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About World Education

Founded in 1951, World Education, Inc. builds the capacity of individuals, civil societies, local organizations, and communities in more than 50 countries in Africa, Asia, and Latin America, as well as in the United States. World Education designs and implements capacity building initiatives in an array of sectors, including:

World Education Egypt
  • Formal, nonformal, and vocational education
  • School governance and management
  • Community and civil society development
  • Orphans and other vulnerable children (OVC)
  • Microenterprise and microfinance development
  • HIV and AIDS education and prevention
  • Child labor, trafficking, and commercial sexual exploitation

World Education has extensive experience developing partnerships with civil society groups, national and local governments, and national and international implementing partners in the countries in which we work. Bringing stakeholders together to create partnerships that combine human, material, and financial resources to address issues is one of the hallmarks of World Education.

Along with its implementing partners, World Education provides training on program design, project administration, budgeting, monitoring and evaluation, community needs assessment, fundraising, marketing techniques, and cost-sharing strategies. Strengthening local capacity and fostering self-reliance through a “training of trainers” approach are central to both our overseas and domestic programs. In its role as catalyst, World Education strives to promote autonomy by empowering people to plan and implement their own programs for social and economic change. By building upon existing resources, rather than creating new structures and systems, World Education reinforces local knowledge and capacity.

World Education currently works with nongovernmental organizations (NGOs) and government partners in 24 countries to strengthen parent teacher councils, community school associations, and local school boards. Our work is initiated at the community level, and where appropriate, is expanded to include district or regional bodies and federations that can reinforce and enhance government educational input. Most of these programs also include a prominent sub-grant component that allows NGOs, community development associations (CDAs), and parent teacher councils (PTCs) to build their capacity and implement school improvement projects. In addition to goals of educational improvement, these programs address issues of increased access to educational opportunities for vulnerable populations—especially for girls—and the strengthening of civil society through community institution building.

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