A major contributor to this article appears to have a close connection with its subject.(October 2021) |
Named after | Mona Mahmudnizhad |
---|---|
Formation | 1999 |
Type | Charitable organization |
23-2218331 | |
Purpose | To educate children and empower girls globally. |
Headquarters | Bellevue, Washington |
Website | www |
Mona Foundation is a non-profit organization that supports grassroots initiatives focused on education and raising the status of women and girls in the US and abroad. They believe that universal education and gender equity are the cornerstones of the eradication of poverty, disease, and conflict. [1]
Mona Foundation is named after Mona Mahmudnizhad, an Iranian high school student who was executed in 1983 for her religious beliefs, in the Baháʼí Faith, and teaching of children classes. [2]
Founded in 1999, Mona Foundation supports grassroots initiatives that provide education to all children, increase opportunities for women and girls, and emphasize serve e to the community. The Mona Foundation believes the key to eliminating poverty and achieving positive and sustained community transformation lies in universal education and gender equality. Mona Foundation searches the world to identify partners who share these two priorities. [3] [4]
Many foundations are seed funders, supporting projects that have a beginning and an end. Instead, Mona Foundation develops long-term relationships with locally operated organizations and provides multi-year funding (six years on average).
Mona provides continuous communication, trust, and involvement. They don't tell us what to do. The say, 'Tell us your problems and how we can help.' Then they work alongside us. Because of their long-term commitment and thoughtful funding, our work has reached more than 40,000 students and teachers. This has happened only because of Mona's support.
— Urvashi Sahni, executive director and co-founder of Digital Study Hall [5]
Recognized as one of the best in Haiti, New Horizon School educates the next generation of graduates as agents of change in the sustainable development of Haiti. A focus on academic excellence and personal transformation is achieved with commitment to community service and focus on moral capabilities. Of the 407 New Horizon's students, 52 percent are girls. [6]
The Association for Cohesive Development of the Amazon (ADCAM) started in 1985 as a small orphanage with 30 kids. Today, it is a nationally recognized institution which offers K-12, a technical college, vocational training, a family development center and rural education programs serving over 1,000 students, and 4,400 youth, families and elderly a day. Programs include:
The Anis Zunúzí Baháʼí School, located in Port-au-Prince, Haiti, offers K-12 education to 421 students (as of 2019), of whom 60 percent are girls. [8] Excellent academics, music and arts and a Youth Empowerment Program are available to all students. No corporal punishment is allowed at Zunuzi. [9]
Georges Marcellus quadrupled in size after 75 percent of schools in Haiti were destroyed by the earthquake of 2010. Located in Guerot, a farming community where most residents work in the fields and incomes fluctuate based on crop yields, Georges Marcellus allows students to continue coming to school even if families fail to pay the fees. [10]
The indigenous native peoples of Panama suffer from the greatest extremes of poverty, malnutrition, illiteracy and higher levels of disease. Located in San Miguelito, Badi school serves a town of indigenous Embera and Kuna ethnic groups. Badi School started in 1993 as a kindergarten in the carport of a trailer home. The school is now a K-12 serving more than 396 students. [11]
Recognized by UNESCO as one of the top 100 education projects in developing countries, Barli educates and empowers marginalized young rural women to become leaders and agents of social change in their communities. Barli has graduated 7,800 girls from more than 780 villages, improving the lives of thousands in their communities. All of Barli's students are girls and women. [12]
DSH's approach to education has been described as "YouTube meets Netflix in a schoolhouse with a dirt floor." Headquartered in Lucknow, DSH seeks to improve the quality of education for disadvantaged children in rural and slum schools using appropriate "lite tech" and innovative approaches. [13]
Since 2005, Badi Foundation’s capacity-building initiatives have attracted over 36,000 participants, mostly women and youth, in 13 rural and semi-rural regions of China. The projects engage participants in service with a focus on agriculture, environment, public health, nutrition, culture and economic development. More than 4,000 women and youth participate in Badi's various programs. In the Environmental Action Program, 100 percent of the 1,044 participants are female. [14]
The Mongolian Development Center emphasizes character development for children and provides training for teachers and parents. Located in Ulaanbaatar, MDC provides kindergarten and training in six regions of Mongolia, serves more than 7,760 children and 1,308 teachers. Sixty percent of students are girls and the 370 teachers are all female. [15]
With the support of Mona, Sunflower Mission has built 144 classrooms and funded 14,000 scholarships for children in remote villages of Vietnam since 2002. These schools have made education possible for thousands of students. Considered one of the most prestigious scholarships given by any organization operating in Vietnam, the Engineering and Technology Scholarship is given to a student each year via Sunflower Mission. [16]
Teaching Kids Programming (TKP) trains middle school teachers so they can engage students in Java language using TKP courseware. [17]
Rancho Sespe is a small village of agricultural families living near the town of Fillmore in Ventura County, CA. Since 2001, Full Circle Learning has helped students achieve academic excellence while building character strength, creativity and conflict resolution skills. Out of the 100 families participating, 45 percent of students are girls and 99 percent are Latin American. [18]
The Habits-of-Heart after-school program serves disadvantaged and new immigrant students at Tarzana Elementary School. The program is divided into learning units that focus on a "habit of heart." Habits include courtesy, understanding and dedication and help students enhance their writing, speaking, science, art and music capacities. 75 percent of students in this program are girls. [19]
Port-au-Prince is the capital and most populous city of Haiti. The city's population was estimated at 1,200,000 in 2022 with the metropolitan area estimated at a population of 2,618,894. The metropolitan area is defined by the IHSI as including the communes of Port-au-Prince, Delmas, Cite Soleil, Tabarre, Carrefour, and Pétion-Ville.
