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Your group/ a non-profit organisation aims to raise public awareness about societal issues present in an English speaking community of your choice. Your focus will be a sector (5 possible) of that society e.g. education and about specifically about the members of that sector and specific issues faced.

Your group must conduct research on this community and sector. Gather evidence from reliable sources and record and cite these findings in your shared space the group doc and share progres with the class in Padlet..

You will determine certain areas of concern within this community e.g. inequality in education and high drop out rates from school. You will gather data on these issues and also inquire about possible solutions. The solutions can come from other countries.

The results from your inquiry will be presented in the form of a multifaceted blog/website (Google Site/Wordpress etc.) and should be diverse and engaging in it's presentation.

You will present the project to the class at the end of the 5 week process effectively teaching the class about the subtopic of the Social Organisation theme.

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South Africa Educational Institute

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What is it?
We are a foundation that support Afro-Americans in the US in the workplace. We are very informed, and we have done a lot of experiments about racism and discrimination because how present it is nowadays.

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https://sites.google.com/d/1K5q7aA9oS8gHgTjc5L_DC6a2PicWYdAz/p/1AFkd24ht9VrR0KQUY4WcnH6wtG2h2jI-/edit

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Meet Google Drive - One place for all your files

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Google Drive is a free way to keep your files backed up and easy to reach from any phone, tablet, or computer. Start with 15GB of Google storage - free.

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https://sites.google.com/d/1r5Ebn72wIxag5w3_p-297CAACIh42XWk/p/1kKsGS5u-0z3lX5Xqm7GwwxfMsxvpPJQw/edit

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Access
Equity
Public versus Private
Graduation/drop out
Third level

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1. Choosing a community of focus...

2. Listening - recognising the need(s) in the community

3. Volunteering - reaching out, sharing skills and resources

4. Engagement - participating, building relationships - Equip & Empower Community Members

5. Collective Community - Belonging, acceptance, togetherness.

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Marginalisation
Voiceless
Subcultures within a dominant culture
Intersectionality
Struggling or dying languages

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Forced migration > displacement
Asylum seekers
Immigration processes
Detention centres
Migrant services
Integration/assimilation difficulties
Discrimination - othering, racism, xenophobia.

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1. English Speaking Community

2. Community Project Title

3. Selected Issues

4. Possible solutions (possible roles)

5. Foreseen Costs

6. Expectations (roles and other)

7. Commitments (roles and other)

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Discrimination in the hiring process
Elite work place structures
Equal pay for equal work
The glass ceiling/the bamboo ceiling
Toxic working environments
Low morale
Retention of talent

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Accepted behaviour and misbehaviour
Crime and punishment considerations - stop & frisk, life incarceration, death penalty.
Discrimination and the law
Juvenile detention
Imprisonment - severity, length.

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2. Assessing Community Needs and Resources

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See quick tips and examples for how to assess community needs and resources.

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Toolkit 2: Analysing the problems and goals

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Toolkit 2: Analysing the problems and goals

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See quick tips and examples for how to analyze problems and goals

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Toolkit 3 - developing a framework/model for change

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Toolkit 3 - developing a framework/model for change

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4. Developing a Framework or Model of Change

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See quick tips and examples for how to develop a framework or model of change.

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Toolkit 4: Strategising and planning for action

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Toolkit 4: Strategising and planning for action

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5. Developing Strategic and Action Plans

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See quick tips and examples for how to develop strategic and action plans.

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See quick tips and examples for how to advocate for change.

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16. Sustaining the Work or Initiative | Community Tool Box

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See quick tips and examples for how to sustain the work of an organization or initiative.

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Most people in the world have had the experience of leaving the place where they grew up. Maybe they will only move as far as the next village or city. But for some people, they will need to leave their country entirely - sometimes for a short time, but sometimes forever.
Every day, all over the world, people make one of the most difficult decisions in their lives: to leave their homes in search of a safer, better life.
There are many reasons why people around the globe seek to rebuild their lives in a different country. Some people leave home to get a job or an education. Others are forced to flee persecution or human rights violations such as torture. Millions flee from armed conflicts or other crises or violence. Some no longer feel safe and might have been targeted just because of who they are or what they do or believe - for example, for their ethnicity, religion, sexuality or political opinions.

These journeys, which all start with the hope for a better future, can also be full of danger and fear. Some people risk falling prey to human trafficking and other forms of exploitation. Some are detained by the authorities as soon as they arrive in a new country. Once they're settling in and start building a new life, many face daily racism, xenophobia and discrimination.

Some people end up feeling alone and isolated because they have lost the support networks that most of us take for granted - our communities, colleagues, relatives and friends.

WHY DO PEOPLE LEAVE THEIR COUNTRIES?

There are many reasons why it might be too difficult or dangerous for people to stay in their own countries. For example, children, woman and men flee from violence, war, hunger, extreme poverty, because of their sexual or gender orientation, or from the consequences of climate change or other natural disasters. Often people will face a combination of these difficult circumstances.

People who leave their countries are not always fleeing danger. They might believe they have a better chance of finding work in another country because they have the education or capital to seek opportunities elsewhere. Others might want to join relatives or friends who are already living abroad. Or they might seek to start or finish their education in another country. There are lots of different reasons for people to start a journey to build a life in a new country.

DEFINITIONS: WHAT EXACTLY IS A REFUGEE, AN ASYLUM SEEKER AND A MIGRANT?

The terms "refugee", "asylum seeker" and "migrant" are used to describe people who are on the move, who have left their countries and have crossed borders.

The terms "migrant" and "refugee" are often used interchangeably but it is important to distinguish between them as there is a legal difference.

Who is a refugee?

A refugee is a person who has fled their own country because they are at risk of serious human rights violations and persecution there. The risks to their safety and life were so great that they felt they had no choice but to leave and seek safety outside their country because their own government cannot or will not protect them from those dangers. Refugees have a right to international protection.

Who is an asylum seeker?

An asylum seeker is a person who has left their country and is seeking protection from persecution and serious human rights violations in another country, but who hasn't yet been legally recognized as a refugee and is waiting to receive a decision on their asylum claim. Seeking asylum is a human right. This means everyone should be allowed to enter another country to seek asylum.

Who is a migrant?

There is no internationally accepted legal definition of a migrant. Like most agencies and organizations, we at Amnesty International understand migrants to be people staying outside their country of origin, who are not asylum seekers or refugees.

Some migrants leave their country because they want to work, study or join family, for example. Others feel they must leave because of poverty, political unrest, gang violence, natural disasters or other serious circumstances that exist there.

Lots of people don't fit the legal definition of a refugee but could nevertheless be in danger if they went home.

It is important to understand that, just because migrants do not flee persecution, they are still entitled to have all their human rights protected and respected, regardless of the status they have in the country they moved to. Governments must protect all migrants from racist and xenophobic violence, exploitation and forced labour. Migrants should never be detained or forced to return to their countries without a legitimate reason.

WHAT IS AMNESTY'S POSITION ON MIGRANTS, REFUGEES AND ASYLUM SEEKERS?

We campaign for a world where human rights can be enjoyed by everyone, no matter what situation they are in. Amnesty has championed the human rights of refugees, asylum seekers and migrants for decades.

We campaign to make sure governments honour their shared responsibility to protect the rights of refugees, asylum seekers and migrants. We condemn any policies and practices that undermine the rights of people on the move.

The people are not the problem
There are about 35 million refugees globally. Many people feel overwhelmed by the numbers and see people moving across borders as a global crisis. We at Amnesty International disagree that it is a crisis of numbers. The people are not the problem. Rather, the causes that drive families and individuals to cross borders and the short-sighted and unrealistic ways that politicians respond to them are the problem.
Campaigning for people on the move
With our campaigns, we put pressure on governments to honour their responsibility to protect every single person's rights. They must make sure that refugees, asylum seekers and migrants are safe, and are not tortured, discriminated against or left living in poverty.

We campaign for governments to properly process the asylum claims of asylum seekers so that they don't leave them in limbo - sometimes even locked away in detention centres - for years. We also want to see migrants being protected from exploitation and abuse by their employers or by traffickers.
The individual beyond the label
Each human being has more than one identity. "Refugee", "migrant" and "asylum seeker" are only temporary terms; they do not reflect the whole identity of women, children and men who have left their homes behind to start a new life in a new country.

When we use these labels, we need to remember that out of the many ways in which people describe themselves, these terms only refer to one experience: that of leaving their countries. But the identities of these people are made up of so many more things.

Most people seeking to live elsewhere will feel that the experience of leaving their countries doesn't fully capture who they are. Like all of us, they are complex and unique human beings and might choose to identify themselves as being from a certain country or region, belonging to a group that speaks a certain language or shares a culture. Or they might say about themselves that they are a teacher, doctor, artist, passionate football fan, father, sister, son or mother.

A person's legal status cannot express the full identity and personality of a refugee, asylum seeker or migrant. No one can be known solely through their legal status.

WHAT CAN YOU DO?

Support our campaigns to help refugees!

You can join our movement of people who welcome refugees. Amnesty's I Welcome campaign calls on governments worldwide to welcome their fair share of the world's people who are seeking safety. With enough political will, our leaders can protect people fleeing conflict and persecution, including through a solution called resettlement.

We are also pushing for other safe ways for refugees to start new lives, such as by reuniting families who have been separated, through community groups sponsoring refugee families to move to their country, and through universities and businesses offering people study or work visas to start a new life.

Governments should never force anyone to go back to a country where they are at risk of human rights violations. Instead, refugees should be offered a safe place to live and opportunities to access work, education and health care.

Where your government has a sponsorship programme, you can get involved in community sponsorship. This is where local communities come together to raise money to resettle and welcome families and individuals who have fled their home countries.

FIND OUT MORE

Laws for migrants, refugees and asylum seekers

The rights of migrants, refugees and asylum seekers are protected by international law, regardless of how and why they arrive in a country. They have the same rights as everyone else, plus special or specific protections including:

The Universal Declaration of Human Rights (Article 14), which states that everyone has the right to seek and enjoy asylum from persecution in other countries

The 1951 UN Refugee Convention (and its 1967 Protocol), which protects refugees from being returned to countries where they risk being persecuted

The 1990 Migrant Workers Convention, which protects migrants and their families

Regional Refugee law instruments (including 1969 OAU Convention, 1984 Cartagena Declaration, Common European Asylum System and Dublin Regulation)

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Who is a refugee, a migrant or an asylum seeker?

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"Refugee," "migrant" and "asylum seeker" are only temporary terms, learn more about who they really are.

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South Africa's broken and unequal education laid bare

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The South African education system, characterized by crumbling infrastructure, overcrowded classrooms and relatively poor educational outcomes, is perpetuating inequality and as a result failing too many of its children, with the poor hardest hit according to a new report published by Amnesty International today.

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How Rising Inequality Has Widened the Justice Gap (Published 2018)

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Economic View Rising inequality has harmed low-income families not only by depriving them of a fair share of society's income growth, but also in a more specific way: It has stacked the legal system even more heavily against them.

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The false racial narrative that justified slavery was never addressed and continues to haunt America.

