two hours a week.
3. Our school offers a 7 hour program instead of the regular 4.5 hour program, increasing its efficiency.
FUTURE PLANS
1. THE EXTENSION OF THE SCHOOL BUILDING:
We believe that the construction of additional classrooms would be a solution to many of the problems in this area. Currently we have just 4 classes but we are planning to make 2 more in the next year. Right now the closest area school is completely full, which means that many of the children travel a substantial distance in order to receive proper
education. With the construction of a new school these children would not have to make a long and expensive commute. With a school in their proximity, many children currently unable to study might be willing and able to participate.
Also the new building could provide the infrastructure for “COMMUNAL MEETINGS” and “PARENT SCHOOLS” as well as to provide a meeting point for students and professionals of education. In addition, this building might also be used as a “POPULAR DINING ROOM” (see point 3) and for “COMMUNAL SHOWERS” (see point 4).
In other words, an extension of our school could change the lives for many people in our community. We have a building where classes will be taught this year, but it is relatively small and we will need a bigger structure for the future.
2. EXTENSION OF THE SCHOOL’S SERVICE:
We are planning to offer an alternative form of education in order to reach the street children who are not fortunate enough to participate in our regular school program. These children do not study because school schedules are inflexible around their employment in the streets of Cusco washing cars, and selling postcards, cigarettes, crafts, etc. For this specific group of children we will offer a special program.
(At right: Mario with students.)
Seventy percent of the normal program will be offered in special autodidact materials. In this way the children working in the streets will be able to create a special schedule around their work. We will however continue to teach thirty percent of the classes to students in this alternative program in traditional form. This means the students will come to our school one or two days a week in order that adequate guidance and control can be maintained.
Thus our goal is to reach a bigger group of working street children so that these children will NOT LOSE YEARS OF EDUCATIONAL OPPORTUNITY.
3. IMPLEMENTATION OF A “COMEDOR POPULAR” (POPULAR DINING ROOM):
A “COMEDOR POPULAR” is a place where the poor can eat a good meal at a fair price. In Lima, these COMEDOR POPULARS are very common and have many clients. Normally alunch, in a restaurant, costs between 3.5 - 4 Soles, but in a POPULAR DINING ROOM, the cost of a lunch is around 1.5 Soles.
By providing a “COMEDOR POPULAR,” we hope to be able to feed 40 families living in extreme poverty. These families generally suffer from bad nutrition and every day it is a struggle for them to live on 5 or 6 Soles (one dollar is 2.94 Soles) for the whole family. The implementation of a “COMEDOR POPULAR” would completely change the lives of these families.
The most important spin-off of this initiative would be to informally educate many of the illiterate parents. Our experience has thought us that many of the parents involved in the project are generally reluctant to follow any classes to combat their illiteracy. Yet our same experience has shown that if basic commodities are provided for the family, the parents are generally more inclined to be educated about important things like disease prevention and basic hygiene.
4. IMPLEMENTATION OF “COMMUNAL SHOWERS”
This service is important because these families do not have facilities to clean their bodies. Many children do not remember when it was the last time that they took a shower. We believe that offering communal showers would help to change the hygienic habits of the whole community and to avoid many diseases.
OUR ACTIVITIES
2005 :
-Helping 15 children with their homework and keeping them hygienically healthy
-2 visits to parks in Cusco
-1 visit to the “Historical Museum of Cusco”
-Organizing soccer and volleyball games (one time per month)
-A Christmas party and presents for 15 children.
2006:
-Helping 30 children with their homework and keeping them hygienically healthy
-Starting the craft-work with 3 single mothers
-Selling our products to Cusco’s markets as well as to other countries
-4 visits to parks in Cusco
-4 visits to the museums of Cusco
-3 visits to archaeological sites in Cusco
-One general birthday party with presents for all children
-A Christmas party and presents for 30 children
-Haircuts for children and regular medical check-ups (4 times a year)
-Organizing a competition of kite-flying, soccer, and volleyball
-Regular soccer and volleyball games (one time per month)
-Occasional organized lunch and appetizers (depending on funds - around 30 times per year)
(At right: Helping Hands students on a field trip to Incan ruins in Cusco.)
2007:
-Helping 35 children with their homework and keeping them hygienically healthy; also
providing them with study materials (books, notebooks, pens, pencils, markers, etc.)
-Developing the craft-work of 15 single mothers and improving the commercial aspects
of their products.
-Starting literacy classes for single mothers and other under-educated women
-Starting informal education of illiterate and poor women about their rights and
important place in the family and within society
-Starting informal education about family planning, sexual education for teenagers and
young adults
-Selling our products to Cusco`s markets as well as to other countries
-6 visits to parks in Cusco
-8 visits to the museums of Cusco
-4 visits to archaeological sites in Cusco
-Two general birthday parties with presents for all 35 children
-A Christmas party and presents for 35 children; money for the presents was collected
by selling Christmas cards to our sponsors – the children made the cards with supplies bought by Helping Hands
-Haircuts for children and providing regular medical check-ups (4 times a year)
-Organizing a competition of kite-flying, soccer, and volleyball; commencement of
organized sessions in painting, singing and creating poems and short stories
-Regular soccer and volleyball games (two times per month)
-Occasionally providing lunch and appetizers (about 60 times per year, for 35 children)
-We have set up a new network of cooperation with local discoteque “Uptown” in
organizing a “Santa Clause” party. During the party Helping Hands has been able to collect voluntary contributions with a value of around 1200 soles. This money in turn will be advocated to help and provide for the poor streetchildren in Pisco (this province was affected greatly by the 2007 earthquake). Through contacts with voluntary organizations and single mothers in the city of Pisco, we gave materials educative to 120 children of the street in 10 February.
