The achievement of human development is heavily dependent on the development and empowerment of the 496 million women and girls who, according to the 2001 census, account for 48 per cent of the total population of the country. ? Women face disparities in access to and control over services and resources ? Bulk of the public expenditure and policy concerns are in ‘‘gender neutral sectors”

To conduct monitoring activities including gender based impact analysis, beneficiary needs assessment and beneficiary incidence analysis

To assess the impact of the policy/programme/scheme in a given sector and the extent to which the situation for men and women, boys and girls has been changed, in the direction of greater gender equality

Contingency including Books and stationary etc. 5% of the project cost 8. Overhead charges including rent, cost to the institute, etc 5% of the project cost. However, in case of UGC approved institutions or an institute wholly supported by Union or State Government the rates as applicable in the institutions.

The quarterly report for long term proposals and the final report of the short term proposals including proceedings of the workshop conducted should cover the following indicators in its report. ? Input indicators: describe what goes on in the project ? Output indicators: describe the project activity ? Outcome indicators: describe the product of the activity ? Impact indicators: measure change in conditions of the community The quarterly progress reports of the project should also include a certified statement of expenditure for the ne xt six-month period.

For training Workshops and Seminars ? Background /Need for the Workshop ? Objectives ? An account of the sessions ? Participants Observation/Feedback ? Way forward for future action and suggestions for policy making ? List of Resource Persons ? List of participants ? Programme/Agenda of the Workshop ? Evaluation/Feedback form

Generally the NGOs consider microfinance to be a tool that can mobilize people around other developmental issues like organization, empowerment, rights and livelihoods. Few seem to have considered that their involvement in microfinance should also be seen as a contribution to provide poor people with a sustainable banking system

According to the UN, more than 18% (1.2 billion) of the world’s population is comprised of youth, and the combined group of youth and children (those under age 15) makes up fully 40% of the world’s population today.2 This proportion is closer to 60% in the least developed countries,3 where youth lack adequate access to education, fi nancial services and formal employment.4

The United Nations (UN) defi nes ‘youth’ as people between the ages of 15 and 24 –

This unprecedented group of youth could offer a golden opportunity to build on the momentum of fi nancial access, economic and social empowerment and poverty alleviation achieved over the past two decades. But unless the unique needs of youth are identifi ed and creatively met, this group may also pose a critical threat to the progress achieved.

A large and growing share of young persons can support the economic and social development of countries, but can also pose considerable challenges, where countries do not have the capacity to ensure adequate investment, especially in their health and education, and where economies do not generate suffi cient productive and remunerative employment for young people.”

the current world economic environment exacerbates the challenges of youth poverty, underemployment and unemployment – making the need to focus on solutions all the more urgent

The emergence of youth microfi nance services specifi cally designed to stimulate entrepreneurship, innovation and sustainable growth is extremely timely, particularly from the standpoint of a development sector seeking to reinforce its commitment to social impact.

Financial habits and work practices formed early in life infl uence behavior in adulthood. Thus, combining fi nancial literacy training with access to secure savings and/or business start-up loans can help set positive fi nancial management habits, build assets, avoid costly pitfalls, establish a nest egg for future goals or emergencies and launch a revenue-generating enterprise.

Moreover, by reaching people earlier, fi nancial inclusion initiatives may not only inspire the next generation of clients to improved economic performance but might also pave the way for generations to come.

Over the past several years, an increase of donor funding directed towards the youth fi nancial inclusion sub-sector has enabled FSPs, YSOs and the organizations that support them to not only listen to and understand the needs of youth populations but

also make exciting advances in the development and testing of youth specifi c fi nancial services and products. These products and services combined with more refi ned monitoring and evaluation techniques that measure initial outcomes and results, is gradually convincing stakeholders that youth can be successfully served. Furthermore, there is a growing recognition among these organizations that many of their existing clients are youth and that their needs differ from those of adults.

Figure 1 depicts the Theory of Change developed by, involving a combination of financial education, social/livelihoods education and financial inclusion as a means for youth to achieve empowerment, socio-financial capability, and ultimately “economic citizenship”.

Financial habits and work practices formed early in life influence behavior in adulthood. Thus, combining financial literacy training with access to secure savings and/or business start-up loans can help set positive financial management habits, build assets, avoid costly pitfalls, establish a nest egg for future goals or emergencies and launch a revenue-generating enterprise. Moreover, by reaching people earlier, financial inclusion initiatives may not only inspire the next generation of clients to improved economic performance but might also pave the way for generations to come. As the practice of youth micro finance evolves, the financial inclusion sector has begun to document important findings and challenges in serving youth.

