Past Projects2018-07-10T16:57:48+00:00

PAST PROJECTS

ECUADOR

Despite some social progress in the last decade, the country has had poor economic growth in the last decade and monetary poverty in Ecuador has actually increased from 40 to 45 percent between 1990 and 2001 and more so urban poverty. As a result the number of poor people living in urban areas increased from 1.1 million to 3.5 million. Despite some social progress in the last decade, the country has had poor economic growth in the last decade and monetary poverty in Ecuador has actually increased from 40 to 45 percent between 1990 and 2001 and more so urban poverty. As a result the number of poor people living in urban areas increased from 1.1 million to 3.5 million.
Poverty is still highest in rural areas where people living in poverty and the less educated reside. Many depend on agricultural work for survival and most do not have access to land or work on low-productivity land. In general, they have less employment opportunities and low access to basic services. As a result, many have migrated to the cities where the poverty has had such a dramatic increase.
In the future, Ecuador will have to be able to sustain increases in productivity in order to maintain positive growth rates and declining poverty rates. Such increases require both, investment in physical and in human capital. In the future, Ecuador will have to be able to sustain increases in productivity in order to maintain positive growth rates and declining poverty rates. Such increases require both, investment in physical and in human capital.

Educating and Feeding Working Street Children

Location: Quito, Ecuador Location: Quito, Ecuador
Executing Partner: Centro del Muchacho Trabajador Executing Partner: Centro del Muchacho Trabajador
Participants: 2,000 street children and their families Participants: 2,000 street children and their families
Funding needed: $60,972 Funding needed: $60,972
The project focuses on educating and feeding the disadvantaged and often forgotten — street children. It is unique in that it educates children while also teaching them a trade or craft. It is sustainable: children living in poverty are able to remain in school while also working and providing for their families. There are three components to this project: implement a revised curriculum, build a team of community health providers, and strengthen the food security program. The project focuses on educating and feeding the disadvantaged and often forgotten — street children. It is unique in that it educates children while also teaching them a trade or craft. It is sustainable: children living in poverty are able to remain in school while also working and providing for their families. There are three components to this project: implement a revised curriculum, build a team of community health providers, and strengthen the food security program.

Fe y Alegria – Education On the Streets

Location: Quito, Ecuador; Ibarra, Ecuador
Executing Partner:  Fe y Alegría
Participants: about 1,500 children
Major donors: Marble Collegiate Church and Better World Books

[one_third] Jointly operated since 2009 by Desarrollo Social & Habitat (DS&H) and Fe y Alegria, Cuentamelo Todo is now under Fe y Alegría’ leadership, finally taking popular education to the streets! With a multidisciplinary approach and backed by a team of Fe y Alegría pedagogues, social workers and volunteer students supported by local university students in Pedagogy and Psychology, Cuéntamelo Todo in both Quito’s old town and in Alpachaca, one of Ibarra’s underserved suburbs, invites children aged 5 to 12 to take part in reading and recreational activities that seek, through a rights-based approach, to develop key life values. In addition to generating interest in readership through the Mobile Library, developing basic abilities and strengthening self-esteem with the Mobile School, Cuéntamelo Todo also aims to create opportunities for children and their families to transform their realities through tailored social support. Visit the Fe y Alegria website.

Bilingual Education in Rural Schools

Location: County of Ambato, Province of Tungurahua, Ecuador
Executing Partner: Fundación Esquel
Participants: 7,129 school children with indirect benefits to 35,000 people
Funded with $430,000 over three years
This project will be implemented in areas affected by high levels of poverty and poor education. The funds will improve school infrastructure and curriculum while also preserving the students’ native language and culture by setting up intercultural bilingual education centers. Because of this project children living in rural areas will now have access to quality bilingual education.

Reducing the Educational Gap by improving access to technology

Location: Nationwide
Participants: 5,000 schoolchildren in 31 educational centers
Funding: Mercy Corps, Palms for Life, Banco de Pichincha, Fe y Alegría
Executing Partner: Fe y Alegría
Fully Funded

Thanks to a multiple partnership, a material aid contribution of Mercy Corps, financial support from the Ecuadorian Banco del Pichincha and coordination by Palms for Life, a 40-foot container was shipped to Ecuador in 2013 with a load of 520 complete set of computers with monitors, keyboards…. This donation is to be distributed by Fe y Alegría to 31 of its centers. This is the second donation of this kind to Fe y Alegria by Palms for Life. A first donation of computers was made in 2007.