-Helping Hands has also recently organized a New Years BBQ. We invited many
volunteers and other interested people to join us in a day of football and volleyball matches and food. This event collected an additional 500 soles for our project.
2008:
-Official education of 60 children.
-Breakfast and lunch every day for 60 children during the year.
-Maintain hygienic checkups and continue to provide study materials (books,
notebooks, pens, pencils, markers, etc.) for these children.
-Maintain and develop the craft-work of the single mothers.
-Organize formal literacy classes for single mothers and other under-educated women.
-Provide informal education of illiterate and poor women about their rights and
important place within the family and society.
-Provide informal education about family planning, sexual education for teenagers and
young adults.
-Organize fieldtrips to 7 parks in Cusco.
-Organize an extracurricular program of 10 visits to the different museums of Cusco and
8 visits to archaeological places in Cusco and others districts.
-Provide two general birthday parties for all 60 children including presents.
-Organize a Christmas party for the children including presents.
-Haircuts for children (8 times a year) and medical checkups (4 times a year).
-Organize a competition of kite-flying, soccer and volleyball as well as provide courses
in painting, singing and making poems and short stories (2 times a year including the sponsoring of prizes).
-Regular soccer and volleyball games (two times per month).
PROJECT COSTS / SPONSORSHIP OPPORTUNITIES
At Helping Hands, we are proud to say that 100% of all donations go directly to the costs of running the project: teacher salaries, school supplies, building costs, and similar expenditures. We have no “overhead” costs, and therefore you can be assured that your donation will be used as effectively as possible.
What is the current direct cost per child (breakfast, lunch, classes, and all activities)?
Price for one child for one day: 5 soles ($1.67)
Price for one child for one month: 147 soles ($50)
Total price for one child for one year: 1470 soles
($500)
Teacher Salaries
As of January 2008 we want to help 60 children divided into three classes. We believe smaller classes of twenty children will allow individual attention.To accomplish this we will have to hire three new full-time teachers. You can make a difference by donating towards their salaries.
An average teacher’s monthly salary is 1,000 soles or roughly $333.
Help us Build a Kitchen
Nobody can learn on an empty stomach, so we want to begin providing two meals for the kids daily. In order to feed sixty mouths we will need a gas stove, plates, bowls, glasses, and silverware as well as extra money to go towards the daily food. Below is the estimated cost of the investment.
Gas stove: 450 soles ($154)
30 soup bowls: 75 soles ($25.6):
30 plates: 75 soles ($25.6)
30 cups: 75 soles ($25.6)
30 glass: 60 soles ($21)
4 big pans: 320 soles ($109)
4 frying pans: 120 soles ($41)
96 silverware items: 96 soles ($33)
TOTAL COST OF KITCHEN PROJECT: 1272 soles ($435)
Support the Meals
Price for one child for one day: 2.5 soles ($0.9)
Price for one child for one month: 50 soles ($17)
Price for one child for one year: 500 soles ($171)
Price for 60 children for one year: 30,000 soles ($10,260)
Support the Other Expenses
Light and water for one year: 1200 soles ($411)
Phone and internet for one year: 1500 soles ($513)
Support our new projects:
- THE EXTENSION OF OUR SCHOOL BUILDING
- EXTENSION OF THE SERVICE OF THE SCHOOL
- IMPLEMENTATION OF A “COMEDOR POPULAR”
- IMPLEMENTATION OF “COMMUNAL SHOWERS”
- HELP CHILDREN AND SINGLE MOTHERS OF PISCO
GRATEFULNESS
We, the group YANAPAQ MAKI KUNA, want to say: THANKS A LOT!!! To everyone that helped us with your time, with your love, with your interest and with your desire to change the lives of people that live very far from your countries and cities. You are the motor, the spirit of this car. Each one of is a part of the whole of this project. Everyone has a place in our hearts and minds. All of you are an example for us, thanks for being like you are and thanks for your friendship and your interest in us.
Book List
General
Chua, Amy. World on Fire.
This book by a Yale law professor offers a particular interpretation of how democratization and economic liberalization can manifest themselves in developing countries.
This book by a noted Brazilian educational reformer outlines a philosophy of educational reform for oppressed people of the world.
Kidder, Tracy. Mountains beyond Mountains.
Kidder tells the story of Paul Farmer, an American doctor whose work in Haiti, Russia, and beyond exemplifies what it means to approach social reform with a “preferential option for the poor.”
Sachs, Jeffrey. The End of Poverty.
This book by a renown American economist discusses the possibilities of ending extreme poverty by 2025.
Said, Edward. Orientalism.
This landmark text discusses how certain Western perceptions of global “Others” have shaped the past several centuries of geopolitical history.
Stiglitz, Joseph. Globalization and its Discontents.