The myth of racial hierarchy-the belief that Black people are inferior-was created to justify the enslavement of Black people. Enslavement could not be sustained as legitimate without a false narrative about Black people being less human or worthy of freedom that would make it justifiable.

That racist belief survived the formal abolition of slavery and evolved to include the belief that Black people are dangerous criminals. This was reinforced during the decades of racial terror lynchings that followed enslavement when white people defended the torture and spectacle murder of Black people as necessary to protect their property, families, and way of life from Black "criminals."

Criminalizing Black people was the basis for convict leasing, a system created to provide cheap labor after slavery was abolished. Southern lawmakers passed "Black Codes" so that African Americans could be arrested for "crimes" like loitering and forced to work in white-owned businesses and plantations throughout the South.

States passed laws to segregate Black people, banning them from sharing public accommodations, barring them from interracial relationships, and humiliating them by restricting them to marginalized spaces.

To this day, we have not adequately confronted the legacy of racial injustice and instead have let it evolve into the widespread presumption that people of color are suspicious, dangerous, and criminal-that young Black men are to be feared, monitored, and even hunted.

New language has emerged for the non-crimes that have replaced the Black Codes-driving while Black, napping while Black, jogging while Black. All reflect incidents in which African Americans were mistreated, assaulted, or arrested for conduct that would be ignored if they were white.

The presumption of guilt assigned to people of color targets them for unfair treatment in the criminal justice system.

Black men are nearly six times more likely to be incarcerated than white men; Latino men are nearly three times as likely. Native Americans are incarcerated at more than twice the rate of white Americans.

In 2001, the Bureau of Justice Statistics projected that one of every three Black boys and one of six Latino boys born in 2001 will go to jail or prison under current trends. Black defendants are 22 times more likely to receive the death penalty for crimes whose victims are white, rather than Black-a type of bias the Supreme Court has declared "inevitable."

Numerous studies have demonstrated that as a result of a history of racial inequality, people have strong unconscious associations between Blackness and criminality. Implicit biases have been shown to affect policing and all aspects of the criminal justice system, leading to:

Disproportionately high rates of police stops, searches, and violence towards young men of color

Higher rates of childhood suspension, expulsion, and arrest at school

Disproportionate contact with the juvenile justice system

Harsher charging decisions and disadvantaged plea negotiations

A greater likelihood of being denied bail and diversion

An increased risk of wrongful convictions and unfair sentences

Higher rates of probation and parole revocation.

The presumption that people of color are dangerous and guilty is so deeply entrenched that studies have found that support for harsh criminal justice policies correlated with how many African Americans they believed were in prison: the more Black people they believed were incarcerated, the more they supported aggressive policing tactics and excessively punitive sentencing laws.

This bias has contributed to the U.S. prison population increasing from 250,000 in the early 1970s to over 2.2 million today. America has the highest rate of incarceration in the world and communities of color are disproportionately impacted.

Our nation's history of racial injustice has polluted the environment in which the criminal justice administration is administered. The smog is suffocating and toxic. Understanding how today's criminal justice crisis is rooted in our country's history of racial injustice requires truthfully facing that history and its legacy.

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The false racial narrative that justified slavery was never addressed and continues to haunt America. The myth of racial hierarchy-the belief that Black people are inferior-was created to justify the enslavement of Black people. Enslavement could not be sustained as legitimate without a false narrative about Black people being less human or worthy of freedom that would make it justifiable.

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Discrimination in the hiring process has limited the opportunities available to both racial minorities - such as African Americans - and women, with important consequences for their well-being and careers.

For example, research has shown that white job applicants receive 50% more callbacks for interviews than equally qualified African American applicants. And, in the low-wage labor market, scholars have found that African American men without criminal records receive similar callback rates for interviews as white men just released from prison. Researchers have also documented discrimination in hiring against women, with particularly strong penalties against mothers.

But how does this reality affect these groups - African Americans and women - as they hunt for jobs? Do they tailor their searches narrowly to help them avoid discrimination, sticking to job opportunities deemed "appropriate" for them? Or do they cast a wider net with the hopes of maximizing their chances of finding a job that does not discriminate?

Until now, we have known little about this issue, largely because no existing data source has closely followed individuals through their job search.

New research that we recently published in the American Journal of Sociology attempts to address this limitation by drawing on two original datasets that track job seekers and the positions to which they apply.

The results of our study point to three general conclusions about the job search process:

1. African Americans cast a wider net than whites while searching for work

2. women tend to apply to a narrower set of job types than men, often targeting roles that have historically been dominated by women

3. past experiences of discrimination appear to drive, at least in part, the broader job search patterns of African Americans.

On an important side note, these racial differences exist for both men and women and these gender differences exist for both whites and African Americans.

Let's go into a little more detail on these three main findings.

Casting a wide net

Our analysis shows that African Americans apply to a greater range of job types with a broader range of occupational characteristics than similar whites.

For example, one of our survey respondents was previously employed as a "material moving worker." Over the course of the survey, this respondent applied for jobs consistent with his prior work experience, such as "material handler" and "warehouse worker."

However, the respondent also reported applying for jobs in retail sales, as an IT technician, a delivery driver, a security guard, a mail-room clerk and a short order cook. This respondent applied to jobs in a total of seven distinct occupations over the course of the survey, which represents a fairly broad approach to job search.

While this is just one example, it was typical. In both of the datasets we examined, African Americans systematically applied to a larger number of distinct job types than whites with similar levels of education and work experience.

Women and self-selection

Our study demonstrates that women pursued a search strategy very different than that of African Americans.

Women appeared to self-select into distinctive occupational categories consistent with historically gendered job types, such as office and administrative support positions.

During their job search, women also applied to a narrower range of occupations than men with similar education and work experience.

For example, women wanting to work in retail sales were more likely to apply strictly for that type of position during their job search. Men with similar aspirations, on the other hand, were more likely to branch out and apply to adjacent job types, such as wholesale, advertising or insurance sales.

Past discrimination drives blacks' behavior

So what accounts for these race and gender differences in how people search for a job?

For African American job seekers, we found that perceptions of or experiences with racial discrimination played an important role in explaining their greater search breadth.

In one of the surveys we conducted, we asked job seekers about their experiences with racial discrimination at work. In our analysis, we found that individuals who reported that they had previously observed or experienced racial discrimination in the workplace were more likely to cast a wide net in their job search compared with those without such experience.

A gender-segregated workforce

But if discrimination, in part, drives the search behavior of African Americans, why do we not see similar adaptations by women, who also undoubtedly face employment discrimination?

We suspect the answer is related to the deeper and more explicit nature of gender inequality in the labor market. Occupations remain highly segregated by gender, and individuals from an early age can identify male- and female-typed jobs.

This reality affects women's occupational aspirations as well as perceptions of the constraints they may encounter when deviating from gendered patterns. In either scenario, women's self-selection into female-typed occupations may allow them to avoid jobs where they are more likely to experience discrimination. At the same time, this strategy likely reproduces gender segregation at work, which is an important source of gender inequality.

For African Americans, things are quite different. There are far fewer readily identifiable "black" or "white" jobs. The barriers facing African American job seekers can pop up across the labor market. Thus, it is more difficult for African Americans to target jobs where they will be able to avoid discrimination.

But a broad job search allows black job seekers to reach otherwise difficult-to-identify job opportunities in which racial discrimination is less prevalent. Given the challenges of anticipating where and when discrimination is likely to occur, applying to a broad set of job types raises the probability that an African American job seeker will apply to a job that does not discriminate.

Key consequences and takeaways

Job search strategies matter and can make a big difference in everything from lifetime earnings to potential career opportunities.

We find that broad search is associated with being more likely to receive a job offer, but also with receiving lower wage offers. Thus, job seekers appear to face a trade-off between the goals of finding any job and finding a good job. The broader search patterns among African Americans, therefore, may reduce some of the employment gap but contribute to the long-standing racial disparity in wages.

Second, to the extent that broad search leads job seekers to occupations that are different from their past work experiences, this strategy may limit African Americans' ability to build coherent careers that are consistent with their experience and aspirations. Given significant racial differences in search breadth, these dynamics are likely to contribute to persistent racial inequalities in labor market outcomes.

In the case of women, limiting the scope of their search likely reinforces existing patterns of occupational segregation, which has consequences for the gender earnings gap and implications for other forms of persistent gender inequality.

Where does this leave us?

Together, the findings from our study suggest that the job search process plays an important role in shaping, reinforcing and sometimes counteracting inequality in the labor market.

At the same time, discrimination and other barriers to employment must be considered to fully understand how labor market inequality is generated.

And, as the comparison of race and gender suggests, how individuals adapt to workplace barriers can take different forms and have distinct consequences.

Our research points to the importance of systematically examining both job search processes as well as discriminatory behavior and other constraints in the workplace if we hope to fully understand and rectify persistent racial and gender inequalities in the labor market.

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Here's how minority job seekers battle bias in the hiring process

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Discrimination in the hiring process has limited the opportunities available to both racial minorities - such as African Americans - and women, with important consequences for their well-being and careers. For example, research has shown that white job applicants receive 50% more callbacks for interviews than equally qualified African American applicants.

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Executive Summary

Many white Americans believe that race is no longer central to one's opportunities in life, and that we're well on our way to systemic racial equality. Are these beliefs accurate? While it's often difficult to measure levels of discrimination over time, research into hiring discrimination shows that black Americans still face discrimination in the hiring process. A meta-analysis of callback rates from all existing field experiments (24 total, including data from more than 54,000 applications across more than 25,000 positions) showed evidence of discrimination against both black and Latino applicants. Since 1990 white applicants received, on average, 36% more callbacks than black applicants and 24% more callbacks than Latino applicants with otherwise identical résumés. When it comes to Latinos, there is some evidence of a decline in discrimination over the past 25 years. Due to the small number of field experiments including Latinos, statistical tests indicate the evidence of decline is inconclusive. For blacks, however, researchers found no change in hiring rates over time.

EyeEm/Getty Images

Race is often at the forefront of American conversation. It has lately emerged with new urgency around discussions of policing, immigration, First Amendment rights, and even professional football. And yet even as we are confronted with dramatic examples of ongoing racial tensions, most white Americans remain convinced that race is no longer central to one's opportunities in life. Polling data shows that many believe these lingering conflicts represent the actions of a few bad apples and aren't in sync with the larger trend toward systemic racial equality.

Are these beliefs accurate? What do we know about long-term trends in racial discrimination?

Discrimination, given how it often manifests subtly, is notoriously difficult to measure in any context. And until recently we have not had much information that we could use to reliably assess changes in discrimination over time. However, in our recent study, published in the Proceedings of the National Academy of Sciences, we were able to analyze trends in discrimination by performing a meta-analysis from all available field experiments pertaining to one area: racial discrimination in hiring. We focused on experiments performed since 1990, when field studies became more numerous and their methodologically improved. We analyzed data from 24 field experiments, which included data from more than 54,000 applications across more than 25,000 positions.

