learning of marginalized girls & women.

Many problems has raised that may hinder girls education

one of the problems are:

1.long distance

2.poverty

3.homeless

4.early marriages and may more has become the major reasons why girls do not access good quality learning. there fore by;

Supporting Slum and Homeless Street Girls with Disabilities in local areas to access quality Primary, and secondary Education.

Good School Toolkit: Creating a Violence–Free and Gender Equitable learning
Environment at School 
Creative Learning Centers for Girls of different ages in different areas of the country.
Keeping Marginalized Girls in School by Economically Empowering their Parents(teaching uneducated parents), 

building near classrooms , that has much innovations, not just a general learning system but technology based, thus far away reducing distances from their homes

financial supports to their parents , all these solutions may establish and support positive quality learning environments.will Increase access to primary school education to a big number of  marginalized girls.

Many challenges has raised that may hinder girls education

one of the problems are:

1.long distance

2.poverty

3.homeless

4.early marriage

The widowers among older men and  widows among elderly women are increasing. Lack of economic dependence has an impact on their access to food, clothing, and healthcare. Among the basic needs of the elderly, medicine features as the highest unmet need. Healthcare of the elderly is a major concern for society as aging is often accompanied by multiple illnesses and physical ailments.

Children Mortality and morbidity among children are caused and compounded by poverty, their sex and caste position in society.

All these have consequences on their nutrition intake, access to healthcare, environment, and education. Poverty has a direct impact on the mortality and morbidity among children. 

Community conversations:
 using community conversations to ensure that communities support the education of girls by changing the attitudes, perceptions and knowledge of communities about the education of girls. From baseline to end line there is evidence of progressive change. For example,here in Rwanda,  farmer communities that were strongly attached to livestock farming began to barter their younger girls and women’s education, more community leaders agreed that it is important to send girls to school and there were reported delays in ‘marrying off girls’.This is gradual change but demonstrates a breakthrough in community perceptions about girls’education of which we need to keep emphasis on it so that at least 90% of girls and women are educated with quality learning.

Reducing the gap caused by absence of female
teachers in school by:conducting roll calls in schools ; conducting weekly meetings to address emerging challenges to girls’ attendance; engaging parents to ensure that girls get back to school; monthly reports on emerging issues

for follow up; and mentoring girls on personal hygiene, maintain personal hygiene and restart school for those who had dropped
out. implementation of the project: to allow them to be better involved in school management during and after the project.

Though girls and as well boys have basic education in Rwanda, it does not mean they have quality education, it does not mean that all have access to quality learning, 

when i move around the local community i investigate through my own observations and compare to urban areas , education is totally different.

therefore my target population is local communities ,rural areas, as i was raised locally too. You may provide books, pens, but you forget to provide shoes , transport , this student will get tired of going to school every morning , with hunger or any other cases, especially girls , they get tired easily,

 going to school, attending is not what they call education, what is all about??

 improvement:funds is not an overflowing thing that will always be around ,Health is one of the majors, food supply to the needy homes to support their children , clothes, means of transport, all these mentioned motivates students especially girls, proving essentials at home, therefore :i prefer supporting their parents in agricultural or any other activities that will generate income! this requires teaching, meetings with the parents , so they can be educated in creation of income generating activities.

Many challenges has raised that may hinder girls education

one of the problems are:

1.long distance

2.poverty

3.homeless

4.early marriage

The widowers among older men and  widows among elderly women are increasing. Lack of economic dependence has an impact on their access to food, clothing, and healthcare. Among the basic needs of the elderly, medicine features as the highest unmet need. Healthcare of the elderly is a major concern for society as aging is often accompanied by multiple illnesses , as i said before all these are the challenges that has become the barriers for girls from accessing schools.

i  was once selected in students who was supposed to be helped go back to school by one of organisations called COMPASSION in 2000, but got nothing.

who was the members of selecting bodies?any selected individuals who chanced to have employed in that project could come and investigate about students who are unable to go back to school but the reason was , some one from urban to come and investigate in rural areas with no much information , or the local leaders could get intervened and select really the friends and families with out truth in it, i hope you got the same issues right??

my innovation in this is :we are Rwanda biodiversity conservation,  through community based conservation , we reach very big number of communities , we know poor families who cant even get access to schools, food, water, i was raised in a poor family, i know what it means by marginalized people or homes or community especially girls , here i include my sisters, who didn't attend schools yet compassion and other organisations were there. what technology needed in selecting children who cant access quality learning?? definitively there is none other than  , being committed and put yourself in the same situation , looking around , gathering information, step by step observations , home by home , this is only innovation that might work than the rest that have been used and still left gaps- on the same problem. 