In this book, one of Bill Clinton´s former economic advisors outlines his understanding of the pros and cons of contemporary global economics.
India
Matthiessen, Peter. The Snow Leopard.
This account of a trek in Nepal in 1973 is a fantastic introduction to some of the Buddhist traditions that volunteers might encounter in northern India, Nepal, and Tibet.
Mehta, Suketu. Maximum City.
Mehta gives a colorful and very readable account of life in contemporary Mumbai (Bombay).
Narayan, R.K. The Guide.
This classic story by one of India´s most famous novelists sheds light on some of the ways that the country´s religious traditions manifest themselves in the modern context.
Norberg-Hodge, Helena. Ancient Futures.
This recent book is a must-read for anyone traveling to Ladakh. The author, who directs an NGO operating in the area, offers her strong views on how globalization, modernity, and “development” have affected the Ladakhi people.
Rushdie, Salman. Midnight´s Children.
In this highly-acclaimed novel, the life of Salman Rushdie´s protagonist mirrors India´s social and political history since its independence in 1947.
Roy, Arundhati. The God of Small Things.
This novel provides a revealing description of caste, class, gender, and religious dynamics in contemporary India.
Roy, Arundhati. Power Politics.
Roy, Arundhati. The Cost of Living.
These two collections of very readable non-fiction essays by Arundhati Roy contain the author´s strong views on contemporary social and political issues in India.
Pakistan
Mortenson, Greg, and David Relin. Three Cups of Tea.
This book describes Greg Mortenson´s efforts to build schools throughout rural Pakistan through his work with the Central Asia Foundation (www.ikat.org).
Partnership with Springdales Public School
Project Profile: Spring Dales Public school, Mulbekh is a high school situated in a remote village called Mulbekh in Distt Kargil (Ladakh), Jammu & Kashmir (India). It was founded in 1992 by few of the educated people of those times keeping in mind that EDUCATION is the only solution of our problems.
To understand the present scenario of education, we need to go back into history:-
Brief History of Ladakh.
Till 1842, Ladakh (Leh & Kargil) was an entirely a separate kingdom with its own kings but it was invaded by the Dogra rulers ( Rulers of Jammu & Kashmir) and it remained under Dogra rulers until India got independence in 1947. Ladakh being under Dogra ruler at the time of India’s independence became a part of J&K as
J&K became a part of India.
Jammu & Kashmir consists of three regions called Jammu, Kashmir and Ladakh. Jammu(Hindu majority), Kashmir(Muslim majority) and Ladakh(Buddhist majority). All the three regions has an entirely different culture, tradition, language, religion, demography etc.
History of education in Ladakh.
Ladakh remained completely isolated and cut off from rest of the world till 1960 when for the first time it was connected to rest of the country through J&K by road. Till that 
Ladakh was quite peaceful with its own unique culture, tradition and sustainable way of living with agriculture as the only source of income. But with the opening of the road, the so called “Development” entered Ladakh in many forms and education was one of them.
Till 1960s, there were only one or two govt schools doing pretty well but with the opening of the road, hundreds of govt schools were opened in Ladakh without any proper research resulting in a never ending chaos and confusion for Ladakhi students. In every nook and corner a govt school was opened in 1960s and 70s when there were hardly any educated Ladakhis who can become a teacher in those schools. So, like the schools were opened in hundreds, teachers from Jammu & Kashmir were also appointed in those schools in hundreds as there were no local qualified teachers. And posting in Ladakh for those teachers was like sending to hell because of its unbearable cold. Above these if you see the system of education or curriculum in those days in the govt schools, it was unimaginable. The most confusing 
part of the system was the language ie the medium of instruction. Ladakhi students were given admission at the age of 6 yrs in 1st grade, till that we don’t know anything at all except our own language ie Ladakhi with which our little kids grows and they are pretty good at it being our mother tongue but when we enter school, almost every subject is in URDU, an entirely alien language. We have to study almost everything in Urdu like mathematics, science, social etc. At some later stage only Bodyik language was introduced in the govt schools otherwise it was mainly Urdu and English only. Now interestingly, when the students reach 8th grade, when they did learnt the Urdu language by hook or crook, the medium of instruction is completely and all of a sudden changed into ENGLISH, that means you have to study everything in English by keeping Urdu as merely an optional subject as English was till 8th grade. It is done because in 10th grade students have to appear for an important and decisive board exam which is in English medium. Beside the language confusion as mentioned above, there is one more similar problem ie The language those outside teachers use while teaching our kids. They use the same Urdu language in which all the books are written and published. It is next to impossible for our little kids to understand what they are saying, and understanding what is written in the books is just impossible. Now, those already frustrated teachers become mad when the students don’t understand what they are teaching to them, and there is no other
best way to show their madness except beating those innocent kids for no
reason resulting in high drop outs from schools and also high failure rates. During 80s and late 90s, pass percentage in the govt schools were merely 5% and Failure 95% in that important metric board examination.
That is not the end, when a Ladakhi student any how finishing with his 10th and 12th grade exam from these govt schools go for higher studies in other cities like Jammu, Chandigarh or Delhi, they face one more serious and similar problem ie HINDI language, as in those cities you wont find Urdu except English and Hindi. Now when we study outside Ladakh, we struggle with Hindi as we did with Urdu and English at the earlier stages. Now with the above confusions, you find that when the Ladakhi kids are grown up they forgot their own mother tongue, their own identity.