Greater economic citizenship can be achieved through “thrift” whereby responsible economic and civic engagement promotes reduction in poverty, sustainable livelihoods, financial wellbeing and rights for self and others.

The commitment of leadership and staff to the youth program plays a central role in its advancement and long-term potential. Many of the cases point out the importance of leadership support and describe the training they use to ensure that staff have the ‘buy-in’ and ‘know-how’ to effectively serve youth.

SOCIAL FINANCIAL CAPABILITY

ECONOMIC CITIZENSHIP

EMPOWERMENT

FINANCIAL EDUCATION SOCIAL AND LIVELYHOOD EDUCATION

FINANCIAL INCLUSION

OUT COME

Reduced Poverty Sustainable Economic &

Social Well-being Sustainable Livelihoods Rights for Self and Others

Research and experience have shown that even very young people do frequently have access to small amounts of money – often given to them by relatives or earned from odd jobs – but that finding a safe and secure place to save can be a challenge. As savings grow, the flexibility of these funds to cover educational expenses, household emergencies, small business investments and other needs is invaluable.

The potential multiplier effect of instilling good savings habits early on in life may have substantial long-term impacts on poverty alleviation.

example, provides evidence demonstrating that children whose parents regularly save were significantly more likely to save, themselves, as well as to show higher baseline financial literacy than children whose parents do not save

Vision, “Access to affordable financial services for all

Foundation is helping people living in poverty to access opportunities to learn and prosper.

Financial literacy influence saving and spending behaviour and promote a smooth transition into adulthood. services are accessed by youth in weekly or biweekly group meetings of one to two hours, depending on the availability of the youth. The training aims to increase the financial capability of the youth

Youth are mobilised through parents, local leaders and trusted members of the community. The positive effect of parents’ involvement in the programme is multi-layered. First, the knowledge that parents gain can lead them to provide greater emotional and financial support: parents encourage their children to save, as well as make their own contributions to their children’s savings. Second, the parents can help safeguard youth, in particular minors, against risky behaviour while using fi nancial products. Third, un-banked parents often become banked once they observe the benefits the programme gives their children. Fourth, the parents become ‘ambassadors’ of the programme as they encourage other youth and members of the community to try the products. Fifth, the parents’ involvement improves UFT positioning and visibility in the community and gives UFT an opportunity to better understand the financial service needs of both youth and adults. Beyond involving parents, the programme also provides fi nancial and social mentors to account holders under 18. The mentors are drawn from a pool of local volunteers. Financial mentors support minor youth during account opening and withdrawals, while social mentors work with them during the education sessions.

services that include entrepreneurship and fi nancial literacy training, health tips, career guidance, internships and apprenticeships. U

The sessions are delivered by youth fi eld offi cers, trained social mentors and patrons in the communities where the youth live or study. They are held in a safe place where youth can meet regularly and feel comfortable.21 Meetings usually take place on Saturdays or Sundays, during school holidays and/or in the evenings, in order to accommodate the youth’s schedules.

Challenges and Sustainability It is still too early to gauge the sustainability of UFT youth products, but UFT views its work with youth as an investment in the future and is making efforts to compile reliable projections and useful data.

Youth involvement during initial stage bringing the services closer to the youth and their communities made the youth feel honoured.

Community involvement

The accessibility of savings products and fi nancial education programs tailored to low-income girls has signifi cant implications for girls’ economic and social empowerment. By cultivating an understanding of the importance of saving, building saving habits, and opening savings accounts that they control, girls develop skills in asset accumulation, risk management, and goal-setting. With these skills, girls are better equipped to plan for the future.

Our mission To create a better life for people, to promise to bridge the poverty gap by empowering poor communities. 4.3. Organizational values 1. Professionalism: The Staff and volunteers engaged by Ahadi acts at all times with integrity, providing quality service, being reliable and responsible. 2. Responsiveness: Ahadi Kenya will advocate and influence the development of policy that will inform the management of jiggers in Kenya. 3. Diversity: Ahadi embraces the diversity of all Kenyans. We believe that both men and women must be equitably and actively involved in decision making and problem solving in order for the community to thrive. 4. Partnership: Ahadi will nurture and foster partnership with relevant stakeholders with a view to achieve its objectives. 5. Advocacy: Ahadi will continue to create awareness and build capacity on pertinent issues towards our goal of bridging the poverty gap and enhancing the realization of jigger free society. 6. Financial Sustainability: Ahadi believes that our work must never b challenged by lack of resources and therefore commits to sustainable financial and fundraising strategies

Ahadi Kenya Believes That 1. All Kenyans have equal rights and all Kenyans deserve a healthy life. 2. Solutions of community specific problems can only be sort by the community people themselves through their active involvement. 3. To achieve lasting solutions to most of our community problems, the root causes of the problems must be addressed along with the symptoms. 4. It is possible to bridge the poverty gap, to have a healthy and jigger free Kenya.

