World Vision Canada

Your Generosity is Helping Kids and Parents Pay it Forward

Building a bridge between child and sponsor

22,898 children attended early childhood development centres.
489 early childhood development centres were established or improved, meeting the set quality standards for young children's education.
226 early childhood development teachers received curriculum training, equipping them to better support young children's learning.
1,193 parents and caregivers received training in ways to support their young children's early development, reading and numeracy skills through play.
110,288 children attended in-school or after-school literacy activities.
698 Unlock Literacy reading clubs achieved set quality standards, creating fun and educational settings to develop children’s literacy.
15,129 community members were reached through awareness sessions and information on the importance of education.
60,978 young people participated in groups and clubs bringing them together with their peers to learn new skills and develop positive values.
9 schools offered adapted infrastructure for students with disabilities.
9,103 caregivers received training to support their children's early reading skills using the Unlock Literacy approach.
912 members from school management committees and parent teacher associations received training, equipping them to be effective in their roles.
3,347 teachers received training in topics such as literacy, early childhood development and child-centered approaches.
121,437 reading materials were provided to schools and communities in support of children's education.
163,651 books were shipped, supporting children's education.
20,967 youth have completed life skills training through World Vision programs.
3,785 female and male youth completed values-based entrepreneurship and job skills training through the Youth Ready curriculum.
948,594 children received school supplies and resources for their education including books, backpacks, uniforms and bicycles.

Results of World Vision Canada's projects between October 2020 and September 2021,
in partnership with Global Affairs Canada and other institutional donors

Our approach

Why is child education so important in the developing world?

Children who are not in school are at greater risk of exploitation and early marriage. They’re on track for a much lower income once they grow up. This limits the future for their own children.

Access to education is one of the most effective ways to move families out of poverty and into a brighter future. Even the most basic education – reading, writing and arithmetic – can open doors to futures that would otherwise be shut tight.

Adults with even a basic education are better equipped to run a business – for example, to keep accurate records and to secure loans to expand their ventures. They can read correspondence from potential business partners and write responses.

Girls who stay in school are less likely to marry early, contributing to their overall health and well-being. They can more effectively teach their children, helping lift an entire generation.

Why are so many children out of school or illiterate?

School itself can be a challenge, prompting many children to leave. Teachers are often poorly trained in basic skills like reading instruction. The schoolroom may be so packed with students (sometimes 100 at a time) that there’s no place to sit or work. The learning materials may be inadequate, with books printed in a language that the children don’t understand.

Home factors may also influence a child’s ability to learn in school. A child may be hungry and struggling to concentrate, or battling an illness like malaria. They may be sick from the dirty water in their communities, making school attendance impossible. If a child’s parent is ill or has died, added burden falls on older siblings to work or look after younger siblings.

Add to this the possibility of harmful cultural norms and practices (such as child marriage) that prevent children from attending and completing school. Policies to support children’s school completion are not always well reinforced, prompting some parents to curtail a child’s education after just a few years.

Why are girls especially at risk?

Girls are often prevented from attending school even when they’re eager to so. Child marriage and other harmful cultural practices can bring a girl’s education to an abrupt halt. While many countries have policies in place to prevent early marriage, these laws are not always enforced or supported with education for families.

Girls are at also at risk of sexual trafficking and gender-based violence, in schools or on the journey there. Lack of safe latrines is another major issue. Many girls tell us that they’re least safe when taking breaks in between classes.

How is World Vision helping to improve access to education for children living in poverty?

Improving child education is a priority for World Vision. We do this in six ways:

Engage the community: Schools function better – and students learn more – when parents and other community members are involved. Girls, especially, benefit from our work to teach communities about the rights of all children, and the importance of supporting girls in their learning.

Partner for change: We partner with other experienced organizations to learn from their expertise and implement their good ideas in our program areas. We share our expertise with others, partnering with local ministries of education to reach more broadly.

Improve facilities: Clean water or safe latrines near the school can keep children safe while learning and encourage attendance. Furniture, like desks, makes it easier for children to work at eye level.

Support effective teaching: We work with local education ministries and international organizations that support teacher training, so that teachers have the tools they need to improve their classroom environments.

Build volunteers’ capacity: We provide technical training and offer self-directed learning opportunities for volunteer tutors during and after school. Extra help can make all the difference for a child who has fallen behind and is considering leaving school.

Support local learning resources: We are creating locally relevant reading and learning materials so that children can learn what they need to know in their mother tongues.

Resources

Report: Educating for Life: Core Models and Approaches

Our experience has shown us that families, schools, communities, and the public and private sectors must work together to help children develop these skills in and out of school, from early childhood through adolescence.

Report: Local Language Teaching and Learning Materials

Children learn to read best in their first language, so it’s vital that material is developed in their mother tongue. This publication gives a sense of how teachers and parents can give children the best possible start.