Why we had to go through such unnecessary struggle at such an early stage were learning should have been a fun. Above all facts were same for whole Ladakh ie Leh and Kargil Distt both till 1994. But the gap started then onwards between Leh and Kargil in every field including education. In 1974, Ladakh was opened to international tourism for the first time, which was a boon for Leh’s economy and development as you can see it now. But Distt Kargil remained as it is in every field either it is development, tourism, education etc.
Now, if we go back to education. In 1994, an important historical operation or a mission was started in Leh in Education called ONH (Operation New Hope) in collaboration of J&K govt, Community and most importantly local NGOs like SECMOL. The aims and objectives of the above mission was to change the system of education from the root by eliminating all the causes as mentioned earlier. And it was a huge success with the 10th grade result rising to almost 55% pass percentage which was just 5% earlier along with many other changes and improvements. One important changes in the field of Education in Leh was opening of some very good private schools started in 1970s with hardly one or two private schools which if you see now grows exponentially giving quality modern education to those children. If you see the flow of foreign funds in those institutions it is huge and still coming in, and its growing, growing and growing. Now, Children at Leh especially in private institutions are way ahead in everything. Thanks to those Ladakhi educated and visionaries who started such institutions because of which those children are getting world class education just at their doorstep?
Now, What about Distt kargil and villages like Mulbekh? What about the schools in such remote villages?
There is no ONH programme initiated by any govt, there is hardly any NGOs, Community ie people they are still in dark with just no idea of modern education, development, tourism etc. Govt schools are still as it was in 1990s with hardly any changes. There are few private schools in Kargil but way behind in every aspect.
A brief introduction of Kargil:- Kargil is the only other Distt in whole Ladakh as mentioned earlier with almost 80-90% Muslim and hardly 10-20% Buddhist. Leh is an another Distt in Ladakh with approximately 20-30% Muslim and 70-80% Buddhist.( Above given datas in percentages are approximate ).
What had started in Leh 15-20 years earlier is starting in Kargil now only, either it is Development or Education.
To me like for most of other people, QUALITY EDUCATION is the only hope and solution of all the problems we face today. Keeping this in mind and with a vision, I came back to my native village called Wakha-Mulbekh after completing my higher studies in Engineering from Delhi by staying there for almost 15 years and looking at the problems and struggles from a very close distance and facing it myself, and decided to sacrifice my career in Engineering and decided to work in the field of education, so that I could also give our children what they deserve as others in various part of the world.
SPRING DALES PUBLIC SCHOOL, MULBEKH is a school in a remote Buddhist populated village in Distt Kargil, where quality education is still a dream. I am working in this school as the Principal, I had joined this school few months earlier only which was my dream and still it is and planning to stay here for a long time with a dream and vision of giving quality education to our children. I wanted to make this school more than a school, an institution, an institution of real learning where every student can get what they really deserve. An institution, where we can educate students to make this world beautiful, wonderful and peaceful where every one can live for a Healthy, wealthy and Happy life.
To make my dream and vision a reality, I need support from various part of the world in many forms for the school, so that I can make their dreams come true. Any kind of support would be very welcome for us like volunteers, materials and funds for constructing school/ hostel building, Library and Laboratory buildings, teaching aids for little kids etc.
Lets join hands for a wonderful cause of educating our present for a peaceful and happy future because today’s children are tomorrow’s citizen. Lets help them now, so that they can help others tomorrow.
Tsewang Norboo
Principal
Spring Dales Public School, Mulbekh.
Distt Kargil (Ladakh).
State- Jammu & Kashmir (India)
Pin- 194109
Phone:- 9469292917(Mobile)
01985-270133(office)
01985-270021(Residence)
Partnership with Youth Vision Uganda
Download a Profile of Youth Vision Uganda, or download information about its Current Projects or Volunteer Opportunities.
Partnership with Parijat Academy
Project Profile
Parijat Academy is a school for underprivileged children located in Pamohi in the district of Kamrup in Assam’s capital Guwahati. It was established in 2003 as a non religious, non profit school providing free education for low-income families. Their objectives are to educate the poor, to raise awareness of the eradication of child labor, to provide free education, and to help children develop loving kindness, compassion, and responsibility. Children learn Assamese, Hindi, English, Mathematics, Science, Social Studies, Environmental Studies, Moral Education, Drawing, Recitation, and Music.
Partnership History
Parijat Academy became an Omprakash partner in August 2008.
Need for Volunteers:
Volunteers interested in teaching drawing and painting can stay at Parijat Academy for one month. Please contact us or Parijat Academy if you are interested in this exciting opportunity.
Need for Material Resources:
Parijat Academy is in need of donations to cover the costs of tuition, teachers’ salaries, meals, and healthcare. They also would love to receive school supplies, books, desks and chairs, and a water filter.
Partnership with The Woodstock School
Woodstock School: Nagaland, India
Under the direction of Mr. I. Alem Aier in 2006, a number of educated youths pioneered the Woodstock School. Together, they sought to realize the vision of imparting quality education to the underprivileged and of cultivating in its students sound character, rich in both body and mind, to help them become excellent contributors to society. Our school’s motto is “Excellence and Triumph.”