my innovation in this is :we are Rwanda biodiversity conservation,  through community based conservation , we reach very big number of communities , we know poor families who cant even get access to schools, food, water, i was raised in a poor family, i know what it means by marginalized people or homes or community especially girls ,  what technology needed in quality learning?? 

blogs, wikis
social networking sites
virtual learning environments 
laptops, netbooks and tablet PCs
interactive whiteboards
Web apps
digital cameras, scanners, projectors
e-Learning
digital portfolios
augmented reality 
simulations
digital games
console games
remote-response systems
mobile/handheld computing
programming applications
pico- projectors
electronic books
Many of these first-order innovations fall in the category of technologies

 but again my concern now is , 

Web apps, computers ,laptops, netbooks and tablet PC, sin addition of computers are provided to schools by government , i will implement computer centers in local communities , i learn computer Microsoft word  and excel but since my secondary education till university i could not tell what it means by computer why? only at school, few computers being used by very many students ,  so this core technology will help local students especially girls , to access day to day  quality of their education.

e-learning system , will be one of the major core technology that will solve , coaching classes , every girl or any other student will access to lessons of next session in their vacation.

Once thought of as just a part of resources‘ i have  come to see how technology can be so much more than that. It can play a key role, and at times a leading role, in all elements of the teaching and
learning environment. Technology can shape, and reshape, who is the learner and who is the teacher. It can open up knowledge and content that otherwise would be less accessible, through access to open educational resources for example.

Many of these first-order innovations fall in the category of ―Web technologies a collective term for the  social web representing the online tools that facilitate collaboration, communication, and interactivity. These tools access many of the key ―21st Century Skills‖ and represent many of the
activities for learners outside of the school. As a result, these technologies make a natural on-ramp for evolving a learning environment. Yet even more critically, Web  technologies embody the perspective of many educational technologists and theorists that learning best takes place within
technology supported environments where learners individually and collaboratively consume and create content. in urban areas of the developed countries most technologies mentioned are being applied now. i am applying to solve problems through my laptop , this is a prove that these technologies will definitely work out for local communities 

 More educated girls and women will aspire to become leaders and thus -expand a country’s leadership and entrepreneurial talent. 

One of the pernicious
features of gender inequality is that it feeds on itself;
parents may have lower aspirations for their daughters than for their sons, and so their daughters too have lower aspirations for themselves. Yet, if given the chance, girls and women can have the confidence
and skills to be change-makers. A recent review of
the literature on women’s leadership found that most
women leaders started early, engaging in education and leadership activities as adolescents (O’Neil,Plank and Domingo, 2015). A number of cases—from
India to Rwanda—have shown that having women leading in their communities can make a difference,
driving policies and programs that improve family
and community well-being (Abbott, 2008).
It is the quality of schooling that really counts;economic growth is faster when girls (and boys)learn. Empirical research finds that more gender
equality in education is correlated with higher economic growth. In addition, research concludes that years of schooling is not an adequate measure of
educational progress. Instead, it is the quality of
schooling that matters.In other words, a big portion of the benefits of girls’
education come from not just being in school but
learning well while there.
More equal education means greater economic
empowerment for women

through more equal work opportunities for women and men. Education will
opens doors of opportunities for young women, especially when they cannot count on family wealth, property, or business connections. Women with
more years of schooling will be more likely to find employment, own and operate productive farms or firms, and earn higher wages. 

for example,
more education (and more inputs) for female farmers relative to male farmers increases farm yields by as much as 22% (Quisumbing, 1996). this happened in kenya.

More educated girls and young women will be  healthier and as adults they have healthier children. 
More educated mothers will educated their children, especially daughters. Numerous empirical
More educated women will be able to protect
themselves and their families from the effects of economic and environmental shocks. will create greater ability to mitigate adverse shocks, such as food price changes, that might reduce food intake.

Until the recent decades of drastic change in girls’ education in Rwanda after war and recovery, Rwanda functioned as a traditional patriarchal society. Young girls commonly bore children instead of staying in school and pursuing careers. Building confidence has been key in allowing girls to explore their potential beyond motherhood.

Before the recent drastic changes, men typically dominated science, technology, engineering and mathematics (STEM) fields, while females stayed home in traditional gender roles, some marrying and having children at very young ages. The recent focus on girls’ education in Rwanda opened the way for girls to feel safe pursuing education and to realize they have multiple options beyond the traditional gender roles.