STRATEGIC ANALYSIS An analysis of the strength and weakness allows an institution to appreciate its capacity to fulfill its mandate 5.1. Strengths ▪ Ahadi has in place administrative structures; ▪ Good leadership and management practices; ▪ Energetic and competent personnel; ▪ Ability to provide quality services; ▪ Good relations with development partners; ▪ Contribution by our networks towards projects in the communities ▪ Well developed networks and centers ▪ Availability of human, financial and physical resources; ▪ Strong linkage with government

Opportunities ▪ Availability of professionals; ▪ Strong linkages with corporate ▪ Availability of volunteers. ▪ Strong linkage with government ▪ Usage of media ▪ The new Constitution

Threats ▪ High cost of living ▪ Rising donor fatigue ▪ High taxation rates; ▪ High inflation rate, ▪ Increase of poverty among the poor. ▪ Family disintegration i.e. poor upbringing of children and trial marriages.

COMPETENCY AND SKILL ANALYSIS

The Board of Directors The Board of Directors will review progress on quarterly basis, review and update the plan annually as needed. The principle role of the Board of Directors is to provide a strategic framework within which Ahadi secretariat executes programmes/projects. There is need harness other professionals to join the board who with them will bring value by contributing their competencies. Ahadi will work on a knowledge transfer structure to enhance internal capacity for continued sustainability.

6.2. The Secretariat Strengthening institutional capacity will go a long way in increasing the ability to carry out the activities whose impact can be felt in the long term. Lack of capacity, up to date facilities (slow internet and age and state of computers, power back-up), and inadequate staff policy and guidelines are some of the major hindrances. There is need for induction capacity building training on the secretariat. Ahadi will reorganise its structure for more effective delivery of its goals and objectives. The proposed new structure will bring on board a media and communication officer.

STRATEGIC DIRECTION The strategic direction and goals included in this plan are the Ahadi Kenya Trust response to its understanding and need to halt and reverse the spread of jiggers while sensitizing communities on key topical issues with a view to bridge the poverty gap. Ahadi Kenya Trust key focus will be on research, capacity building, awareness creation and

dissemination of materials to key stakeholders including; the government ministries, relevant civil society, corporate and the public at large. The activities will be structured by Ahadi’s project activities in communities

Our goals

Advocacy Ahadi will make an effort to advocate and lobby for policies and practices that are supportive of jigger eradication processes and sustainable livelihood projects.

Resource development Ahadi will continue building a strong financial base that incorporates multiple funding sources, strategies and methodologies so as to ensure a strong healthy financial base for operating Ahadi Kenya Trust.

Organizational Leadership and Governance Ahadi will ensure diversity of the board and place emphasis on participatory approach structures in project management. Ahadi will have clearly defined and distinguished roles and responsibility for both directors and the secretariat.

Staff Ahadi will create an environment which staff members and volunteers feel valued and supported in what they do and understand their contribution to our mission. We will continually encourage volunteers to contribute through awareness creation on their key role in eradicating stigmatization. Ahadi will provide staff with the resources necessary to successfully meet the goals of the organization effectively and accountability. An internal knowledge transfer strategy will be established to enhance the capacity of staff at all times.

Strategic Direction plan for 2012 -2014

7.1. Democracy and Governance Component Ahadi Kenya Trust will enhance the realization of rights and effective exercise of civic duty among its constituent through training. This component will focus on awareness creation on different topical issues e.g. the new Constitution and upcoming legislation that is of relevance to our target audience with a view to enhance the effective participation of this marginalized group in democratic processes. This component activity will focus on awareness creation on the Constitution and upcoming legislation and peace building and reconciliation. This component will also advocate for the development of official policy on jiggers management in Kenya.

Strategic actions: a) Hold capacity building and awareness creation trainer of trainer (TOT) workshops with all social workers within our networks. b) Hold awareness creation workshops (formal and informal) with the communities. c) Identify and facilitate sustainable peace building initiatives that could be adopted among our constituents. d) Partner with the Independent Electoral and Boundaries Commission (IEBC) with the registration of jigger infested population.