Since 2006, with the exception of a few, most of the wards admitted into our school are found to be economically backward but to possess the capability to excel in all spheres. They only need opportunity. Woodstock School provides their basic needs to the best of our capacity and with the available resources to give them opportunity.
Therefore, our primary goal is to provide them with the early education that will make them competitive in mainstream education. Even with our willingness and humble resources, we have found that many of our students are hardly able to attend classes because of financial constraints. Unfortunately, we are not in a position to extend financial help.
Presently, Woodstock School is divided into three sections, and the medium for instruction is English:
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Pre-nursery
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Nursery
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Junior section (every year we will add another class)
This year, we have classes up to Class 5. The academic year starts in the second week of January and ends at the beginning of December.
In addition to the education, Woodstock School also has one doctor for any medical emergency on campus. Every year, the doctor also provides medical aid to parents and the people in the school’s neighborhood.
In the near future, we hope to build a library for both students and teachers to use. We also would like to provide the teachers materials, such as audio and visual teaching tools, and to give students access to computers so that they may keep pace with much of the developed world. Most importantly, we need financial assistance to maintain the school’s staffing, to provide students with grants, and to cover maintenance costs. With this help, we hope to become self-sustainable in the near future.
Fundraising. The following are the costs for each student to attend Woodstock School:
-Admissions Fee: 1100 INR or 26 USD
-Monthly Fee: 200 INR or 5 USD (very poor student: 100 INR or 2.50 USD)
-Uniform (shirt, tie, belt, socks, pants/skirts): 500 INR or 12 USD
-Books, pencils, eraser, pen: 400 INR or 9.50 USD
Total cost for one student for one month: 2200 INR or 51 USD
Volunteers. In the future, we also will need volunteers to teach music and English. We currently have the room but need financial assistance to integrate volunteers fully into our school. Please stay in touch with our school for future volunteering opportunities.
In the meantime, we appreciate any assistance that you can provide. For questions or to help, please contact:
Mrs. Angami Asangla
Administrator
asangla_angami@yahoo.co.in
Or
Steve Le
The Omprakash Foundation
Steve@omprakash.org
Partnership with DEPDC
Project Profile
The Development and Education Programme for Daughters and Communities (www.depdc.org) combats the trafficking of women and young girls by offering them free education. Check back soon for more details.
Partnership with La Montana
Project Profile
La Montana (www.lamontana.com) is a Spanish-language school for tourists in Bariloche, Argentina. However, La Montana also coordinates a number of volunteer programs (see below), and visitors are invited to participate. Usually volunteer work programs require a minimum stay of one month and a good level of Spanish. Unlike most Omprakash Partners, La Montana charges monthly fees for volunteers. The volunteer work program has a fee of US$100 for students of the Spanish School “La Montaña” (US$125 otherwise). This fee is paid monthly and it is destined to the coordination of the projects during the year and it is also important for the material that is necessary to keep them going. It also includes the possibility of participating of all the extra activities that the school organizes (salsa lessons, tango, truco, movies, hikings, etc.), free internet, plus a special discount in the family stay while doing volunteer work.
Please contact volunteerwork@lamontana.com if you are interested.
Partnership History
La Montana has been an Omprakash partner since June, 2008.
Need for Volunteers
La Montana offers volunteer opportunities at multiple projects, and has submitted the following descriptions:
Education
Escuela Pilar 2:
Barrio Pilar is a neighborhood in the outsides from Bariloche. It is near the city, but in a rural environment. There is an elementary school there. In order to arrive there you have to travel by bus for 20 minutes or a bit more. The bus ends at the school. There the volunteers might teach English, help the students with maths or organize some special workshops. Some students have fixed the old computers that the school and another possibility might be teaching the boys and girls from the school how the computer works.
Barrio Malvinas:
It is a neighborhood at 30 minutes from the school. One of the neighbors has built a community center behind her house. There, she offers free meals for the poor neighbors and different volunteers go once or twice a week in order to help the kids with their homework or to teach English. Some volunteers have also been teaching how a computer works.
Barrio 28 de abril:
It is a poor neighborhood inside the city. There there is a community center where volunteers teach local music and dances, help the boys and girls with their homework and conduct a reading workshop. Our volunteers have been teaching English there twice a week for many months.
Hogar al amparo de la roca:
It is a place in a rural area that is located next to a school. Many of the students come from the surroundings so, during the week they live in this house. The volunteers ther
e might help the students with their homework and teach them some English.
Environment
Fundación Sembrar:
It is an organization that works with reforestation. The volunteers have to classify seeds, plant them, take care of them, feed them and, eventually replant them.
Parque Nacional Lanín:
It is a national park located 300 kilometers northwards from Bariloche. The volunteers might help the park rangers. This is only available in the summer.
Healthcare
Hospital Zonal de Bariloche:
It is the local hospital. There are two options. The most common is to be a “collaborator,” that is a person that help the volunteers to give information and organizes workshops for the kids that are living at the hospital or for those that are waiting for the doctor. Also, they might feed the patients.
The other possibility is open only for doctors that would like to do a “shadowing” program, if the hospital accepts them.
Other projects
Hogar de ancianos:
It is a house for old people where the volunteers might read to the old people living there or try to organize workshops for them.