A Baháʼí school at its simplest would be a school run officially by the Baháʼí institutions in its jurisdiction and may be a local class or set of classes, normally run weekly where children get together to study about Baháʼí teachings, Baháʼí central figures, or Baháʼí administration. Baháʼí topics may be minimized in favor of a general curriculum, often with an internationalist form, with accreditation from a variety of sources.
One of the fundamental teachings of the Baháʼí Faith is that men and women are equal and that equality of the sexes is a spiritual and moral standard essential for the unification of the planet and a prerequisite for peace. Baháʼí teachings stress the importance of implementing this principle in individual, family, and community life. Nevertheless, the Baháʼí notion of the full spiritual and social equality of the two sexes does not imply sameness, so that gender distinction and differentiation are observed in certain areas of life. Significantly, while women can and do serve in an extensive range of elected and appointed positions within the Baháʼí administration at both national and international levels, they are not permitted to serve as members of the Universal House of Justice, the supreme governing institution of the Baháʼí Faith.
Public education—from primary education through college—is open to every Saudi citizen. Education is the second-largest sector of government spending in Saudi Arabia. Saudi Arabia spends 8.8% of its gross domestic product on education, which is nearly double the global average of 4.6%. Islamic studies are part of the education system alongside scientific and social studies that vary from educational institution to another.
Education in Afghanistan includes K–12 and higher education, which is under the Ministry of Education and Ministry of Higher Education. In 2021, there were nearly 10 million students and 220,000 teachers in Afghanistan. The nation still requires more schools and teachers. Soon after the Taliban takeover of the country in August 2021, they banned girls from secondary education. Some provinces still allow secondary education for girls despite the ban. In December 2022, the Taliban government also prohibited university education for females in Afghanistan, sparking protests and international condemnation. In December 2023, investigations were being held by the United Nations on the claim that Afghan girls of all ages were allowed to study at religious schools.
The New Era High School is located in Panchgani, a hill station town known as an educational centre, in the state of Maharashtra, India. It is a private co-educational international Baháʼí school, drawing students from all over the world and is under the supervision of the National Spiritual Assembly of the Baháʼís of India.
Croix-des-Bouquets is a commune in the Ouest department of Haiti. It is located 12.9 kilometers (8.0 mi) to the northeast of Haiti's capital city, Port-au-Prince. Originally located on the shore, it was relocated inland after the 1770 Port-au-Prince earthquake.
Education in Cambodia is controlled by the state through the Ministry of Education in a national level and by the Department of Education at the provincial level. The Cambodian education system includes pre-school, primary, secondary education, higher education and non-formal education. The education system includes the development of sport, information technology education, research development and technical education. School enrollment has increased during the 2000s in Cambodia. USAID data shows that in 2011 primary enrollment reached 96% of the child population, lower secondary school 34% and upper secondary 21%.
Deepalaya is an Indian non-governmental organization that aids the development of the urban and rural poor in India, with a focus on children. Founded in 1979, it is headquartered in Delhi. Deepalaya primarily serves the urban slums of Delhi, but also works on rural development in the states of Haryana and Uttarakhand. Deepalaya's focus is on sparking sustainable development from within a community. From 2009–2010, 23.18% of Deepalaya's total income came from donations and 52.37% from government grants. HSBC India also supports Deepalaya through donations and voluntary works. Deepalaya experienced US$236,741.42 in deficit for this period. Deepalaya was awarded Sat Paul Mittal Award of appreciation in 2018.