Wellness, hygiene and health Component Ahadi’s goal is halt and reverse the spread of jiggers, in this regards Ahadi will seek to advance the fight against the spread of jiggers with a view to realize better healthier lives for all as well as bridge the poverty gap. This component will focus on the treatment of jigger infested persons, the fumigation of their homes and schools, home visits of the affected and the registration of the jigger infested persons for statistical records and tracking of progress. This component activity will include treatment, fumigation, registration and home visits. Strategic actions: a) Baseline survey on jigger infestation and trends in Kenya b) Mobilize sufficient resources. c) Build capacity of affected communities, home based care givers and other volunteers. d) Initiate and facilitate hygiene clubs in schools. e) Develop Information Education and Communication (IEC) and training material on jiggers. f) Lobby government and the relevant ministry for the provision of one medication that will serve as both treatment and a fumigant.

Empowerment and livelihood Component Key to the realization of our vision, Ahadi will build the capacity of the communities with a view to enable their sustainable existence and development. This component will focus socializing the jigger infested population (adult or children) back into society through formation of youth and women empowerment groups and rehabilitation which includes facilitating in come generating and livelihood projects as well as facilitating school dropout access to education. The component activity will include training and provision of equipment/seedlings for bee-keeping and banana planting projects for the adults and provisions of shoes, books and other stationery for the school going children. Jigger infestation is one of the causes of disability; there is therefore need for Ahadi to partner with persons with disability as key stakeholders in the fight against disability as a result of jiggers. Strategic actions: a) Create awareness on the jigger menace, its causes and preventative measures. b) Offer training on livelihood projects. c) Community seminars on the plight of the jigger infested population and their role in socializing the victims back to society d) Consultative forums with schools and teachers on the victim stigmatization

Communication and External relations Component Ahadi will endeavor to establish and maintain partnerships with government ministries, like minded civil society organizations (CSO) and other relevant stakeholders in the fight against the jigger menace and poverty in Kenya and beyond the borders. Strategic actions a) Identify likeminded CSOs and relevant stakeholders. b) Establish an umbrella body of likeminded CSOs and stakeholders c) Lobby government for a jigger awareness day d) Advocate for preservation of jigger samples at the national archives as historical records. e) Lobby Ministry of Education for the inculcation of training on jiggers. f) Forge partnership with Media.

Finance, Personnel and Administration Component Ahadi has clear financial guidelines that guide financial reporting and annual audits, the administrative and personnel policies incorporate the ownership of programme and project activity. Ahadi will endeavour to enhance its institutional capacity of the staff. Strategic actions: a) Resource development b) Strengthening our financial technical capacity by reviewing and updating financial systems, practices and documentation. c) Harmonizing financial systems and processes to bring them in line with any new requirements of our funders and programme partners. d) Ensure that all staff have appropriate position titles and job description e) Enhance orientation programs and support staff participation and advancement in professional development

MONITORING AND EVALUATION Ahadi is committed to monitoring overall progress as well as a systematic assessment of the accomplishments and effectiveness of the strategic plan objectives and strategies. The indicators specified in the attached logical framework will be used to monitor project activities.

Breaking the Cycle: From Poverty to Financial Security for All  Over the course of a lifetime, everyone will interact with various systems — health, justice, education, the tax code, and others — that have a profound impact on our financial security and economic mobility. In low-income communities and communities of color, structural biases within these systems often create significant financial hardship that result in the loss of family and community wealth across generations. The field of financial security seeks to put policies and practices in place that connect individuals and families to the full set of financial resources necessary to stay out of poverty. In this institute, experts from various fields will discuss the role of financial security plays in building an equitable economy, providing attendees with practical tools and strategies on how to incorporate financial security measures into spaces not traditionally associated with finance, such as health, education, and justice reform. 