Mercado de la estepa:
It is a Market where they sell crafts and homemade products from local crafters. They also sell products from rural towns and areas from the surroundings from Bariloche.
Partnership with South American Explorers
South American Explorers is a non-profit organization that provides resources and services to independent travelers in South America. SAE’s mission is to improve the social, economic and environmental conditions within South America by fostering greater awareness of this continent through the diffusion of information and cross cultural interaction. We are a club for those who want to plan their own trips, make their own decisions, book their own passage, and stay and move on when the spirit moves them. We offer clubhouses with luggage storage facilities, libraries, up-to-date, well-researched information, English-language events and much more in Buenos Aires, Quito, Lima, and Cuzco, in addition to a wealth of resources online. Consider joining at one of our clubhouses to make sure your volunteer experience in South America is as enriching and enjoyable as possible. If you join in Quito, membership for Omprakash volunteers is $30, discounted from $50, for a year’s worth of membership benefits. Visit the SAE website>>
Volunteer in Kenya
Expanding Opportunities
For as little as two weeks or as long as two years, Expanding Opportunities (www.expandingopportunities.org) offers a variety of volunteer experiences. Many volunteers participate in Expanding Opportunities’ official Service Journeys, but the organization opens its doors to anyone willing to show up and help, on any schedule. 2009 will offer short-term volunteer opportunities in Art and Artisan Selection; Teaching in Kenyan Schools; and service in our Children’s Home. Accommodations vary depending upon the service. Housing is in our Children’s Home, mid-level hotels while on the road, or camping in tents. All basic food, water and in country transportation is included. Also offered are long-term service opportunities as House Parents, alternative technologies and organic gardening, and business development. Participants must raise their own support. Specific 2009 volunteer opportunity information is available at www.exop.org/journey
Learn more about our partnership with Expanding Opportunities>>
Partnership with Expanding Opportunities
Expanding Opportunities (www.expandingopportunities.org) is a 501(c)3 non-profit organization and a registered NGO in Kenya. The organization has several projects. The main focus is in Kenya. One of Expanding Opportunities’ major projects in maintaining and expanding the Joseph Waweru Home School; an orphanage in the Nakuru district of Kenya. Other programs include: an artisan support project with two ecommerce sites, Aina Moja,and 1st African Clothing, a micro-loan project called Success Through Education, Money and Support, or STEMS, a feeding program for street children in Kericho, Kenya, a books and other supplies distribution project, and a developing Distance Learning Center Project. The Artisan Support Project has expanded to the Ucayali area of Peru and some service volunteer projects are offered there as well. Expanding Opportunities also has a project in the United States. Camp Forest brings indigenous wilderness and survival skills from around the world to enrich the lives of children and engender an appreciation for the natural world around us.
For more information, please contact Bev Stone at info@expandingopportunities.org, 207-722-3708 or at 84 Payson Road, Brooks, Me 04921.
Partnership History
Expanding Opportunities has been an Omprakash Partner since July, 2008.
Need for Material Resources
There is always a great need for resources. It is difficult to say, but money travels well. It weighs little and stretches far. We are extremely conscientious with the expenditure of donor funds. If still in doubt, come with us on a Service Journey. You can watch and participate in the wonderful privilege of learning, growing, sharing and giving. Below is a list of some of the needs of Expanding Opportunities.
Volunteer willing to make quilt squares with donor names embroidered, quilted or painted on to combine into hanging quilts to honor our donors and temper the echo of the stone Commons building housing the kitchen, and dining/study.
Donated potholders and aprons for our kitchen in Kenya.
$90.00 per month fully sponsors a child in the Home. You may select a child to sponsor at our website http://www.expandingopportunities.org/street_children/ics.html.
$1.00 per day feeds a child one meal
$5,000.00 builds a dormitory for 8 boys (our capacity will be 32 when completed)
$15,000 builds a complete family home (we have one and plan one more to provide housing for parents and 8 small children)
$50.00 purchases a bed, with mattress and bedding
$10,000 will provide start up funds for the girl’s home.
$250.00 per year fully supports a high school student
$30.00 purchases a uniform for a school child
$20.00 purchases a pair of school shoes
$10.00 purchases a desk
$5.00 - $10.00 purchases a curriculum textbook
$5,000.00 is needed to purchase a truck for transport of goods and people in Kenya
$50.00 provides a partial campership for a child to attend Camp Forest
$800.00 purchases a canoe for Camp Forest.
Any purchase at the websites, www.ainamoja.com or www.1stafricanclothing.com supports the organization and a Kenyan or Peruvian artist.
Need for Volunteers
Expanding Opportunities has an active volunteer program both in the USA and abroad. Service Journeys occur to Kenya annually and volunteer programs are scheduled throughout the year. Housing is in our Children’s home, mid-level hotels while on the road or camping in tents. All basic food, water and in country transportation is included. The scheduled Service Journeys are accompanied experiences. One or more of our USA staff accompany you on the entire journey. To see the current Service Journeys please visit, www.expandingopportunities.org/journey. Internships, gap year programs and other long term volunteer service is scheduled individually– in other words, volunteers are not “required” to be part of a Service Journey in order to serve at an Expanding Opportunities project. In the USA volunteers are welcome in the office, artisan support project and Camp Forest. Below, please see a description of some of the fields in which help is needed.