We chose field experiments as a sample because they are widely regarded as the most valid method to assess discrimination. They generally come in two major types: Résumé audits, done through the mail or online, submit fictitious résumés with equivalent qualifications and ethnically identifiable names. And in-person audits - done with trained pairs of testers, white and nonwhite - have participants apply for jobs. By examining the rates of callbacks, or invitations to job interviews, for white and nonwhite applicants with equivalent qualifications, these studies provide high-quality measures of rates of discrimination in hiring.

Broadly, our meta-analysis of callback rates from all existing field experiments showed evidence of discrimination against both black and Latino applicants. Since 1990 white applicants received, on average, 36% more callbacks than black applicants and 24% more callbacks than Latino applicants with identical résumés.

When it comes to Latinos, we found some evidence of a decline in discrimination over the past 25 years. Because of the small number of field experiments including Latinos, however, statistical tests indicate the evidence of decline is inconclusive.

For black applicants we found no change in hiring rates over time. In the figure below, the dots represent results from 21 studies contrasting white and black applicants, based on a total of 42,708 applications for 20,990 positions. The line shows the overall trend. The line slants slightly upward, but it's statistically indistinguishable from a flat line.

We wondered if this level of discrimination might be influenced by applicant education, applicant gender, study method, occupational groups, and local labor market conditions. When we controlled for these factors, we found that none account for the trend in discrimination. Under these and other adjustments, our results suggest that levels of discrimination against black job applicants hasn't changed since 1990.

Our results do not address the possibility that hiring discrimination may have substantially dropped in the 1960s or early 1970s, during the civil rights era, when many forms of direct discrimination were outlawed. Further, our results pertain only to discrimination at the point of hire, not at later points in the employment relationship, such as wage setting or promotion decisions. It may be the case, then, that meaningful reductions in discrimination have taken place at other points in the employment relationship. What our results do point to is that at the initial point of entry - hiring decisions - blacks remain substantially disadvantaged relative to equally qualified whites, and we see little indication of progress over time.

What might account for the stubborn persistence of hiring discrimination? At first glance, our findings seem to contradict other trends. Attitude surveys indicate that overtly prejudicial beliefs have declined, and endorsement of the principles of equal treatment regardless of race has increased. Americans appear to have become more concerned with diversity and inclusion and, in a small number of elite firms, affirmative action practices have made meaningful changes in the opportunities available to racial minorities.

At the same time, however, assessments of subtle forms of racial stereotypes and measures of unconscious bias have shown little change over time. The vast majority of hiring is subject to very little oversight, and compensatory policies that address racial bias reach a very small fraction of hiring overall. Together, these trends offer little support for optimism about racial progress in the United States. While some people may assume that discrimination has declined over time, through increasing diversity in institutions along with other cultural changes, it seems as though, at least in terms of hiring, this expectation doesn't meet with reality.

We believe that our results provide a strong rationale for affirmative action policies and point to the continuing need for the enforcement of antidiscrimination legislation. Even among well-intended employers, racial bias may lurk in hiring decisions. Whether conscious or not, bias continues to affect decision making, and we find little evidence that this pattern will diminish on its own. Instead, more active intervention may be needed to reduce discrimination at the point of hire.

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Hiring Discrimination Against Black Americans Hasn't Declined in 25 Years

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Executive Summary Many white Americans believe that race is no longer central to one's opportunities in life, and that we're well on our way to systemic racial equality. Are these beliefs accurate? While it's often difficult to measure levels of discrimination over time, research into hiring discrimination shows that black Americans still face discrimination in the hiring process.

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Gentrification: a process of neighborhood change that includes economic change in a historically disinvested neighborhood -by means of real estate investment and new higher-income residents moving in - as well as demographic change - not only in terms of income level, but also in terms of changes in the education level or racial make-up of residents.

1. Historic conditions, especially policies and practices that made communities susceptible to gentrification

2. Disinvestment and investment patterns of the central city taking place today as a result of these conditions.

3. Impact on communities

Historic conditions:

Redlining: From the 1930s through the late 60s, standards set by the federal government and carried out by banks explicitly labeled neighborhoods home to predominantly people of color as "risky" and "unfit for investment." This practice meant that people of color were denied access to loans that would enable them to buy or repair homes in their neighborhood.

White flight: Other housing and transportation policies of the mid-20th century fueled the growth of mostly white suburbs, and the exodus of capital from urban centers, in a phenomenon often referred to as "white flight." The mortgage component of the GI Bill is an example of a program that fueled white flight. The program guaranteed low-cost mortgage loans for returning WWII soldiers. However, discrimination limited the extent to which black veterans were able to purchase homes in the growing suburbs. In fact, the FHA largely required that suburban developers agree to not sell houses to Black people in order for the developers to access these guaranteed loans.

Urban renewal: Left behind in central city neighborhoods, low-income households and communities of color bore the brunt of highway system expansion and urban renewal programs, which resulted in the mass clearance of homes, businesses, and neighborhood institutions, and set the stage for widespread public and private disinvestment in the decades that followed.

Foreclosure crisis: In more recent history, the foreclosure crisis contributed to making places vulnerable to gentrification. In low-income communities of color, disproportionate levels of subprime lending resulted in mass foreclosures, leaving those neighborhoods vulnerable to investors seeking to purchase and flip homes. Of foreclosures completed in 2007-2009, there were: 790 foreclosures for African-Americans, 769 foreclosures for Latinos, and 452 for Non-Hispanic Whites per 10,000 loans.

Central city disinvestment and investment patterns: Today, both people and capital are flooding back into these historically disinvested neighborhoods. Why?
Relative affordability

In many US cities, the rental market has gotten increasingly expensive, and even moderate income earners are on the hunt for lower housing costs.

For example, in San Francisco, the median rent of a typical 2BR apartment went up nearly 70% between 2011 and 2017.

On the ground, gentrification may look like:

Real estate speculation, with investors flipping properties for large profits, as well as high-end development, and landlords looking for higher-paying tenants.

Increased investment in neighborhood amenities, like transit and parks.

Changes in land use, for example from industrial land to restaurants and storefronts.

Changes in the character of the neighborhood as community run businesses are replaced by businesses catering to new residents' needs.

Impact of gentrification on communities:

Cities tend to have older, historic housing stock that appeals to new residents.

Cities offer proximity to commercial and job centers where jobs, restaurants and art spaces are increasingly located.

Revitalization - cities are investing in some of these neighborhoods with improved transit access and infrastructure in part to draw in newcomers.

What's next?
Gentrification is complex - to understand it, there are three key things to consider:

While increased investment in an area can be positive, gentrification is often associated with displacement which means that in some of these communities, long-term residents are not able to stay to benefit from new investments in housing, healthy food access, or transit infrastructure. You can learn more about the forms displacement takes and its long-term impacts on families from our displacement explainer video and accompanying resources page : urbandisplacement.org/pushedout Another impact of displacement to consider is cultural displacement. Even for long-time residents who are able to stay in newly gentrifying areas, changes in the make-up and character of a neighborhood can lead to a reduced sense of belonging, or feeling out of place in one's own home.
Additional resources: Read/Explore Listen/Watch

There Goes the Neighborhood: Season One - a KCRW, The Nation, and WNYC Studios podcast about the gentrification of Brooklyn.

There Goes the Neighborhood: Season Two - a KCRW, The Nation, and WNYC Studios podcast about the gentrification of Los Angeles.

The View From Here: Place And Privilege - Capital Public Radio's latest multimedia documentary project explores the history, politics and economics of housing affordability in Sacramento.

City Rising - A KCET and Link TV one-hour broadcast special and multi-media project that analyzes six California communities undergoing gentrification: Boyle Heights and South Central in Los Angeles, Long Beach, Santa Ana, Oakland and the Oak Park neighborhood of Sacramento.

On the whole, we cannot ignore that the adverse impacts of gentrification, ranging from individual health effects to the suburbanization of poverty, are only the most recent wave in a pattern of urban restructuring that has been imposed upon and negatively affected low income and communities of color over generations.

Public, private, and non-profit sector leaders have the opportunity to implement strategies that give long-time residents a chance to benefit from increased investment in their communities, and even be a part of driving how some of the changes in their neighborhoods take place.

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What Are Gentrification and Displacement - Urban Displacement

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Table of Contents These videos were created in collaboration with the San Francisco Federal Reserve Bank and the Great Communities Collaborative, an initiative of the San Francisco Foundation. Take a look at the gentrification and displacement page on the San Francisco Federal Reserve Bank's site.

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UNICEF is committed to ensuring quality learning for every child.

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2. For the community it matters to have equal opportunities, and to stop discrimination towards African Americans in the work place

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1.
- The problem occurs all the time because it is constant.
- There are a lot of people affected, adn to be more specific are around  - 12 million people affected.
- There isn't a specific amount of time just because it is affecting all the time.
- It is really severe because it is not only affecting them now but also on the future
- The problems is really important because it affects the lives of all this affected people for the future.
- Not really effective
- There are a lot of negative impacts, for example the students knowledge and understanding.

2.
- Presences of to many negative conditions. For example lack of motivation of students to go to school. High amount of drop out students. Poor educational outcome.

3. The statement focusses on the state of condition of the problem, because the state of the situation right now pretty bad at the moment a example/argument that supports this is the dropout levels on south africa.

4. Why is this happening at the moment ?
Are this problems getting worst ?
How could we stop this problems or start to decrease them?
Are this problems going to have a effect on the future ?

5. To many student are pronostic to dropout of schools before graduating of 12th grade. The main reason of this is the quality of education of public schools.
But for this to stop or decrease the people on the government need to take consideration as well as action.

6. The government are the main reason why this situation is the same and has not change, this because they dont take action.
This analysis could make the people on the government understand the importance of this problems and could start to take action.

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-As a company, we have gathered information related to the current educational system in South Africa.  From this statistical information, we can conclude that the nation is going through an educational crisis.

-Approximately 60% of first graders will ultimately drop out rather than complete 12th Grade. Likewise, by Grade 12, only 52% of the age appropriate population remain enrolled.

-Secondly, According to Ciaran Ryan Moneyweb, there are 400.000 students in private schools and in public schools there are approximately 12 million students. This facts had lead to the conclusion, that public education and general education is very unequal.

-One of the main ideas that we had as a company is to redistribute South africa's government income, with a focus on public education. This with the purpose of improving the low quality of public education, and education in general (For a better future welfare).

-Welfare is what people are looking and makes them comfortable with themselves

-This is a political or social problem, that all the members of South Africa should attend to. Also, have a level of care as education is the main key to welfare.

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African Americans are approximately twice as likely as whites to be unemployed because of racism, The goal was to raise awareness of unconscious prejudices, develop empathy, and strengthen social bonds,in order  to change is the hiring practices, performance evaluations, work assignments, promotions and compensation decisions, that stop and correct implicit workplace biases.

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The article talks about how difficult it is for African Americans in the United States to get jobs. "The labor market experience for African Americans has historically been worse than that for whites, and this continues today". "Black workers have higher unemployment rates than whites". "Making sure that Black workers have the same access to good jobs as white workers does not only require labor market policies but also new and innovative approaches to shrinking the racial wealth gap"

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For black applicants there are no change in hiring rates over time.
"Level of discrimination might be influenced by applicant education, applicant gender, study method, occupational groups, and local labor market conditions".
"We analyzed data from 24 field experiments, which included data from more than 54,000 applications across more than 25,000 positions."