Collective Impact in Action: Getting Big Results for Big ProblemsAcross the nation, local leaders are using a collective impact framework to create collaborative, cross-sector initiatives that tackle deeply entrenched racial and economic disparities. In this skills-building session, designed for those who are planning or are in the early stages of implementing a collective impact effort, attendees will receive guidance in operationalizing a collective impact framework that is infused with

equity. Participants will leave better equipped to move from discussion to action; use data for learning, continuous improvement, and shared accountability; achieve impact commensurate with the scale of the problems; and mobilize leaders who are courageous enough to take on the structures that are impeding just and fair inclusion.Leveraging Equity for Economic Growth This institute explores the potential — and challenges — of pursuing equity and economic growth simultaneously. This session will open by establishing an overall framework of effective equitable economic development practices, including project design, business development strategies, workforce training innovations, and economic inclusion agreements. Next, panelists will unpack how these strategies play out in real-world circumstances through case studies of three large development projects designed to spur employment and economic growth: the reuse of a former army base in Oakland, California; a biotech research park and mixed-use neighborhood in East Baltimore, Maryland; and the repurposing of the Brooklyn Navy Yard for manufacturing in New York City. The session will conclude with an in-depth discussion of local hire and community benefit agreements.To maintain and establish links with organisations devoted to the empowerment and advancement of women and with other institutions concerned with social development and research The Agro Processing Project   began in 1993 to give support and impart skills to survivors of rape and sexual violence. Research has shown that often survivors are not skilled nor are they in any financial position to take control of their lives and move away from the abusive environment.The Ten-week (10) programme, which aims to give needy survivors a head start seeks to empower the participants in culinary skills. In addition to the skills training component of this programme, there are individual and group counselling sessions, a Health Education workshop and a small business training component. On an average, 12-15 women participate in these programmes/cycles per session. In the year 2001 one male participant was registered. Every year 3 or 4 programmes/cycles are conducted.4.Basic and Advanced Counselling Courses   are provided yearly to sensitise our members and the public in dealing with issues of sexual and domestic abuse. Volunteers/members of the society are expected upon acceptance to participate in the basic counselling course. These courses are also opened to the general public. A cost is attached to these course with a member and non-member fee structure. These fees cover the facilitators’ stipend, meals and other administrative expenses.5.Public Speaking /Outreach workshop: This workshop trains personnel(Volunteer members)in the art of public speaking on the issues of sexual violence which enables the society to facilitate the many requested outreach programmes.

CHILD GUIDANCE CENTRE (CGC)MissionRestoring and Strengthening Emotional Wellbeing of Children and Families :Beyond the families best effort to give their child an accomplishing and joyous life, the journey of all children do not follow an expected pathway. Some children experience sadness, guilt, worthlessness, fear or respond to others in anger, may harm themselves or others and the like. Some children may be limited in their attention concentration, ability to stay focused, ability to learn academics, social skills, peer relationships. Yet all children deserve opportunities to dream for their lives, experience happy lives and reach their fullest potential. 

ServicesChild Guidance Center offers families comprehensive diagnostic assessments by qualified team of Child development professional, Child counselors, Psychiatrist, Psychologist and Speech therapist. It offers specialized screening and diagnosis of children suspected of, at risk of or showing learning, behavior, attention, and developmental difficulties. 

Our team helps the child and family in recognizing what is coming in the way of success and happiness and find ways to make life bloom despite the limitations.

Assessment Services of the Center are available to families with young children up to the age of 12 years. Parents who are concerned about the child's learning, emotional and behavioral difficulties can contact the Centre from assessment and guidance. Families from any region, socioeconomic status can seek services at a nominal fee. Parents are met through appointment when the child and the family are worked with individually and exclusively. 

Guiding PhilosophyThe development of a child is shaped by his or her unique biological, psychological and social environment. Thus to understand the child, the team works together with the child and family to discover his or her unique profile and find ways to reach the goal post of success and accomplishments through the child's emotional and cognitive abilities within its family situation.

Comprehensive assessments by multidisciplinary team calls for 8-10 assessment sessions with the child and the family. Care is taken to economize the visits of the family to the Centre by planning more than one assessment session on a day

so that it is child friendly and parents and the child's life is not disturbed on account of the visits to the Centre by planning more than one assessment session on a day so that it is child friendly and parents and the child's life is not disturbed on account of the visits to the Centre. 

CHILD CARE CENTRE (CCC)

A Child Care Centre (CCC) has been established to provide hands-on experience to the trainees undergoing training at the Institute. The Child Care Centre (CCC) aims at holistic development of the child. It follows play-way and activity approach to provide a stimulating environment for holistic, i.e., intellectual, social, emotional, physical and language development of the child. The ECE programme is planned taking into account the developmental needs of the children. The child-centred programmes at CCC reflect a balance between individual and group activities, free play and guided activities, active play, indoor and outdoor activities and activities to foster all aspects of development. 