Education
Nursery, Primary and Secondary school operate on a 3 term per year schedule. Schools are open January through March; May through July; and September through November. The public schools welcome visiting teachers to teach the Kenyan curriculum or special subject areas and presentations.
There are few teaching aids. Bringing materials and/or creating teaching aids to correspond to the curriculum are extremely welcome service opportunities.
Many schools have no library or an inadequate library. Assisting with the creation of a school library is a welcome service as well.
Community Health
There are many small rural clinics and hospitals. Depending upon your desires and expertise, you can carry and deliver needed medical supplies, or assist and work side by side with Kenyan medical staff in the clinics. Several of our health Service Journey participants have had the joy of assisting with a birth.
Street Children
Unfortunately street children are a common site in most of Kenya. Expanding Opportunities has a small feeding program for children in Kericho, and often feeds street children anywhere the paths cross
Joseph Waweru Home School
Expanding Opportunities has a small Children’s Home. There are always many opportunities for service at the Home. Short term assistance as simple as helping with the dishes and long term assistance as a House Parent. The needs may change but there is always plenty of work.
Alternative Technologies
The Joseph Waweru Home School is one of the few “Green” Children’s Homes. It utilizes solar power for both lighting and cooking, humanmanure composting, gray water irrigation, rain water catchment, drip irrigation, organic gardening, and is raising funds for a biogas generator for cooking. These technologies need further development, maintenance and community awareness. The children and adults in the Home need training updates regularly.
Workshops
The Children’s Home also desires to be a Community Center. The Commons building is perfect for offering short term, or one-session workshops. Solar cooking, international cooking, public health, soap making, organic gardening, or any number and type of workshops would enhance community awareness and development.
Construction
The Joseph Waweru Home School is still under construction and a girl’s home is pending funding. There is always some sort of construction project needing assistance.
African Art
Expanding Opportunities’ Artisan Support project seeks out artists and works with a variety of artist to increase their markets. Selecting, buying, discussing process, quality and price points is also an area of service.
Business Development
Expanding Opportunities seeks 100% sustainability. To assist the community with employment opportunities and to generate funds for its projects, the
organization seeks to develop viable small businesses. One such business is the current Debley Rentals. Assistance with business research, plans and marketing is always welcome.
Public Relations
This service area is ongoing. Writers, photographers, professional and amateur, are always welcome to help spread the word about Africa and its people, the work of the organization and the human stories that need to be told.
Camp Forest
Camp Forest is located in Brooks, Maine and accepts volunteer apprentices year round. The apprentice works on indigenous shelters, primitive living skills and transfers their knowledge to adults at workshops and children during the summer camp.
Partnership with LHA
Project Profile
The Omprakash Foundation was first inspired by the model of the Louisiana-Himalaya Association (LHA). Based in Dharamsala (Mcleod Ganj), in the state of Himachal Pradesh in north India, LHA has become one of the biggest and most influential service organizations for Tibetan refugees living in that area. LHA employs local people and accepts volunteers from around the world to offer free English, Spanish, French, Tibetan language classes, computer training courses, vocational training courses, photography and blogging classes, health services and education, and environmental services and education to Tibetan refugees and the local Indian and Himalayan community. LHA can also arrange for professionals with a particular skill set to present workshops or seminars to the local community, or match their skills with the right community organization. Through our partnership with LHA, we hope to monitor and respond to the needs being articulated by the various Tibetan and Indian communities with which LHA is involved. To learn more about LHA, please visit www.lhasocialwork.org. To learn more about LHA’s American branch, visit www.lhainfo.org. To get involved, contact willy@omprakash.org.
Partnership History
LHA has been an Omprakash partner since January, 2005.
-In June, 2005, we donated $507 to pay the year’s rent for the LHA medical-treatment room in Dharamsala.
-In July, 2005, we paid $292 to ship eighty pounds of donated paperback books from the USA to the LHA library in Dharamsala.
-In June, 2008, we donated $25,000 to help LHA buy a new headquarters building in Dharamsala. This new building contains a library that will be open to the entire community, and also gives LHA more space to conduct its language and computer classes. What’s even better is that this new building will also make LHA entirely self-sufficient and sustainable for years to come: the building will hold several locally-owned businesses, and the income from these businesses will cover all of LHA’s yearly expenses. It is also worth noting that all of the money LHA has paid for the building– including this donation from Omprakash– will be “recycled”: the former owner of the building is a monk, and has pledged to donate the entirety of LHA’s building payment to the Tibetan Government-in-Exile and social projects in Tibet.
-LHA received around 500 boxes of books during our 2008 book-distribution project, and helped us distribute these books to needy organizations around Dharamsala. Learn more about the 2008 India Book Distribution>>
Need for Volunteers
LHA accepts volunteers year-round and can always use more help with its various educational programs.
Need for Material Resources
-LHA is constantly collecting clothing, books, and basic medical supplies to distribute to needy members of the Dharamsala community.