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Describe the makeup and history of the community to provide a context within which to collect data on its current concerns.

We have always been concerned about racism and discrimination in the workplace as a foundation as it has been happening since the beginning of time. As previously said, we conducted extensive study and performed numerous experiments to support our concerns, and the findings were surprising, but very expected. Our Researchers examined the level of racial discrimination in the United States labor market by randomly assigning identical resume black-sounding or white-sounding names and observing the impact on requests for interviews from employers. Results found that resume with white-sounding names received 50 percent more callbacks than those with black-sounding names, indicating that, all other things being equal, considerable racial discrimination exists in the American labor market.

Describe what matters to people in the community.

As we know or can assume being discriminated against can and is the worst feeling, specifically because of something you can change of you, such as you race and skin colour.

After analysing several interviews with Afro-Americans in the US, we were surprised how a lot of people don't know this is happening nowadays.
“Nationally, black women earn 61 cents for every dollar earned by white men, and in parts of the country that disparity is even starker. Black women in Louisiana are paid just 48 cents, and in Mississippi and New Jersey 55 cents, for every dollar paid to white, non-Hispanic men”

“2017 study shows that over a 40-year career, women overall lose $418,800 as a result of the wage gap, with women of color losing almost $870,000.”

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After plenty of discussion, we have come to the conclusion that these two ideas are the greatest way to begin reducing workplace discrimination and racism.

- We believe that companies should provide a free day of work in which all employees can freely discuss racism.
-recommend  businesses to perform internal research to identify areas of potential bias, decide what metrics can be used to monitor the  progress, and then implement  modifications to limit the effects of unconscious discrimination.
-change is the hiring practices, performance evaluations, work assignments, promotions and compensation decisions, that stop and correct implicit workplace discrimination
-to eliminate any racial discrimination from the screening process by asking job candidates to omit information that includes their name and the names of their schools when they submit cover letters and resumes.

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"White job applicants receive 50% more callbacks for interviews than equally qualified African American applicants".

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According to the 2019 census 33% of New York City’s residents are white, 26% are Hispanic, 26% are Black, and 13% are Asian but due to last year’s outrageous events, it seems appropriate to start by promoting the 26% of the Black culture.

According to the 2019 census, the population of Chicago is 35% white, African american 29.6% Hispanic 28.8% Asian 6.6%.

There were 37,144,530 non-Hispanic blacks, which comprised 12.1% of the population.

This number increased to 42 million according to the 2010 United States Census, when including Multiracial African Americans, making up 13% of the total U.S. population.

African Americans are largely the descendants of enslaved people who were brought from their African homelands by force to work in the New World.

A lot of african americans live in their own communities aside from the other US residents.

Black lives matter is a movements that fights racism against black people

This movement came up due to the death of George Floyd. Floyd was killed by a police officer.

Statistically, for every dollar that banks lend in majority-white neighborhoods in Chicago, they lend just 12 cents in majority-Black and majority-Latino areas.

In terms of New York City, they have a diverse population, it is one of the few cities in the country in which four different ethnic groups each make up at least 10% of the population.

The American suburbs have 15% more people of color than a decade ago versus 5% more white people.

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Representation: One of the main problems from our Minority (African-Americans) is the lack of representation they have in terms of the community. In this case, we are looking to present aspects from the culture to the rest of society (New York City).

Housing: A problem our minority faces is that the assets are not equitably distributed by the state between white neighborhoods and black neighborhoods. Giving African-Americans less opportunities to succeed in life.

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Migration data:
Since the year 2016, the UK has registered more than 100,000 foreign individuals with citizenship residing in the UK. These immigrants mostly come from Poland, India, Pakistan, Republic of Ireland, Romania, Germany, Bangladesh, South Africa, China, Italy, Nigeria, Lithuania, United States, France, Spain, the Philippines, Jamaica, Sri Lanka, Australia, Portugal, Kenya and Zimbabwe. The foreign-born population increased from about 5.3 million in 2004 to nearly 9.3 million in 2018.

The key leader in the UK immigration processes is Kevin Foster, the minister of immigration of the UK.

Why do people migrate to the UK?

Migrants come to the UK searching for opportunities, and looking for better lives, as many of them are forced to leave their home since they live in bad conditions. A study showed that the main reason that people migrate to the UK was for formal study, and the second reason was for the search for work.

Integration difficulties:
The main problem of integration difficulties is that immigrants don´t feel welcomed, since they face problems of discrimination, racism, and social difficulties when establishing social relationships, such as friends, and partners.

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3. Describe what matters to key stakeholders, including:

Another group that cares about this problem is minorities, they suffer just the same as African Americans in the hiring process.

4. Describe the evidence indicating whether the problem/goal should be a priority issue, including:

This problem has been going on for more than 25 years, so its time to stop and make a change once an for all.

5. Describe the barriers and resources for addressing the identified issue(s), including:

people decide to ignore the problem so thats a big barrier to solving the problem

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Housing: Give special gift cards to the people from this minority with housing problems that can only be used for housing and by them. The money will come from the Chicago housing enterprise, the government and from our foundation. Another solution is that the state from Chicago should distribute assets more equitably.

Representation: One of the solutions to the problem of poor representation is a cultural fair. The idea with this fair is to show to New York City’s community different aspects of the African- American culture such as traditions, food, dances, clothing, etc. This day will be celebrated annually and may vary depending on the minority it represents.

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Our non-profit organization, The international integration center, has proposed the solution of shelters for immigrants when they get to the country so they can have a place to live and stabilize meanwhile they work. Another solution for the immigration process in the UK that we proposed is a educational program for kids of the UK with the objective of teaching them to respect other cultures and ethnicities. Also, another educational program for immigrants that are uneducated or doesn't have a educational base, so they can learn basics and get a job.

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For the community, specially for Afro-American´s, the difference in equal rights, opportunities, justice, treatment and stopping discrimination is something that needs to stop, to make America an equal country.

Difference treatment and low importance to afroamericans:

White officers that attended black neighbours fired their guns five times more often than black officers.

Black men are 2.5 times more likely to get killed by police than white men during their lifetime

In 2018 was reported that police in california oppressed african americans with much more force than needed

Only 40% of the data is given from police arrests voluntarily, the other 60% is info that officers don't want to give.

Black adult men are 33% of inmates, while white are only 30%.

All this information were taken from news articles, articles, studies and research.

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MMD FOUNDATION                       The Turnaround Project 

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MMD FOUNDATION                       The Turnaround Project 

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1. As a company, we have gathered information related to the current educational system in South Africa.  From this statistical information, we can conclude that the nation is going through an educational crisis. As a company our goal is to redistribute South Africa's government income, with a focus on public education. Also, to receive monetary support to improve public schools quality. This by using money to apply new and better resources on schools  This with the purpose of improving the low quality of public education, and education in general (For a better future welfare).

2. Education is key for future development and prosperity of society, because of this we need to apply a better educational system for the future of young generations.  As a country we need to be together to achieve this goal, by demanding a redistribution of the national income and by using monetary support to improve infrastructure and other conditions of vulnerable public schools.

3. Our dream for the future is to actually help and make a change on such a bad and unequal system of education. We hope to be able to receive good monetary support to help us get more school material that will be distributed in a better way. This mission is to help South African kids that suffer from poor education that doesn't help them develop correctly. To gain support we are trying to reach a big audience of wealthy adults that are capable and want to donate for our important cause. How is this problem going to be solved? First we need support for every possible person that cares about the cause and understands how important and helpful education is.

4.  The main goal is to redistribute the South african government income, mainly on public education. To achieve our proposal as a company we decided to do a variety of campaigns to promote our goal. As well we will create extra educational programs such as tutories of different subjects. But to achieve this we need help from most people, including ourselves and the government.

5. In general terms, we want to improve the quality of education in South Africa. This by using monetary support and national income. With these types of resources education could be improved significantly and the future of well-fare could be in the right hands. Finally, the cost of this improvement might be the use of resources in other aspects of the economy, which can be a big loss. Although it is a big loss, as a company we are sure that education should be the priority at the moment.

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This project is based on sending a letter to all the police departments that are on American floors.
This letter will talk about how we propose that all the police force that treads on American floors should go through a re-evaluation process the one that will consist in taking give results that demonstrate and state if the police is good for the new norms and rules which will not tolerate any racial injustice.

Racial problems are very bad for the American society as a whole because it affects vandalism, jobs, ambiance, safety, and much more things which are basic for a 1st world country as the United States is. As a country we need together to achieve the goal and demand that the whole American police goes through a process of analyzation of racial problems, which if detected on someone, they will be discharged.

With this new law of requirements to be a policemen, racial inequality on force will go down due to the new tests that applicants will have to go through.

Our dream for the future is to actually change police brutality upon the Afro-American community . We hope that our project will come accompanied with good results which will do good to our nation as a whole.

The main goal is for the law and order department to work with MMD foundation and get along and accord with the rules and guidelines that police officers and future officers will have to go through to become an American policemen.

5. In general terms we want that police force and order is summoned upon everybody as equally as possible without any racial injustices in the middle. By implementing new rules and tests to train and get a glance of each police officer, we believe that racial injustices upon African-American people will stop. As a company we will get in contact withe the law and order department to propose our idea, hopefully we achieve our goal making America a country in which racial problems are not involved in any order or law.

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Firstly, the individuals from the community which are affected by this issue are african americans, which often suffer of police brutality. In order to adress this issue, the plice state departments of the U.S have the faculties to do it with the support of the governmente and rehabilitation and education plans.

The dream would be that america is a safe place for african americans where they will be treated withou brutality by the police. Success would look like, policeman who do mistakes get education classes and formation on proportional use of force, which would help prevent the catastrophic events of police brutality towards the african american community. If this became consistent in time, we hope police brutality rate would drop a lot.

The vision statemente proposed is that the african american community in the US has their rights frequently damaged by policeman who use excesive force, and this can be prevented with more formation to the police. The other vision statment, is that racist policeman can be efffectively rehabilitated whith good programs. This vision statement is definetly concise, as It isn´t too complex, while it´s a positive message that promotes life and human rights, which also means it´s acceptable. The group has come together in order to achieve goals.  So, we think the most complete of our vision statments is;
1. "the african american community in the US has their rights frequently damaged by policeman who use excesive force, and this can be prevented with more formation to the police."
2. racist policeman can be efffectively rehabilitated whith good programs.
3. Cases that can´t be changed should be removed of the police force.

The mission is to create a website which promotes the idea to create rehabilitation and education programs in the policeforce in order to prevent racist conducts. This is because we found it necessary to find a way in which racist treatment during law enforcement can be diminished, but the better way we see to do this in the long-term, is to re-educate the police force. So, the mission statment would be:
"Promoting the education and rehabilitation programs in order to diminish racism in the police force".

The objectives we have are:
In order to assess how we are doing as of right now, we could assess it by murder of black people by the police. Then , after our intervention, we could see the same date in a space of 5 years. So, by 2025, to have reduced at least 20% of police murder and brutality towards the african american community.