To provide a variety of experiences to children, the Centre undertakes activities like free and structured conversation, rhymes, songs, story-telling, story making, music and movement, dramatization, indoor play activities with blocks, beads, puzzles, etc., doll play, puppet play, clay modelling, outdoor games and activities like running, jumping, hopping, balancing, sand play, water play, gardening, nature walk, etc. 

Annually the Child Care Centre enrolls 30 children in the age group of 3-4 years from low income groups belonging to the neighbouring localities like Shahpur Jat Village, Huaz Khas Police Colony and NIPCCD Campus, for the academic session starting from April to March. The centre is run for three hours every day from 9:30 a.m. to 12:30 p.m. Every year, the Centre celebrated festivals like Raksha Bandhan, Janmashtami, Holi, Diwali, Christmas, Eid, Universal Children's Day, Independence Day, Republic Day and birthdays of children attending CCC. 

Regular Mothers Meetings are organised at the CCC on various themes, namely, orientation to the programmes and activities of the CCC; and importance of play and organising play activities at home; malaria and dengue and its prevention; diarrhoea and its management; making soft toys for children, etc. A competition on toy making/ nutritious recipe is also organised for mothers of children attending the CCC, every year.

During the year, students from teachers' training institute and students from various universities visit the Child Care Centre. The purpose of these visits is to observe the pre-school education being imparted to children and have interaction with the children at the CCC. 

On the occasion of Children's Day, a two-week long mela - Vatsalya Mela was organized from 14- 30 November, 2013 at Dilli Haat, INA and Pitampura. Vatsalya Mela is a celebration of childhood and womanhood, inviting you to foster and engage in all that is nurturing, empowering, enlightening and enabling for the child and the woman to enjoy their rightful place in the family, the workplace and society, free from threat or fear of violence in any form. At Dilli Haat, INA a model anganwadi was set-up in one corner, which was attended by the 28 children from Child Care Centre of NIPCCD from the 14-30 November, 2013. On these days, the model anganwadi was buzzing with their day-to-day activities, every day, live for all to watch. The children watched cartoon film, magic shows, puppet shows, sang songs and danced merrily together. Children also participated in the various competitions like fancy dress competition, racing, drawing and painting competitions and won prizes.

EMPOWERING THE INDIVIDUAL TO DISCOVER FULFILLMENT, JOY, AND PEACE OF MIND

Motto:I AM, THEREFORE I CAN IN EACH ONE OF US   

Our Primary focus is on training and coaching each individual or group – giving options to THINK and ANALYSE before acting. The old adage “if I knew then what I know now.” Once this is implemented in one’s life, there is a significant decrease of negative consequences that individuals face when the wrong choices are made.This in essence symbolizes: –              DON’T JUST DO YOUR BEST BE THE BEST ……..People often find it difficult to function within and via standard social structures, which are not always congruent to the challenges faced, hence, as a result, negative consequences occur– for both the individual and by extension, the society.Our primary focus is on training and coaching each individual or group – giving options to:Becoming better individualsFor as suchBetter individuals = better fathers, mothers, employees, leaders, neighbours, friends, and members of society –   A TRANSFORMED YOU!!

FYF’s approach lies in that we all have the opportunity each day to become the best human being God has made us to be. Life is different for each person. Although there may be broad blueprints, there are alternatives that advocate finding preventative personal paths towards successfully managing all aspects of life. The issues may be comparable; however, perceptions and resolutions are different for each individual.Thus, our themes are designed to facilitate very realistic approaches to managing life. This realism increases awareness, fosters motivation, creative thinking and understanding of God’s purpose.               We also recognize that there may be issues beyond our capacity of facilitation and counseling. In such cases, the individual is immediately referred to a qualified practicing specialist (medical doctors, clinical psychologists, and psychiatrists) for further evaluation and treatment.FYF is registered with The Life Skills Unit at the Ministry of Science, Technology, and Tertiary Education.Our affiliation and experience have been and are with the following agencies – both local and international.  In collaboration with Dr. Algernon Felice – Wisconsin – USAClinical Psychologist & Educator.Cultural Diversity Consultant.  ROYTEC (UWI) Radio SegmentsCharity links to Domestic Violence Safe Houses and Orphan’s Homes, and displaced families   FYF presents its sessions on two parallels   :- IndividualGroups (inclusive of workshops, retreats)

INDIVIDUAL SESSIONSFYF has a strong foundation of one-on-one sessions, whereby we advocate that career positions, religion, race, culture, background or any such variables – are not factors we embrace prior to engaging clients.People can comfortably express their innermost thoughts, challenges, fears, dreams without being judged. We aim to establish a sense of responsible decision making in an effort to prevent the negative consequences that continuously occur. The most meticulous confidentiality is applied by all involved.This brings a level of high reassurance to the client – as well as being able to‘cleanse’ and remove behavioural toxins that hinder the individual from being the best they can be, and allow for this deep releasing to be a blessing to others. When we share our story, it can be the preventative method for another person. 