Below, please find a recent newsletter from Neil Guidry, LHA’s founder:
Hello friends, With my two-finger typing skills I’ve managed to put together a little history of the Louisiana Himalaya Association “LHA” for our 10-year anniversary! This short blurb goes over some of our highlights and how we got to be where we are today. If you get bored just skip to the last paragraph about the new building! LHA has been serving the Tibetan refugees in India since 1997 and each year has shown growth and refinement of services provided. The organization had its beginnings in one tiny room in a Tibetan monastery and a corner table in a small restaurant in Dharamsala. After a couple years of grassroots social work and community organizing, LHA’s potential was recognized by a small group of wonderful friends who stepped into the picture and made things a bit more official. A beautiful brochure was created and non-profit 501c3 status was obtained. Soon more volunteers and supporters joined and in 2000 we moved into the first LHA building. With the donation of two laptops the first computer classes were underway, alongside the ESL language classrooms that held four classes per day with 10 students per class. The building also housed a crafts shop that generated money for the salaries of two full-time Tibetan staff. One of the staff members organized volunteers to teach English and computer skills while the other staffed the craft shop and a new medical project. After being properly trained by medical volunteers the Tibetan staff member would go out daily with a medical kit and assist the many Leprosy victims that beg along the streets. By 2002 the small building could no longer support the level of activity. With the help of some generous supporters, an annex building was opened with eight new computers and two new full-time Tibetan staff positions. The year 2002 was also the beginning of a new alliance with Tulane University. LHA was asked by the Tulane School of Social Work to lead a group of MSW students on an international Social Work expedition to Dharamsala, to work alongside LHA with the Tibetan refugee community. After the success of this first student group, Centenary College and Loyola University requested similar programs. We now assist four university groups each summer. After outgrowing the first building and annex by 2004, LHA moved into the current building owned by the Tibetan handicraft coop. Until recently, the building has been excellent for expanding the services provided and for accommodating the growing number of volunteers and Tibetan refugees seeking assistance, but we are now busting at the seams once again! In this past year alone over 400 volunteers from 37 different countries served through the volunteer coordination program. All seven English classes per day are full, with students often sitting in the hallway. The Computer School now offers four classes daily - also full. Some of the other services we now provide are: the collection and distribution of donated clothing; medical, dental and eye assistance and referral; massage therapy courses; inexpensive internet phone service; cooking classes; French, Spanish and Tibetan language classes; a Community Newspaper and a Library. In 2005 the now seven full-time Tibetan staff members established the Lha Charitable Trust, which is now a non-profit social service organization officially recognized by the government of India. Lha is a Tibetan word meaning protector spirit. The establishment of Lha was a major step toward self-sufficiency for the Tibetans we have been working with. Total self-sufficiency for the community served was one of the main goals of the founders of LHA. LHA and Lha were one organization but are now like two sisters in the same family! Lha Charitable Trust now has their own Board of Directors consisting solely of members of the Tibetan community; the staff members have learned to run a business and make all their own business decisions. A third sister now working closely with LHA and Lha is the Om Prakash foundation, which was established by three previous LHA volunteers. Om Prakash now coordinates volunteers and supports numerous social service projects around the globe. Since moving into the current Dharamsala building in 2004, Lha’s annual rent has been $9100. The rent has been successfully raised and paid for each year by the LHA New Orleans team and all our supporters. Since the 2004 move the Lha full time Tibetan staff have successfully managed their finances and the operations of the organization in Dharamsala. They have raised enough money each month to pay salaries, utilities, phone and any other necessary repairs or maintenance. While still offering all classes and services free of charge to hundreds of Tibetan refugees each month, the Lha staff have identified and developed services for the tourist population that generate enough funds for the organization to successfully and self-sufficiently operate (except for the rent). They offer tourists an array of services including Tibetan language and cooking classes, Yoga, massage and translating services. Besides earning enough for the monthly bills they have managed to accumulate some savings, which they are very happy to be offering toward the purchase of the new building. Once the new building is purchased the Tibetan staff of Lha Charitable Trust will be totally self-sufficient! Thanks for being patient with my lengthy thoughts back over the past 10 years. What an incredible journey it’s been. I hope some of you can help us out with this next step. We’ve made a deposit and have a purchase agreement signed for a new building. The total cost will be$175K. 50K is due as a downpayment when we move in on June 1, 2008. The good news is that we only need 11K by June 08 as the ball has already started rolling with 39K pledged for this year’s goal. Then we will need 30k per year for the following four years to clear the balance. More good news is that10K per year has already been pledged for the following four years!!! Please pass this info on to any others you feel may be able to donate or may be interested in getting involved. Once again, thank you so much for all the support and encouragement and a Happy 10 Year Anniversary to LHA! :0) Neil
Educational Resources
In cooperation with Health-Inc. (www.health-inc.org), we are proud to begin using our website to make curricular materials accessible to educational projects around the world. Below, you will find a number of different books available in either PDF or Quark formats. These books have been designed by Health-Inc. for use in Ladakh, and are written in Ladakhi, English, and Urdu.
To view a PDF file, you need Adobe Acrobat software. To view a Quark file, you need Quark software. PDF’s cannot be changed, but Quark’s can be translated into any language. Thus, any educational project with Quark software can download the books available below and translate them into the necessary language. If you do not have Quark software, hopefully the PDF’s will still serve as models for effective teaching and learning materials. If you would like to publish your own educational resources here, please do not hesitate to contact us.
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Books for Early Readers
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Books about Health and Hygiene |