The aim is to target the U.S government with our website, and promote our idea. The target of our objective is specifically the african american community, as the proposal itself is in order to diminish racism in the police, and we conclude that the police is tracist mainly towards them. The initiative is based on our belief that people can be changed and that a change must be done, but our way of change is in opposition to the radical views supported in the U.S.A to defund the police. The target of change is the U.S governmente and the state polices departments, as they have the decision in their hands to accept or dismiss our proposal. Some agents of change can be regular people to speak up and share our website in order to make pressure for the government to accept it.
In order to achieve the mission, we will rate the relevance of each strategy from 1 to 5.
Our behavioral strategies consist in providing:
- Information (data that supports our vision statment) (4)
- Encouraging (4)
- Promote to modify the way in which policeman are taught (5)
- Use marketing techniques in order to massify our idea (5)

The formal decision of the group is to promote the change of the education and rehabilitayion system of the police force and orientate it towards a more equal-rights and anti-racist view.

A specific change that we hope that occurs is that our proposal reaches the US government.

The group will carry out the promotion through the website, though it depends on the governemt to carry out the proposal.

We hope that the intervention lasts a long time, as it should be a permanent change.
As of now, we don´t require any money, but as the project grows we could be needing money for marketing.

Our plan is:
- Complete, as all the activities are includes
- Clear, as the objectives are precise and have a time goal.
- Sufficient, as If we accomplish what we intend, we could actually make a change.
- Flexible, as we can look at more options in order to promote our idea.

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The idea or dream of our company is a quality and accessible education for all the members of the country, especially the young generations. We will not be satisfied until we see every member of the South African society with an access to education, with no exception in any case. With that said, our main vision of society in relation to education is that everyone should have access to it, with no exception in race, beliefs, social organization, etc.

We are considering intervening in education, as we know that education is the key step to future generations welfare. With the purpose mentioned above, we know of course that we need to intervene in education by several ways (Tutoring programs, improvement of infrastructure, development of other schools,etc)

The objective that we have as a non profit institution is to redistribute the South african government income, mainly on public education. The main objective is to help the quality of the education mainly in the communities with a lower income. If this is achieved it will benefit not only this community but the whole society. And to see if this objective/proposal works the result would be seen in the amount of students that dropout, this means that if the amount of dropout students decreases it will meen that the proposal worked in the way desired. If this is accomplished the result wouldn't be in a specific period of time because our proposal will not stop until every student in South Africa has an education of high quality.

The specific community that we want to help is the South African community that has the lowest income and needs more help to get a decent education.  Some things that we can do to make this plan work are to motivate campaigns, inform people that we are doing this and who we are as an institution (With the purpose of receiving monetary and personal support), intervene education and maybe on the streets so that people are aware of the issue and the solution that we are proposing. The most important intervention that we will be implementing is the intervention on education and the campaigns because these two will cause an impact on the society that will help us as an institution to achieve this very important goal of improving South African education in the communities with lower income.

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As an organization we are showing how different problems affect black culture in the United states, such as housing problems and low salary levels. These problems harm black culture and make them have a harder life. So we want to help them and show what are the factors that affect how black cultures live in the US and how to solve them.

Some actions that can lead to the desired result are that more foundations and companies help either financially or with more ideas. Also the government should raise the taxes so that way there will be more money for minorities. In the housing problem the government should distribute goods more equally.

So our initiative is to promote and help black culture that lives in the United states that do not live in ideal conditions compared to the overall US population. We would like to promote people to relate with black cultures, also to try to solve the housing and the salary problem that affect how black cultures live. The taxes will help and could also be a solution for housing and the minorities day that way minorities will feel identified and will help for the racial problems that they suffer. To accomplish this, we would like the government to enact policy changes, that way it is easier to help and make the minorities feel identified. Also, we look to help on the preservation of the African-American culture, by having restaurants serve traditional black food, this way we help on preserving the culture to the future generations and also help with the representation of them. As well, as previously mentioned, we are looking to help with the cultural representation, so we will work on having a “cultural day” as a way of sharing and celebrating the cultures.

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Objective: “We are a foundation made up of professionals and volunteers that believe that we can take a step forward to an equal and safe society for every individual that is part of our community.”

Vision: “Here, in New Horizons, we are working to make a change and reach our goals towards society's behavior.”  As a foundation we look forward to a fair and equal society in which everyone is accepted and appreciated because of who they are and their culture. We also have the vision of a society in which everyone is proud of their culture and brings the best of it to the table. We believe that we can be a small help to the big change our society needs.

Mission :“We believe that we can take a step forward to an equal and safe society for every individual that is part of our community. We stand by the ideals of a caring, tolerant and respectful community and we help the ones around us to rise upon our differences and get one step closer to an equal society.” As a foundation, our mission is to help create a caring, tolerant, respectful and diverse community by integrating and involving people in cultures that they are not a part of, and help create an environment in which everyone can share their own cultures and be appreciated. As well, our mission includes leading society to an equal society in which no matter where you come from, every citizen has the same opportunities and rights, and we will make sure of it.

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Info. here in the Padlet can be more brief, giving an overview of the toolkit in terms of your topic/organisation.
+ Definitely present some clips of specific situation where this community have been unfairly treated by law and order.
Having a couple of CASE STUDIES at the beginning of the site which can be presented to showcase the real issue in this community and who exactly is effected.
For e.g. Kalief Browder:

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Time: The Kalief Browder Story | Netflix

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This series traces the tragic case of Kalief Browder, a Black Bronx teen who spent three horrific years in jail, despite not being convicted of a crime. Watch trailers & learn more.

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Info. here in the Padlet could have some a specific example to help clarify the points as they are overtly vague.
+ The Site is coming along well, great to include the real life testimonies of community members. Remember how you are going to present this topic to others so make sure to have specific examples developed. You really want to get into the shoes of the people and share their experiences and how realistically the wider community can help to change these issues. Check out these links if you haven't seen already:

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Pew Research Center’s Social & Demographic Trends Project

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4. Blacks in STEM jobs are especially concerned about diversity and discrimination in the workplace

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Blacks and Hispanics are underrepresented in science, technology, engineering and math jobs, relative to their presence in the overall U.S. workforce,

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Some creative ideas for change in your community coming along nicely.
*Make sure to express the groups as groups and movements like BLM are foundations similar to yours which have been working for change in various ways.
It's good to reveal the multitude of minority groups, but make sure to look closer at these communities an particular subcultures which are struggling in various ways perhaps culturally, linguistically, inclusively. Take a look further into these groups and what specific issues each face. Check out these links if you haven't seen already:

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There are so many racial minority groups in America that some people question whether "minority" is the appropriate term to describe people of color in the United States, but just because the U.S. is known as a melting pot or, more recently, as a salad bowl, doesn't mean that Americans are as familiar with the cultural groups in their country as they should be. The U.S. Census Bureau helps to shed light on the ethnic minorities in the U.S. by compiling statistics that break down everything from the regions certain groups are concentrated into their contributions to the military and advances in areas such as business and education.

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Interesting Facts about Racial Minorities in America

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There are so many racial minority groups in America that some people question whether "minority" is the appropriate term to describe people of color in the United States, but just because the U.S. is known as a melting pot or, more recently, as a salad bowl, doesn't mean that Americans are as familiar with the cultural groups in their country as they should be.

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Pew Research Center's Social & Demographic Trends Project

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As the United States becomes more racially and ethnically diverse, and as companies from Wall Street to Silicon Valley grapple with how to build workforces that reflect these changing demographics, Americans have a complicated, even contradictory, set of views about the impact of diversity and the best way to achieve it. Most say it's a good thing that the country has a diverse population, but many also say this introduces its own set of challenges. And while a majority values workplace diversity, few endorse the idea of taking race or ethnicity into consideration in hiring and promotions, according to a new Pew Research Center survey.

When it comes to diversity in the communities where they live, most U.S. adults (66%) - including a majority of those who live in neighborhoods with little diversity - are satisfied with the racial mix in their area. A majority (54%) says children should go to local schools, even if that results in most schools being less diverse. Fewer (42%) say children should go to schools that are racially and ethnically mixed, even if that means some students go to school outside of their local community.

Overall, white, black and Hispanic adults are about equally likely to say it's good that the U.S. population is racially and ethnically mixed, and majorities across these groups say this has had a positive impact on U.S. culture. But black Americans place more value than whites and Hispanics on workplace diversity and school integration.

Opinions on these issues also vary considerably along party lines, with Democrats and those who lean to the Democratic Party more likely than Republicans and Republican leaners to express positive views of the importance and impact of racial and ethnic diversity. This is the case even after taking into account the differences in the racial composition of the two parties.

These are among the key findings on views about diversity from a nationally representative survey of 6,637 U.S. adults conducted online Jan. 22-Feb. 5, 2019, in English and Spanish, using Pew Research Center's American Trends Panel.
These findings are part of a larger survey that also explores Americans' attitudes about race relations and racial inequality and the role of race in people's lives. For more, see "Race in America 2019."
A note about the Asian sample

This survey includes an oversample of Asian respondents, for a total sample size of 332 Asians. The sample includes English-speaking Asians only and, therefore, may not be representative of the overall U.S. Asian population (66% of our weighted Asian sample was born in another country, compared with 78% of the U.S. Asian adult population overall).

Despite this limitation, it is important to report the views of Asians on race relations and racial inequality, as well as their personal experiences with racial discrimination, as the U.S. Asian population is growing faster than any other major racial or ethnic group. Measuring the attitudes of Asians on these topics is an important piece in understanding the state of race in America today.

As always, Asians' responses are incorporated into the general population figures throughout this report; data are weighted to be representative of the U.S. adult population as a whole. Asians are shown as a separate group when a question was asked of the full sample. Because of the relatively small sample size and a reduction in precision due to weighting, results are not shown separately for Asians for questions that were only asked of a random half of respondents (Form 1/Form 2) or some filtered questions. We are also not able to analyze Asian respondents by demographic categories, such as gender, age or education.

More than half say racial and ethnic diversity is very good for the country

A majority of Americans (57%) say the fact that the U.S. population is made up of people of many different races and ethnicities is a very good thing for the country, and another 20% say this is somewhat good. Small shares say this is somewhat (5%) or very (1%) bad, while 17% say it is neither good nor bad for the country. Similar shares of whites (55%), blacks (59%) and Hispanics (60%) say racial and ethnic diversity is very good for the country.

Whites and blacks with at least a bachelor's degree are more likely than their less educated counterparts to say it's very good for the country to be made up of people of many races and ethnicities. About seven-in-ten whites with a bachelor's degree or more education (69%) say this, compared with 55% of whites with some college and 41% of those with a high school diploma or less education. Among blacks, 80% with at least a bachelor's degree say it's very good that the country is racially and ethnically mixed; a smaller majority of blacks with some college (65%) and 44% of those with less education say the same. The link between education and views of diversity is less clear among Hispanics.

Across party lines, majorities of Democrats and Republicans say it's at least somewhat good that the U.S. population is racially and ethnically mixed, but Democrats are far more likely to say this is a very good thing (71% vs. 39% of Republicans). Among Democrats, whites are more likely than blacks to say diversity is very good for the country (76% vs. 61%); 67% of Hispanic Democrats say the same.