GROUP SESSIONS / WORKSHOPSFYF themes are presented for intense realistic interaction.Group participation lends to interpersonal sharing, support and empathy. It also creates the opportunity to learn more about each other and oneself, followed through with continued support and networking.Groups are scheduled between twenty (20) and twenty-five (25) members. However, we also address much larger groups at our clients’ request.Delivery Methodology Our delivery methods are presented with the objective of leaving a lasting impression on the minds of the participants. Therefore, whatever method is chosen, the realism of the subject matter is priority in our presentation. Consequently, the participant has a very clear illustration of the area under discussion and the consequences of their choices.Methods employed are as follows:-      Group interaction/activity (via testimonies from either participants, facilitators or peers),Handouts,     Role plays (exploring understanding for progressive development),     Case studies (relative to personal or known situations),     Power point presentations,     Vivid presentations (multi-media)     Inspirational movies or short clips,     Supporting co-facilitators in the specific topic areaFYF incorporates Interactive Scenarios (productions) in selected themes to assimilate actual life experiences. This assists in allowing clarity to take root in the minds of the individuals and remain long after they leave our sessions.These scenarios are either    Premeditated,    Spontaneous,

    Monologue    Group interaction    Role plays    External interaction.FYF implements and guides participants to develop and maintain:A Personal Portfolio (hard or soft copy) which includes general and confidential information and references. It operates as a guide, a testimonial, more significantly as a unit of measurement of progress – in other words“their story”.The Feedback Form allows our development team to identify what works and is applicable versus what doesn’t, assessing how best we can continue to improve our services that would wholly benefit our clients.  Facilitators FYF utilizes skilled, qualified, experienced individuals to present our themes. Our facilitators are a pool of dedicated individuals from diverse walks of life with the necessary life experience which enhances their capability to communicate efficiently and with the desired results.Knowledge, experience, creativity and capabilities are qualities our facilitators impart to ensure full understanding of the modules.  

References:  Dr. Algernon Felice Clinical Psychologist & EducatorEmail – dr.al@diversitycontact.comHttp://www.diversitycontactwordpress.comTelephone Contact – 1 608 225 2341Dr. Anthony BowrinDean – University of the West IndiesEmail – anthony.bowrin@sta.uwi.edu Mrs. Margaret Sampson-BrowneRetired Commissioner of PoliceManager of – Victim & Witness Support UnitEmail – margaretsampsonbrowne@gmail.comTelephone Contact – 868 628-4277 – ext 12634 or 12609 Mr. Peter BloodFeatures EditorC/O Trinidad GuardianEmail – bloodline@ttol.co.ttTelephone Contact – 868 620 4772 Mr. David DedierManagement ConsultantEmail – dedier@tstt.net.ttTelephone Contact – 868 689-7692 Ms. Jenelle BraithwaiteFBO – Breaking D Silence MinistryEmail – j_braithwaite@gmail.comTelephone Contact – 868 379-0896  SummationFYF Organisation and its members are committed to our mission statement. We are duty-bound to add value to those who cross our paths, whether professionally or personally. Life ought to have substance and positive meaning to our time here, and giving those who may not have had the opportunity, avenues towards prevention and better management of life.FYF provides techniques towards the knowledge and acceptance of that truth – which comes from honest analysis of self towards – choosing to be better individuals, thus living a God purposed life.“Greater is He that is within thee, than he that is in the world.”PROJECT DETAILS:

Name of project:      

Brief description:      

Australian Embassy Kyiv

Amount sought in AUD:      

Recipient country:      

Location (e.g. town/province):      

Name of applicant      

Address for correspondence:      

PROJECT DESCRIPTION YES NO

A. Does the project have clearly defined developmental objectives?

B. Does the project focus on:

B.1. poverty alleviation?

B.2. community-level health, education and sanitation?

B.3. enhancing sustainability through restoration and protection of the environment and facilitating

sustainable growth?

B.4. basic human rights?

B.5. rural development?

B.6. gender equality?

B.7 conferences or training?

B.8 cultural or sporting activities?

B.9. disaster relief?

B.10. other – please note

Will this project have a lasting result (except where disaster relief is concerned)?