Although , Rwandans have been achieving universal education goals , there is still a gap to fill, technology, is what is missing,  local computer sciences and technologies are missing, easy means of transport in local areas  and Rwanda’s total school enrollment rate need to be highest. With such determination in meeting, our  goals will need  foreign aid funds,to make sure that the  current and future endeavors in Rwanda get full of hope for continued success. therefore , a 0.03% will be added by my project as per now no numbers of my focus has been generated by my company, with much efforts and supports from your grants , together with government , girl's education will be of great achievement in Rwanda in few years to come.

We will directly support millions of girls to get the education they need to transform their lives and secure their futures.

We will  focus our efforts on equality, inclusion and diversity. Our programs will not  just work in classrooms with teachers, but also include communities, governments, religious leaders, family members and children in order to bring an end to gender inequality in education.

We will work with schools and teachers to help make our programs gender-transformation - so that girls understand they have the right to fully realize their potential and are equally deserving of the skills required to succeed.

because , In a perfect world, every child would be happy and healthy, free from hunger and want, and safe from neglect and abuse. They would grow up to reach their full potential to actively participate in the society. Today, that is not always the case. Millions of children live with the risk of abuse and exploitation. In fact, many children and youth all over the world experience what is called Commercial Sexual Exploitation of Children (CSEC) and Online Sexual Exploitation of Children (OSEC). These forms of exploitation can leave long-term and devastating effects on young persons most especially girls, which lead to developing physical, emotional, social, and psychological problems that threaten their futures.

we will  discuss with their parents and teachers  to help children and youth be aware, to empower them with the right tools to protect themselves

Death of one of the founders of the project,  unexpected ,if happens ,  this might cause fall of the project but as long as i know, that is  why we work in team. team members might not work under project objectives and thus this may hinder its accomplishment.

Among those barriers are hunger, lower social status,  early marriage, school safety and famine

early marriages 

Girls are entering into early marriages at an alarming rate.  They are often married early to alleviate their family’s financial burden, far before they are ready for marriage physically and mentally. this is the barrier to my project, parents might choose that their girl should be married by convincing her.

long distance

School safety remains a critical barrier for girls to attend school.  If the journey to school and the school environment are not safe, parents will not enroll their daughters, and girls will not attend only energetic boys will.

famine

Children are naturally hungry to learn, but face daunting barriers to attending school, especially girls.malnutrition  affects every stage of life and has severe consequences that can impact generations. Children born to malnourished mothers are at increased risk for disease and death. Chronically malnourished children face lifelong consequences in reduced mental capacity, lower retention in school and reduced lifetime earnings.

working with government leaders , local ones , creating meetings that teach awareness about;

awareness on Girls that entering into early marriages at an alarming rate.  They are often married early to alleviate their family’s financial burden, far before they are ready for marriage physically and mentally. this is the barrier to my project, parents might choose that their girl should be married by convincing her.

long distance ;School safety remains a critical barrier for girls to attend school.  If the journey to school and the school environment are not safe, parents will not enroll their daughters, and girls will not attend only energetic boys will, we will work with government on how to provide means of transport in local communities for students to access schools easily.

famine; Children are naturally hungry to learn, but face daunting barriers to attending school, especially girls.malnutrition  affects every stage of life and has severe consequences that can impact generations. Children born to malnourished mothers are at increased risk for disease and death. Chronically malnourished children face lifelong consequences in reduced mental capacity, lower retention in school and reduced lifetime earnings.

Teaching communities on how to create an income generating activities but again by providing some financial supports so that this project might not fail to be accomplished , letting them know that its their project not government's income. 

we are three individuals working together to attract others , through community conservation we have the target of 50 people, 

Team members 

Nathan KAMUGISHA : CEO AND THE FOUNDER 

Richard KARANGWA: DIRECTOR GENERAL

Francis KAZUNGU: PROJECT PLANNING DIRECTOR

Irene UWINGABIRE: PROJECT ADVISORY DIRECTOR

all are full time workers 

during the commence of the project , we will recruit other staffs including man powers and all will be communicated.

we are Rwanda biodiversity conservation, travelling and tour whole over the country through community based conservation, this gives us a big opportunity as known individuals to access to the big number of people in short period of times , our company is known , famous ,our company profile is known to be operating in local areas of local communities, we are known to be in activities of helping local people , meeting , teaching them how to solve human-wildlife conflicts , this gives us high chances of participating in this project concerning education in Rwanda.

we have visited orphanages , local schools , national parks, we have worked with tourists , we have learnt different cultures of different people around the world who come to us for different reasons , our compassion and commitment, selects us to be delivered to this challenge and gives us the chance of finding solutions.

all of us are educated with bachelors degrees, we have interpersonal skills, problem solving skills , self oriented of which every individual in us is able to work in remote areas under or without any high supervisions. 

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