Most see diversity having a positive impact on the country's culture

More than six-in-ten Americans (64%) say the fact that the U.S. population is made up of people of many different races and ethnicities has a positive impact on the country's culture; 12% say it has a negative impact and 23% say it doesn't make much difference. Hispanics (70%) are more likely than whites (64%) and blacks (58%) to say the country's racial and ethnic diversity has a positive impact on the country's culture, although majorities across all three groups say this is the case.

This view is widespread among Democrats, and particularly white and Hispanic Democrats. Fully eight-in-ten white Democrats (84%) and about three-quarters of Hispanic Democrats (76%) say this diversity has a positive impact on U.S. culture, compared with 60% of black Democrats.

Among Republicans, half say the fact that the U.S. population is made up of people of many different races and ethnicities has a positive impact on the country's culture; about one-in-five (21%) say it has a negative impact (29% say it doesn't make a difference).

While most Americans say having a population that is racially and ethnically mixed enhances U.S. culture, views are more negative when the public is asked about the prospect of blacks, Hispanics, Asians and other racial minorities making up a majority of the population (which the U.S. Census Bureau projects will happen by the year 2050). In a separate survey conducted in December 2018, more said having a majority nonwhite population will weaken American customs and values (38%) than said it will strengthen them (30%); 31% said this won't have much of an impact.

Despite generally positive views of diversity, many say it poses challenges for policymakers

A sizable share of Americans (47%) say having a population that is made up of people of many different races and ethnicities makes it harder for policymakers to solve the country's problems; a small share (7%) say it makes it easier for policymakers and 45% say it doesn't make much difference. Whites (52%) are more likely than Hispanics (42%) and blacks (30%) to say the country's diversity makes it harder for policymakers to solve problems.

There are also partisan differences on this question, with Republicans more likely than Democrats to say the country's racial and ethnic diversity poses challenges for policymakers (56% vs. 42%). Democrats are more likely to say it doesn't make much difference in this regard.

Three-quarters of Americans say it is very (49%) or somewhat (26%) important for companies and organizations to promote racial and ethnic diversity in their workplace. Blacks are particularly likely to say this is very important: 67% say this, compared with 52% of Hispanics and 43% of whites. And as is the case in views about the impact diversity has on the country overall, Democrats are far more likely than Republicans to say it's very important for employers to promote racial and ethnic diversity in their workplace (64% of Democrats vs. 29% of Republicans). These partisan differences remain when looking only at those who are white.

While most Americans say it's at least somewhat important for companies and organizations to promote racial and ethnic diversity, only about one-in-four (24%) say that, in addition to their qualifications, a person's race and ethnicity should be considered in decisions about hiring and promotions in order to increase diversity. A majority (74%) says employers should only take a person's qualifications into account when making these decisions, even if it results in less diversity in the workplace.

The view that employers should only take a person's qualifications into account is widespread among whites (78%) and Hispanics (69%); about half of blacks (54%) share this view.

Republicans are much more likely than Democrats to say a person's race and ethnicity shouldn't be a part of hiring and promotion decisions. Even so, majorities of both groups (90% vs. 62%) hold this view. Again, this partisan difference is nearly unchanged among whites.

Whites, blacks differ on the importance of students going to a racially and ethnically mixed school vs. going to a school in their local community

Mandatory busing programs aimed at desegregating schools ended years ago, but the issue of school integration remains a topic of debate in many parts of the country.

Today, more than half of Americans (54%) say students should go to school in their local community, even if it means that most schools are not racially and ethnically mixed; 42% say students should go to schools that are racially and ethnically mixed, even if it means that some students don't go to school in their local community.

Black and white adults have widely different views on this. Most whites (62%) say students should attend schools in their local community, even if most schools are less diverse as a result. In contrast, about seven-in-ten blacks (68%) think students should go to schools that are racially and ethnically mixed, even if they're not in their local community. Hispanics and Asians are about evenly divided on this issue.

Views also differ considerably along party lines, with 73% of Republicans - vs. 41% of Democrats - saying students should go to school in their local community, even if it means most schools are not racially and ethnically mixed. Black Democrats (71%) are far more likely than their white (52%), Hispanic (56%) and Asian (55%) counterparts to say students should go to schools that are racially and ethnically diverse, even if it results in some students not going to their local schools.

About a quarter of Americans wish their local community was more racially and ethnically mixed

Most Americans (66%) are satisfied with the racial mix in the community where they live; 24% wish their community was more racially mixed and 8% wish it was less so.

For whites and Hispanics, views about the racial mix in their community are strikingly consistent regardless of how diverse the community is. In this analysis, diversity is measured in terms of the share of a neighborhood's population in its largest racial or ethnic group. For example, a neighborhood that is 80% white (largest group), 10% Hispanic, 5% black and 5% Asian is considered less diverse than one that is 20% white, 60% Hispanic (largest group), 5% black and 15% Asian. The least diverse neighborhoods are those where 90% or more of the residents are part of the largest racial or ethnic group; the most diverse are neighborhoods where fewer than half of the residents are in the largest group.

About seven-in-ten whites - and about six-in-ten Hispanics - in the most and least diverse neighborhoods say the community where they live is as racially mixed as they'd like it to be. Among blacks, those in the least diverse neighborhoods are less satisfied with the racial mix in their communities.

The vast majority of whites who live in neighborhoods with very little diversity are surrounded by other whites. By contrast, for blacks who live in less diverse areas, their neighborhoods are less likely to be made up predominantly of black residents. Among black respondents, 63% of those in areas where 80% or more are in the largest racial or ethnic group are in majority black communities; 34% are in neighborhoods that are predominantly white. A large share (82%) of Hispanics who live in less diverse neighborhoods reside in predominantly Hispanic communities.

Among whites in the least diverse neighborhoods, Democrats, college graduates and those younger than 30 are less satisfied with their community's racial mix

Outlooks on community diversity vary considerably between white Democrats and white Republicans. Among white Republicans in the least diverse neighborhoods, 80% are satisfied with the amount of racial diversity in their community. White Democrats in this type of neighborhood are more divided: 51% say their community is as racially mixed as they'd like it to be and 45% wish it was more so.

Age and educational attainment are also related to these attitudes: In neighborhoods with little diversity, whites younger than 30 are far less satisfied with the racial mix in their community than older whites. About four-in-ten white young adults in some of the least diverse neighborhoods say their community is as racially mixed as they'd like it to be (43%), while a similar share (45%) wish it was more racially mixed. In contrast, most whites ages 30 to 49 (63%), 50 to 64 (79%) and 65 and older (73%) are satisfied with the racial mix in their community.

Among whites with a bachelor's degree or more education, 38% in the least diverse neighborhoods say they wish their community was more racially mixed than it is; 22% of those with some college and 16% with a high school diploma or less education say the same. Still, at least half in each group say their community is about as racially mixed as they would like it to be.

Relatively few Americans interact a lot with people from other racial and ethnic groups

Most Americans have at least some daily interaction with people who do not share their race or ethnicity, but relatively small shares say they have a lot of interaction. This is particularly the case for whites interacting with racial or ethnic minorities and nonwhites interacting with minority groups other than their own.

About a quarter of white adults say they interact with blacks (25%) and Hispanics (23%) a lot in their day-to-day life. Among blacks, 26% say they have a lot of interaction with people who are Hispanic, while one-in-five Hispanics say they have frequent interaction with people who are black. About one in-ten whites, blacks and Hispanics say they interact with Asians a lot in their daily life.

A majority of Asians (59%) say they have frequent daily interaction with whites, more than the share of blacks (47%) and Hispanics (44%) who say the same. About one-in-four Asians (27%) say they have a lot of interaction with people who are Hispanic and 15% say the same about people who are black.

Asians (48%) are less likely than whites (84%), blacks (68%) and Hispanics (60%) to say they have a lot of interaction with people in their own group. The extent to which Americans interact with various racial or ethnic groups reflects, at least in part, the shares of each group in the population.

About three-in-ten Americans say it would bother them to hear people speak a language other than English in public

Most Americans (70%) say they would not be particularly bothered if they heard people speak a language other than English in a public place, including 47% who say they would not be bothered at all. Still, a sizable share (29%) says this would bother them at least some.

Roughly a third of whites (34%) and about a quarter of blacks (24%) and Asians (24%) say they would be bothered if they heard people speak a language other than English in public; a smaller share of Hispanics (14%) say the same. About two-thirds of Hispanics (68%) say this wouldn't bother them at all, compared with half or fewer whites (41%), blacks (48%) and Asians (50%). Foreign-born Hispanics are more likely than those born in the U.S. to say they would not be bothered at all if they heard someone speak a language other than English in public (76% vs. 61%).

Among whites, reactions vary considerably by age, education and political orientation. Younger whites and those with a bachelor's degree or more education are less likely than their older and less educated counterparts to say they would be bothered by hearing a language other than English in a public place.

Views are even more divided along partisan lines. About six-in-ten white Democrats (58%) - vs. 26% of white Republicans - say this wouldn't bother them at all.

Terminology

References to whites, blacks and Asians include only those who are non-Hispanic and identify as only one race. Hispanics are of any race.

All references to party affiliation include those who lean toward that party: Republicans include those who identify as Republicans and independents who say they lean toward the Republican Party, and Democrats include those who identify as Democrats and independents who say they lean toward the Democratic Party.

References to college graduates or people with a college degree comprise those with a bachelor's degree or more. "Some college" includes those with an associate degree and those who attended college but did not obtain a degree. "High school" refers to those who have a high school diploma or its equivalent, such as a General Education Development (GED) certificate.

Foreign born refers to people born outside of the United States, Puerto Rico or other U.S. territories to parents neither of whom was a U.S. citizen, regardless of legal status.

U.S. born refers to individuals who are U.S. citizens at birth, including people born in the United States, Puerto Rico or other U.S. territories, as well as those born elsewhere to parents who were U.S. citizens.

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Americans See Advantages and Challenges in Country's Growing Racial and Ethnic Diversity

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Most value racial and ethnic diversity in the workplace, but few want employers to consider race or ethnicity in hiring and promotion decisions.

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Companies must confront racism at a systemic level - addressing everything from the structural and social mechanics of their own organizations to the role they play in the economy at large. We know that diversity programs have historically failed, but there are proven ways to improve hiring programs, interrupt bias at the team level, interrogate supposedly "color-blind" analytics, and support employees of color - especially Black employees.

There's much work to do on a personal level, too. White leaders and employees must learn to really listen to their colleagues, to recognize their own biases, histories, and everyday actions in a new light. They must understand that being vocal about race, diversity, and inclusion is their own responsibility - not the job of their Black or brown colleagues.

We hope that this collection of articles provides a starting place for companies and business leaders to take on this work together.