The Barli Development Institute for Rural Women in Indore is a Baháʼí inspired, though independent residential vocational education school providing programs for women in the vicinity of the city of Indore, India in the state of Madhya Pradesh as well as a base for outreach/non-residential training centers.
The Colegio Cristo Rey is a Jesuit elementary and secondary school located in the city of Asunción, Paraguay. It was founded in 1938.
The history of the Baháʼí Faith in Panama begins with a mention by ʻAbdu'l-Bahá, then head of the Baháʼí Faith, in the book Tablets of the Divine Plan, published in 1919; the same year, Martha Root made a trip around South America and included Panama on the return leg of the trip up the west coast. The first pioneers began to settle in Panama in 1940. The first Baháʼí Local Spiritual Assembly of Panama, in Panama City, was elected in 1946, and the National Spiritual Assembly was first elected in 1961. The Baháʼís of Panama raised a Baháʼí House of Worship in 1972. In 1983 and again in 1992, some commemorative stamps were produced in Panama while the community turned its interests to the San Miguelito and Chiriquí regions of Panama with schools and a radio station. The Association of Religion Data Archives estimated there were some 41,000 Baháʼís in 2005 while another source places it closer to 60,000.
The Baháʼí Faith in Nepal begins after a Nepalese leader encountered the religion in his travels before World War II. Following World War II, the first known Baháʼí to enter Nepal was around 1952 by N. P. Sinha who moved to Birgunj and the first Nepalese Baháʼí Local Spiritual Assembly elected in 1959, and its National Assembly in 1972. For a period of time, between 1976 and 1981, all assemblies were dissolved due to legal restrictions. The 2001 census reported 1,211 Baháʼís, and since the 1990s the Baháʼí community of Nepal has been involved in a number of interfaith organizations including the Inter-religious Council of Nepal promoting peace in the country. The Association of Religion Data Archives estimated some 4,300 Baháʼís in 2005.
Women in Haiti have equal constitutional rights as men in the economic, political, cultural and social fields, as well as in the family.
The Badi Foundation is a non-profit, non-governmental organization based in the Macao Special Administrative Region of the People's Republic of China. Its mission is to develop the capacity of individuals and institutions, through education and training programs, to contribute to the social and economic development of their communities.
The Anís Zunúzí Baháʼí School is a Baháʼí School near Port-au-Prince, Haiti, which began in 1980. It reached the point of offering classes K through 10th grade. The building survived the 2010 Haiti earthquake and was the site of a clinic during the relief effort.
The Baháʼí Faith in Haiti began in 1916 when ʻAbdu'l-Bahá, the head of the religion, cited Haiti as one of the island countries of the Caribbean where Baháʼís should establish a religious community. The first Baháʼí to visit the island was Mrs. Harriet Gibbs Marshall, from 1922–1928. Another early Baháʼí to visit Haiti was Leonora Armstrong in 1927. After that, others visited Haiti, and by January 1937 Louis George Gregory visited the island and cited the presence of a small community of Baháʼís. The first long term pioneers, Ruth and Ellsworth Blackwell, arrived in 1940. Following their arrival the first Baháʼí Local Spiritual Assembly of Haiti was formed in 1942 in Port-au-Prince. From 1951 the Haitian Baháʼís participated in regional organizations of the religion until 1961 when Haitian Baháʼís elected their own National Spiritual Assembly and soon took on goals reaching out into neighboring islands. The Association of Religion Data Archives estimated some 23,000 Baháʼís in Haiti in 2005, and about the same in 2010.
Since its inception the Baháʼí Faith has had involvement in socioeconomic development beginning by giving greater freedom to women, promulgating the promotion of female education as a priority concern, and that involvement was given practical expression by creating schools, agricultural coops, and clinics.
Youth in the Dominican Republic constitutes just over 30% of the total population. The Dominican Republic's population at roughly eleven million people has grown tremendously with the help of the youth population. In 1960, the youth population was at 3.3 million, and by 2008, it had reached 9.5 million, with two thirds of them in urban areas of the country.
Sustainable Development Goal 4 is about quality education and is among the 17 Sustainable Development Goals established by the United Nations in September 2015. The full title of SDG 4 is "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all".