(i.e. will something lasting be achieved or will conditions/circumstances remain exactly

the same as before?)

Please specify:

Has the applicant been funded before? If so, please specify:

What type of organisation is the recipient organisation?

(e.g Academic Institution/ C'wealth Development Agency /International Research Centre/

MDB (Multilateral Dev. Bank)/ NGO – Aust/ NGO - O/Seas/Other/Other International Agency/Other Multilateral/Private Contractor/Public Contractor/Recipient Government/

Regional Organisation/Trade Union/United Nations Organisation/Unknown)

PROJECT RESOURCES

Will the applicant be contributing resources to the project?

Explain:      

Please describe the timeframe for the project and provide the draft budget (budget can be presented in a separate document)Explain and present the proposed timeframe and budget:      

Where the project involves conferences and training, are the results likely to be put to use

after completion of the project?

Explain:      

Has the applicant secured a source of funding for any recurrent costs, if applicable?

Explain:      

Additional Information: (please feel free to provide any additional information not covered by the above questionnaire which you think might be of relevance to the Selection Committee and would advance your project).

     

Direct Aid Program (DAP)

The Objective The Direct Aid Program (DAP) is a flexible small grants program funded by the Australian Government operating at 45 Australian posts funding projects in over 68 countries. The aim of the DAP is to advance developmental objectives and address humanitarian hardship in developing countries, while at the same time supporting Australia's international relations and public diplomacy objectives.

DAP is available on a not-for-profit basis to individuals, community groups, NGOs and other entities engaged in development activities in countries that are eligible for overseas development assistance. The program focuses on supporting small-scale development projects and activities that involve the beneficiaries in the identification, design and management of the projects.DAP is primarily aimed at supporting small-scale sustainable development projects and activities that are participatory in nature and, preferably, which actively engage the beneficiaries in the design, development, and implementation of the project. The DAP is meant to create multiplier effects.

Suitable activities Special attention will be given to activities that alleviate poverty and contribute to developmental outcomes, and that address gender equality and women’s empowerment. In particular, consideration will be given to projects that aim to:

a. advance equal access to gender-responsive health and education services;

b. increase women’s voice in decision-making, leadership and peace-building;

c. empower women economically and improve their livelihood security; and

d. end violence against women and girls at home, in their communities, and in disaster and conflict situations.

Special attention will also be given to the needs of children, youth, and other disadvantaged groups within a local community. Projects that have environmental dimensions are equally highly suitable.

Some sectors suitable for funding also include: community health; schools/education; small-scale infrastructure; rural development. Consideration will also be given to disaster relief operations.

In some circumstances, projects related to the preservation of culture and sporting, projects with clear developmental links may be appropriate for DAP funding. Examples would include: activities of historical and cultural significance that contribute toward the development of a community and a sense of community identity (e.g. preservation of documents, artefacts, sites, and buildings); and providing sporting equipment, particularly to disadvantaged communities, or funding sporting activities that focus on skills and employment creation.

Conferences or training workshops may be suitable for funding where a compelling case can be made for clear skills transfer, or other tangible or developmental benefits for a group of disadvantaged people. This would apply to suitably qualified delegates, usually for individuals or very small groups. An example would be sponsoring a health professional to attend an AIDS conference or AIDS training workshop, where the health professional plans to transfer his/her newly acquired knowledge or skills to the broader community.

In some cases, limited DAP funding to pay for professional consultants and advisors, or for extra-ordinary administration or staffing costs associated with a project design and implementation, may be appropriate.

However, such funding should be in small proportion relative to the overall project, and should not constitute a major cost component.

Projects involving family planning services and advice may be suitable for funding, subject to the national laws of the host country. To be eligible, activities must be able to be implemented within a short period of time. That is, the projects will have an identifiable outcome by the end of the Australian financial year (July every year) in which the money has been granted. Such short-term outcomes could take the form of an immediate achievement within a larger, longer-term goal.

Application process

DAP is administered through Australia's overseas diplomatic posts. The Program for Ukraine is administered by the Australian Embassy in Kyiv. The maximum amount applicants can request is 60,000 Australian dollars.

Applicants are requested to acquaint themselves thoroughly with the above guidelines and submit their application form as soon as possible. Only successful applicant/s will be contacted.

Applications must be submitted electronically to the Australian Embassy in Kyiv at AustEmbKyiv@dfat.gov.au with the word “DAP” in the title or by mail to Australian Embassy, 13A Kostelna Street, Kyiv.