Even at "Inclusive" Companies, Women of Color Don't Feel Supported
This can prevent employees from connecting across ethnic and racial differences. (August 2019)

"Numbers Only Take Us So Far"
Facebook's global director of diversity explains why stats alone won't solve the problem of organizational bias. (November 2017)

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Confronting Racism at Work: A Reading List

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Companies must confront racism at a systemic level - addressing everything from the structural and social mechanics of their own organizations to the role they play in the economy at large. We know that diversity programs have historically failed, but there are proven ways to improve hiring programs, interrupt bias at the team level, interrogate supposedly "color-blind" analytics, and support employees of color - especially Black employees.

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Some great initial ideas that can effectively support migrants to the UK.
It is a challenge to find information about another country you are unfamiliar with but think of the local situation here in Chile and what is happening what type of supports exists and what flaws the system has, then look for similar aspects in the UK. Check out these sources if you haven't seen them already:

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Benefits

To check what benefits you might be entitled to quickly and easily, some migrants can use the Turn2us Benefits Calculator. However, you should read the information below first.

Whether you can apply for benefits depends on your immigration status and whether you meet the presence and residence rules.

Immigration Status

If you are an European Economic Area (EEA) national who was already living in the UK on 31 December 2020, your right to claim benefits will often depend on your right to reside.

If you are not an EEA national, or you came to the UK after 31 December 2020, your right to claim benefits depends on your immigration status. Read our guide on Non-EEA nationals for more information on who can apply for benefits.

Asylum seekers cannot claim benefits but may be entitled to Asylum Support

Refugees and people granted humanitarian protection have roughly the same entitlement to benefits as UK citizens. See our guide on Refugee and Humanitarian protection for more information.

Presence and Residence Rules

If you are coming from abroad to the UK, you have to meet the presence and residence rules for benefits. Whether you are an EEA national or Non-EEA national you have to satisfy the presence and residence rules. See our guide on Residence and Presence Tests for more information for which tests you have to satisfy..

To claim some benefits, you have to pass or be exempt from the Habitual Residence Test or the Right to Reside Test. Our guides tell you what benefits are affected and the conditions for passing these tests.

Grants

To find out what help may be available from grant-giving charities, you can use the Turn2us Grants Search

Advice and Support

Turn2us is unable to offer advice on individual situations. To find an adviser in your area to discuss your situation with, you can use the Turn2us Find an Adviser tool

Further Information Resources

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To check what benefits you might be entitled to quickly and easily, some migrants can use the Turn2us Benefits Calculator. However, you should read the information below first. Whether you can apply for benefits depends on your immigration status and whether you meet the presence and residence rules.

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Joint Council for the Welfare of Immigrants

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Joint Council for the Welfare of Immigrants

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Fighting for justice and equality since 1967.

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Charity supporting asylum seekers, refugees and victims of human trafficking and modern slavery

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Some wonderful precise statistics found early on.
Some real evidence from the context to show the class the situation as it exists would be beneficial. BE sure to think specifically about what action your organisation is going to take to improve certains aspects for this community group - school age children in South Africa. Include diverse texts to relay concrete information to the class, especially as this is a global context many of us are unfamiliar with.
Check out these resources if you haven't done so already:

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Educating for a brighter future

"SAEP taught me so many things in so many ways. I was taught to give even when not having enough. I was also taught to never let anyone come between me and my dreams, but most of all I was taught how to love and respect others for who and what they are "

Andolene Buys - former Bridging Year Scholar

WHAT WE DO

The South African Education Project (SAEP), is a registered non-profit based in Mowbray, Cape Town, South Africa. We provide holistic education through academic tutoring, extended experiential learning, life skills, and psycho-social support for children and youth through our five learning programmes.

For all information regarding COVID-19 in South Africa, please visit the SA Government's official portal - www.sacoronavirus.co.za.

57%

of our Bridging Year students access tertiary studies after completing the programme

31750

total beneficiaries in SAEP's 25 years of operation

135

Early Childhood Development Centers-and counting!

NEWS

annual report 2020

SAEP is proud to launch our Annual Report for the year 2020.

​

Our report contains letters from our Board Chairperson and outgoing Director, as well as accounts from our programmes on the work they've done with the beneficiaries through the pandemic.

​

Click here to keep reading

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Educating for a brighter future "SAEP taught me so many things in so many ways. I was taught to give even when not having enough.

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MIET AFRICA: Introducing what we do Our History: The Evolution of MIET AFRICA Vision, Mission & Purpose Our Values & Principles Our Partnerships People & Governance

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Even Roger Federer's Foundation worked on improving education in South Africa:

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Over the course of two years, this project aims to increase the quality of education in 30 primary schools in rural and neglected areas for an estimated 18,000 children. One of the primary objectives is to improve the communication, language, and literacy skills of learners. As part of this project, teachers receive training in effectively transitioning out of school children (OOSC) back to school, supporting at-risk, or struggling learners, implementing the curriculum, and monitoring students. This training and mentoring component involves all staff members, including school managers, the Heads of Departments, and the language and subject teachers and is intended to improve the communication, language, and literacy skills of learners. Language activities are provided to support the teaching of language and classroom resources are also provided to support the teacher implementation of resource-based methodology. Teacher and School Management Committees are made more aware of the likelihood that at-risk learners will drop out of school in the secondary phase and are guided on how to mitigate this trend. Lastly, clear standards are set and monitored for literacy training in these 30 schools.

As part of the goal of the project, it will build the capacity to sustain and further implement its program into the educational system. The project is being implemented in cooperation with the Limpopo Department of Education. Other mechanisms for sustainability include training school managers and Heads of Department, providing in-service teacher training, and sharing models of best practice.

Partners

In partnership with EAC the Roger Federer Foundation is working to improve the quality of education in Limpopo, South Africa in order to prevent dropouts and increase enrolment of out of school children.

Countries

Poverty is a significant barrier to education in South Africa and despite significant successes in developing the diversity of the economy since the end of apartheid. Although close to achievement, South Africa still faces challenges in meeting the millennium development goal of universal primary education. EAC is working with the Roger Federer Foundation to improve the quality of education in Limpopo, to increase the enrolment and retention of out of school children.

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Quality Primary Education for Rural Areas in Limpopo

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Over the course of two years, this project aims to increase the quality of education in 30 primary schools in rural and neglected areas for an estimated 18,000 children. One of the primary objectives is to improve the communication, language, and literacy skills of learners.

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A new strategy is a milestone in the development of an organisation, a pause to reflect on what has been learned, throw off any ballast, and take advantage of new opportunities. The Board and the management of the foundation spent a lot of time on the strategy process and developed the School Readiness Strategy for the coming years in several stages. The focus was determining the niche in which the Foundation could most effectively use its skills and budget within the defined period.

What have we learned from the past strategy?

With the last strategy, the Roger Federer Foundation was already consistently committed to focused grant making. Geographically, in additional to Switzerland and South Africa, the Board opted to expand the geographical focus to neighbouring countries in Southern Africa, ultimately making us active in six countries. When selecting the countries, the homogeneity of the education systems and the use of English were key to us so that we could develop as many learning synergies as possible across the projects. Concentrating on one region also increased our management efficiency, especially since we opened a regional office in Johannesburg with three local employees in 2016.

Thematically, the Foundation focused exclusively on the quality of children's education. This has been achieved with a wide range of effective projects to be implemented by carefully selected local partners. External evaluations have sufficiently documented the long-term impact of our support. Right from the start, we invested roughly half in early childhood education and half in primary schooling. This consistent focus can be rated as very positive. As a result, the team developed into actual education experts and accompanied and tested various approaches from our partners. In the region, we were able to sharpen our organisation's reputation and establish a network with other stakeholders working on the same field. We also have excellent local partners, without their tireless efforts and great expertise the good results of the past few years would not have been possible.

In addition to the thematic focus, our funding method shaped our work. In all of our activities, we focused on strengthening existing local projects and partners. Expanding limited capacities and knowledge was of central importance. It is not us who brought about the changes we have seen, but the energy of the local people who became mobilised to seek solutions for their educational issues with our complementary support. This self-help approach has been shown to lead to sustainability not only in the education system, but also in the entire village structure.

Nevertheless, there is room for strategic improvement. The target group was quite broadly defined in the last strategy, which led to completely different educational projects, with different components and different results. A 12-year-old girl has other educational needs than a three-year-old child. At the end of the strategy, we were able to measurably improve the educational quality of over one million children, but there were no cross-project indicators that reflected our impact as a Foundation. Our projects also achieved decisive changes at the community and village levels, but, with the exception of Malawi, our engagement has had hardly any systemic effect at the national or even regional level. This would have required a different approach right from the start. The past few years have also helped us realise that while there are many governmental and non-governmental stakeholders working in either early childhood education or primary education, most are not concerned with the transition between the two sectors. But it is precisely at this transition point in children's lives that a lot can go wrong with negative consequences that can shape the rest of their lives. Last but not least, the adoption of the United Nations' 17 Sustainable Development Goals has led to a dynamic global agenda. We are all called upon to make our contribution to achieving these goals. It was therefore very important to us to align our work accordingly.

What is our new strategy?

The Roger Federer Foundation remains committed to its goal of empowering children living in poverty. The most effective and sustainable theory of change to achieve this goal is to provide a high quality education system. Education is not only a human right, but also a crucial factor in breaking the cycle of poverty, improving health, and strengthening social responsibility and environmental protection. Despite its importance, education is in crisis around the world. In many cases, the quality is insufficient, minimum performance goals are not being achieved, and children drop out of school early. For many children, school ends after just a few years in primary and middle school. Research shows that a key reason for this is the lack of access to high-quality early childhood (preschool) education in developing countries. That is why we will focus on the youngest learners in the next seven years, especially because this is an area that is globally clearly underfunded.

The most vulnerable children in particular, who would be dependent on education to escape the poverty trap, often do not have a good start in primary school. The transition from home or preschool to primary is a highly sensitive time and full of challenges. If children are insufficiently prepared for school or are not well embedded in the new and rarely age-appropriate environment, there is a high probability that they will fail, which means that they will not develop properly or even leave school early. In accordance with Sustainability Goal 4.2, we are fully focused not only on improving children's readiness to go to school, but also on making schools more ready for children.

Our goal is to give more than one and a half million children a good start to their education. Children should have access to at least one year of organised learning before starting school. We are committed to ensuring that the children develop in an age-appropriate manner and survive the first years of school without having to repeat years or leave school early. In order to achieve a system that can ensure this, we are working to make all relevant participants such as parents, teachers, communities, and government officials aware of the needs of children and accept responsibility for them. Thanks to their commitment, their children are being given access to preschool, where they encounter an age-appropriate learning environment. Processes are established so that the transition of the children to primary school goes smoothly and they can quickly feel comfortable. Thanks to decentralized, digital-based continuing education, the teaching staff are working on improving their skills comprehensively in learning groups. An Early Learning Kiosk in the form of an offline tablet, developed individually for each country and by local experts, contains a wide range of learning content for early education, work with parents, building a natural playground, the development of teaching materials, stories to read aloud, and an app for the continuous observation and analysis of each child's development. The learning group approach promotes a peer-to-peer mentoring over the long term.

In each of the six countries in southern Africa we hope to implement the entire package of the School Readiness Initiative in between 1,500 and 3,000 institutions. This means that we will reach around 12,000 educational institutions in the next seven years. This is being done in close formal consultation and cooperation with the local authorities. In the long term, we hope that the respective Ministries of Education will distribute the Early Learning Kiosk to every relevant institution in their countries.