Fe y Alegría Ecuador is a movement that promotes education and social equality. It operates in 14 regions of Ecuador and educates 27,034 students. Of these, 12% live in rural areas where access to technology is limited. This Project seeks to strengthen education in these communities through the implementation of computer centers, where the students can strengthen their computer and technological knowledge. The project also seeks to improve educational tools available to Fe y Alegría teachers by giving them adequate access to technological media.ecuadormercycorps-image

In addition, internet will be provided for 18 educational centers that do not already have it.

 Expected Results

  1. Computer center strengthened in 31 rural areas (8 provinces) in Ecuador.
  2. 4766 students, boys and girls, can count on information centers with adequate computer centers for their education.
  3. Strengthened administration and management of partner organizations Fundacion Rio Manta and INEPE both of which are also receiving a set of computers

formerly Swaziland

With funding from USAID

Enhanced Water Supply & Sanitation Capacity:

Improving School Gardens and Food Security

Location: Swaziland; Eswatini
Participants: 42,000 children, 120 schools
Funded by USAID with $1.9 M over 3 years;
The project is executed by Palms for Life Fund, Swaziland.

Country Profile: Swaziland’s mountainous and arid regions are home to a population burdened by a high rate of poverty — around 69% of its people live on less than 60 US cents per day. The landlocked, South Africa-dependent country’s economy struggles, in part because about 70% of its population engages in subsistence agriculture. Floods, droughts, and basic agricultural technologies not only restrict economic growth, but make food security a challenge. Compounding the problem is the high prevalence rate of HIV/AIDS. 26 percent of the population aged between 15 and 49 years is HIV positive—the highest rate in the world. On average, Swazi born in 2007 could expect to live for only about 45 years. The impact of HIV/AIDS has been especially grim for Swazi children. Over 80,000 children in the country are orphans. A child heads 15% of households in the country. Widespread poverty, disease and agricultural instability place the Swazi in a highly vulnerable position.)


In 2010 Palms for Life embarked on a major new project in Swaziland thanks to funding by USAID. This project has become Palms for Life’s flagship activity in the last 3 years encompassing all of Palms for Life’s key focus areas of education, food, water and sanitation. The project works with 120 schools, and impacts 42,000 children and surrounding communities.

The project focuses on equipping schools with improved water supply (for drinking, hand-washing, and agricultural production) and enhancing sanitation facilities. It also creates sustainable school gardens to improve food security for children, their families and communities in Swaziland at large.

images of trench diggers

Trench diggers

The project was launched in October 2010 and and will be completed at the end of May 2014. At present, all 120 schools have received improved water and sanitation systems. In many schools, gardens have been established and fruit trees have been planted. A total of 42,000 children have now access to improved water and sanitation in their schools in Swaziland.  Furthermore, an important part of the project is to promote local micro-democracies by establishing management committees in charge of maintaining and assuring the sustainability of the school gardens and the infrastructure. Another innovative element of the project is to engage young graduate students in doing the field work. These young men and women gain a hands-on experience in their country and receive continuous training by the project staff.

Palms for Life Fund was formally established as a local NGO in Swaziland in 2011.

Activities

  • Sustainably strengthen the water supply and food security systems for about 42,000 vulnerable school children and their families.
  • Implement a comprehensive scaling up of water harvesting/storage structures and sanitation systems in 120 schools and establishes/rehabilitates new school gardens.
  • Improve general water availability with a maximum capacity of 60,000 liters per school, consistency of supply, quality and access;
  • Provide pupils with access to 8-10 improved latrines per school and safe drinking water.
  • Improve the state of hygiene and overall health and nutrition in schools; and
  • Provide a secure water supply for garden production and cooking needs.
  • Establish productive, sustainable gardens of about 0.5 acres per school.
  • Dissemination of best sustainable practices to pupils and surrounding communities with extensive education and training on water harvesting, garden management, and sanitation through upgraded training facilities and developing targeted programs.

Expected Results

  • Pupils are taught agricultural skills, through the establishment of school gardens and the implementation of appropriate training programs, ensuring a much needed nutritional diversification and root crop component in school lunches and new water management skills that can be shared with the greater community.
  • Better health, hygiene, quality of education and most critically, enhanced food security, though improved water collection, access, supply and sanitation in schools.
  • Improved attendance in schools due to school transformation into an educational resource center for the community, using the Schools as Center of Care and Support strategy, extending benefits at household level and improved household health and hygiene.