What are the operational consequences?

The new strategy has taken an innovative and systemic approach from the ground up. This requires some changes in the operational set-up of the Roger Federer Foundation. The Foundation is intensifying and formalising its cooperation with government agencies at all levels. It will itself be active and coordinate the country programmes and the development of the Early Learning Kiosks. The programme is implemented by a consortium of local partners, where the organisations will be of different sizes and working on different focus areas. With one exception, we were able to convince all of our previous partner organisations to commit to the School Readiness Initiative. Further partners and also selected service providers will also be able to join in order to help expand the programmes nationwide in at least some of the countries.

Overall responsibility for the country programme remains with the Roger Federer Foundation. We are therefore increasing our reporting, documentation, and evaluation capacities and expanding our team accordingly. Close coordination of the School Readiness Initiative with other national and international actors is essential. Roger Federer will work even more intensively as an ambassador and President of the Foundation to ensure the successful implementation of the strategy, which has a budget of approximately 50 million Swiss francs.

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A new strategy is a milestone in the development of an organisation, a pause to reflect on what has been learned, throw off any ballast, and take advantage of new opportunities. The Board and the management of the foundation spent a lot of time on the strategy process and developed the School Readiness Strategy for the coming years in several stages.

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To make a change

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What will you do to promote the changes in the community?

To promote our proposal we will do different advertising such as online campaigns, street campaigns, educational signs on the streets, posters, media etc.. To approach this proposal apart from doing campaigns for the use of monetary support we will also need to be in contact with some experts and the government.

What allies will you have on your side? For our proposal to reach a significant amount of people is fundamental to promote it and get our institution to get known, for this we will have many allies like the minister of education, an expert in publicity and campaigns, influencers that will make our publicity grow through social media, schools that would like to participate on our institution to start helping them have a better education environment. This allies will help to received monetary support and achieve our purpose

Think about possible challenges/opposition to these changes.  The biggest challenge that we may cross with is not having enough recognition, we need for many people to know about our institution to get all the help needed because this is a really big project and a lot of support will be needed to make an important impact.

What promotional texts will you need to spread messages about change?

To promote our organization It is indispensable to use informational texts. This informational text will contain statistical data, our proposal and of course how to reach our company and help with the South African educational crisis. Examples of this type of text could be: Poster, Triptychs, etc. This type of text helps the information to be organized and precise.

Will you use media outlets to communicate and promote your organisation's ideas?

Yes for sure. We will use the media because if our proposal reaches the tv or radio it will grow in popularity, and if that happens maybe a large number of people will agree with our proposal and start taking it into consideration. And if these people take action the proposal will probably be achieved in a faster and better way.

https://www.right-to-education.org/blog/too-many-children-left-behind-exclusion-inclusive-education-system

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1. Research the issue by gathering background and local information about the following.

The issue: Lack of cultural knowledge and equality between minorities and minorities.

People’s thoughts about the issue are that they usually don’t recognize that the problem actually exists, so they ignore it or they just avoid the solution.

"They need to have an idea in their head about the max price that they are willing to pay, and know that they might be in a bidding war and what is their cut off point," said Sandy Sherwood.

The issue divides the community between majority and minorities, generally the majority gets everything they want and need so they have the representation they wish to have, and the minorities lack it in enormously unfair dimensions.

People don’t realize that minorities live under unfair conditions, from housing conditions to cultural representation, due to the lack of knowledge and understanding community members have towards the minorities.

It will take teaching people about the African-American culture as a way of changing and developing people's ideas.

Black culture in the US (minorities)

The factors that contribute to the problem are; housing problems, salary problems, not preserving culture. On the other hand, the factors that contribute to the goal or to solve the problem, are cultural preservation, solving housing and salary problems.

The consequences of these problems are that black people live in  precarious conditions and that a low amount of people care about their culture, which may cause those black people to feel unidentified.

Regarding the cultural barrier, to address the issue, we want to help cultural preservation, but there is a limit that we need to break, which is making people want and enjoy preserving the culture.

We could achieve having available resources to address the issue by our political policy which relates to using taxes more efficiently, or increasing them a bit to be able to have the necessary resources to help the minorities.

2.

We are going to promote our campaign through social media, as a way of getting to the younger community members.

We will upload, both, promoting and informational video as commercials, this way we get to most people in the community. (NYC - Chicago - Detroit - Philadelphia)

Our ideas to promote the campaign will be through a video that will appeal to the emotions of the public making them empathize with minorities and be informed about them.

3.

We are going to be focusing, as an audience, on people who are seeking for social change, just like our foundation does. We will encourage people to be part of the change, those who are interested in it.

None of these ideas require much of financial resources because they can all be done with resources we already have, like computers. Probably once we are done, we will have to consider the cost for promoting the campaign on national tv, but on social media it is free.

We are going to use the video creator platform “Powtoon” for our videos.

We need at least one device to upload and create content for our social media (instagram)

4.

Allies that could help us, could be, black cultures all around the world, black lives matter movements and as well black activists

Black lives matter may help us to promote and spread our solutions. Black activists as well. Also as some black activists organize some public talks they could address the problem and get more help.

5.

The objectives of the advocacy effort. The group will put a lot of effort especially in the part where we inform them about the problems and mention some events that happened (BLM) when nobody cared about minorities' needs and problems. Also the group will make an effort to make a very attractive site, to catch the viewers attention.

We could measure the intended outcome via a google form at the start and at the end of the project, that way we would be able to have an idea if the outcome is achieved or not. Another way to measure the intended outcome would be our social media followers and publication spread, that will tell us if we are having influence regarding our project.

6. Action Plan:

1. What will be done? We will make an animation video to promote our website that will have a lot on information of minorities

2. By whom? → New Horizons Foundation

3. By when?→Near future

4. Using what resources? → Social Media and apps

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5. The product that our group offers is a website that promotes the proposals explored in the past toolkits. It´s a non-profit product, as it´s intended to make a social change, not to gain money.
The price isn´t money, as we have a website already with a particular domain. The cost would be time and effort. The only price in money could be the publicitation of the website in order to make it viral, which could be promoted in Instagram and Facebook, which would cost aproximetly 50.000 CLP, as an inicial price. The place, or how we would make it easy for people to contribute, would be to create a Patreon so people interested in supporting the cause can donate money. The promotion is to carry the message against racism in the police force, and that is what will make people interest in our product.

The activities that will be carried out, will be first to design the website, create the letter to the U.S government, and then promote the website. The website will be designed by Maximo, Daniel will write the letter and Manuel will promote the website. This is work division, which does not mean a member of the group can help the other on his job. The activity will be completed in a few weeks, and the resources needed are the website and time.

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A. The organization program will last and will be working until all the police departments in America have passed the test "turnaround project" which will guarantee al police officers that tread on American floors to have a mentality of racial equality. This is thought by group to take and estimated time of 5 years.

B. Our project as it has an objective that we want to accomplish it will have an end, it will end when we obtain our objective of ending with racial brutality among the African-American community.

C. There is indeed a lot of support by the community, we have seen lately all the protests against police brutality on America, demanding the racial inequalities that are seen objected on the African-American community. This support is amazing, since it will help the government to accept our request of the "Turnaround project"

D. There is no need of a sustainability plan for this project since this has an end and an objective which will be accomplished within 5 years.

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How will your group maintain their influence in the community?

Our non profit company/group will maintain their influence by keeping the hard work and the publicity continuously throughout time, so that donations keep helping us progress.  We will not stop helping south african children with a bad quality of education if we have the chance to continue. That's why when our proposal is achieved in the correct way, we will adapt the education system and all of the income we gain, will go towards buying new material for the kids. So with the help of teachers, the minister and maybe even the president we will continue applying our proposal throughout the whole country. And if the proposal goes as planned, our solution to the poor and unequal education system that South Africa is experiencing now may be resolved in the long run.

Think about what is necessary to sustain the solutions/actions in order to keep up change for years to come?

Campaigns and monetary support events could be key to maintain the figure of our institution. Campaigns could be managed via television and social media in a way to promote education and our company goals. On the other side, social events are used by other organizations as a way to receive monetary support and gather resources. For this, we will need sponsors, considering the cost of the events. Apart from campaigns and events, an strategy that we are looking to achieve is the use of governamental and companies mentions, that could have an influence in the amount of donations that the institution is willing to achieve

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All Photos on Pexels can be used for free. While the most photos are released under the Pexels license, some photos are covered by the Creative Commons Zero (CC0) license. Both licenses are similar and allow you to do the following: Use all photos for free for commercial and noncommercial purposes.

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Decide whether the organization or effort needs to be sustained and for how long:

1. Estimate how long the organization or effort should be in place to accomplish its goals (e.g., 1 year, 10 years). How many years?

The effort we will put on this project will have a duration of 10 years but we hope our solutions stand forever. For example the project of preservatión aand the one of a day for minorities we hope it stands forever. While the proyect of housing will stand until minorities and non minorities have more equal opportunities, specifically in the housing project the distribution of goods and services from the state will grow every 5 years 3% for minorities until they are equal with non minorities.

1. Specify whether the organization or effort should end (e.g., a one-time event) or be ongoing. Will your organization's work end, or do its goals require that it be ongoing?

Our objectives are always gonna be ongoing but the foundation will end in 10 years because if everything goes as planned these objectives won’t need us anymore, and society will be the one incharge of these objectives.

1. Assess whether there is sufficient support in the community to maintain the initiative (or likely will be). What is the level of support? There is already sufficient support in the community for minorities now a day and as time goes by there will be more support for minorities

After

2)

Clarify the goals and context for sustaining the effort.

1. What aspects of the effort need to be sustained to achieve the initiative’s goals

We need to sustain cultural preservation because preserving the culture will help the project to last forever. Also we need to keep the consciousness about black culture's living situation, that way everyone will continue helping through time.

1. Whether the goals for the effort are open to expansion or change

The goals are indeed, available for a change. We accept suggestions from anyone that could have a better idea and also we would like to adapt to different circumstances that maybe the project spreads around the world

1. What the group has accomplished in terms of reaching its goals

1. Current structure and organization of the initiative

Social media account: Instagram

A video promoting our initiative

1. Needed resources to support permanent personnel

We need an active social media account and effective videos to promote the initiative

1. Current foundation or basis of funding and resources (e.g., money or other support)

More than money we need support, because with support we will spread up the message easier. But yes, we need money to expand our foundation

1. Potential obstacles to sustainability

Get people to spread the message because not all people pay attention to a problem like this, and they don't share it because of that. So we need to be effective in marketing our solution.

Create a business plan to anticipate what resources will be necessary to sustain the organization or effort.

1. Describe the services or products (activities) to be offered, including:
Describe the potential market or audience and how they will be reached:
-We aren't a market seller company at the moment, we just want to spread and promote our message. Although to get the budget necessary we don't want to force people to pay money to us, we want it to be optional. And how are people going to end up donating if it's just optional? Well, to achieve that we will have the best promotional tactics and plan to make that possible

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