Projects, Programs, Activities, events, Referrals, Support, and Services
Our Main Projects, Programs, Activities, events, Referrals, Support, and Services
1. Refugees, newcomers Integration, and settlement, especially for the African Diaspora from the Great Lakes Region of Africa, who speak Kiswahili
2.Youth/Internships/Exchange Youth programs. The At-Risk Youth. Provides support for at-risk young people/youth ages up to 30 years to manage challenges and stress through individual and clinical counselling, and a wraparound team of youth workers. With holistic support to enhance young people and youths’ strengths and resiliency to manage the challenges and stresses that they face. The program provides opportunities to engage in pro-social activities, develop healthy attachments to their schools and communities, and learn to establish and make progress toward goals. This program also offers support for parents and other primary caregivers of youth clients, Parents and other primary caregivers, teachers or school liaison officers may refer qualified youth who are at risk of involvement with negative and criminal activities. Such youth may be experiencing, or at risk from:
- Poor school and peer associations
- Experiencing negative emotional and physical behaviour
- Substance misuse and Mental health issues
- Isolation and Violent behaviour
3. Arts, Culture and Heritage – We value and celebrate art, culture, and heritage in the Greater Vancouver. and its environs. Organizing Festivals and events featuring local, national and invited international entertainers, dynamic artist for…… ( the Mashujaa, Harambeecouve, Nakhatandi, Youth, Seniors and Anti- Racism events and programs, building bridges with communities acting as a
Culturally competent organization. As community builder, understanding culture is our business. No matter where we live, we work and establish relationships with people – people who all have cultures. WHY CULTURE IS IMPORTANT -It’s a strong part of people’s lives, it influences their views, their values, humor, hopes, loyalties, their worries and fears, when we work with people to build relationships with them, it helps to have some perspective and understanding of their cultures.
4. We embarked on the journey together with the community, works to reduce all forms of discrimination, where we developed Strategies and Activities to reduce
Racial Prejudice and Racism. Values diversity, responds quickly to racist and other discriminating incidents
5. Language promotion, interpretations and translations which help Newcomers, Refugees maneuver the new country they call home, overcoming the cultural shock – They feel uncertainty, confusion, or anxiety that might be experienced when arriving or living in a new environment or country, English language not being their first language, difference of lifestyle, Job, job search, etc.
6. Poverty Reduction – Poverty is number one reason why millions of children are out of school. Yet, education is one of the best solutions to reduce poverty. Education provides the knowledge and life skills to realize their full potential. Rather than working with individual persons, it has been more effective to facilitate a collective and organized actions to help strengthen and empower people in poverty reduction.
7. Out-reach program – Peer program and Support (Freshii) etc. Out-reach/Social welfare a programme, is one of the great outreach programmes which designed to help and encourage disadvantaged members of the community. Peer support uses peers as support – agents or ‘friends’ who are trained to provide social and emotional, some spiritual assistance and to creating a safe and trusting environment. Peer support may also occur between non-trained peers, e.g. between the visitors of a program.
8. Promoting UN Decade for the People of African Decent. The Reconciliation journey of building a renewed relationship with Indigenous Peoples based on the
recognition of rights, respect and partnership. The Millennium Development Goals set time bound targets, by which progress in reducing income poverty, hunger, disease, lack of adequate shelter and exclusion. Focus on the Environmental degradation and sustainability. Reduce, Reuse, Recycle and Recover. This 360-degree approach is based on what is popularly known as the four R’s: Reduce, Reuse, Recycle and Recover. Promoting gender equality, health, education and environmental sustainability. Global changes and natural disasters have led to the migration of people to different communities all over the world. Communities that were once fairly homogeneous have been experiencing large influxes of newcomers from different racial, ethnic, and cultural backgrounds. What is an inclusive community?
At GLNS – An inclusive community does everything, respects all its citizens, gives them full access to engagement and participation, promoting equal treatment and opportunities and engages all its citizens in decision-making processes that affect their lives. Why building an inclusive community is important – Acts of exclusion and injustice based on group identity and other factors should not be allowed to occur and/or continue. All people have the right to be part of decisions that affect their lives and the groups they belong to. Diversity enriches our lives, so it is worth our while to value our community’s diversity.
Displaced people go through unimaginable hardships every day to survive as their homeland becomes a forbidden territory for them and their journey to foreign soil is no less traumatizing. But, even after enduring that treacherous journey, refugees are not allowed to live a life of dignity and purpose in their new country in most cases. The countries receiving refugees and displaced people from war-torn countries, and or those who experience disasters should readily receive, help, and offer them with basic services, and support they need for a promised pride future. In Canada, our government facilitates the arrival of Immigrants, Refugees, newcomers, and displaced persons providing them protection, and offering different programming to help them navigate and settle in their new country. We support, help and offer referrals to Newcomers, Refugees, and Asylum seekers’ from the Great Lakes Region of Africa, to translate into the language they understand (Swahili), understand Canadian/African culture, learning how to navigate locally, with those experiencing cultural sock among other challenges to smoothly Integration and adjust to their new life into the Canadian Society, which includes: Assistance in finding housing, through referrals and Follow-ups, the translation and, interpretation of languages from Swahili to English, documents; connections to Lawyers, organizing Immigration paperwork, for our LGBTQ+ members our organization supports those who are new arrivals, the landed immigrants, convention refugees, and asylum-seekers and our other focus is on barriers, a lack of knowledge they face, the process of accessing basic services such as health care, education, transportation, employment. (Shelter and housing are most challenging big time).
Needing Funding
Great Lakes Networking Society of BC has been negatively affected during the COVID-19 pandemic, we have been disproportionately impacted with very limited resources to sustain our operations. Meanwhile, we’ve also faced an increased demand for our programs, activities, support, and services, and we have experienced a decreased operational ability to meet the demand due to funding and staffing challenges.
Arts, Cultural, Sports, recreation, and Music programs – To increase, promote and grow, the size of live music, creativity, and innovation during our annual festivals, the Nakhatandi creativity engagement program, Building Resilience, Courage and Strength Amongst Youth in the Post-COVID World dialogue to the underserved communities within B.C.’s live music sector and beyond.
Newcomers, Refugees Settlement and smooth Integration program
After School program- African storytelling and Drums, debates, and reading theater: Children are given opportunities to learn, grow, and be empowered. A child’s education is like sowing a seed.
Outreach and Peer programs for Seniors, those with chronic diseases, such as HIV/AIDS, the At-Risk youth, the Addicted, those living with Mental Health, those with disabilities. Our Team and Volunteers are non-judgmental, compassionate, knowledgeable on harm reduction approach, accompanying and providing new un-used gear.
Our “Tukule pamoja” program is where we share culturally appropriate Food, learn how to garden, and Land education. “The Healthier Kids allow us to look beyond just immediate hunger relief and incorporate nutrition programming but, into meal service so that we’re not just looking at the immediate need, but also addressing future food skills with families
Honoring and promoting our mother tongue; Celebrating language days and other important days in history)- through teaching, dialogue, speaking theater
Careers, Education, Research, Survey, advocacy, and Activism
Collaboration/partnerships where we collect information and share our best practices
Women and Gender Affairs and Social economic empowerment
international relief Development and Tourism, Trade, and Investment
Diversity Soccer Tournament and Run/Walk
Arts (music, theatre, poetry), Cultural, Sports, and education, Refugees, newcomers Integration, and settlement. Immigrants especially refugees face common barriers to their integration and are more likely to experience difficulties in settling and integrating, however, we try to provide the services, support, and referrals as soon as possible for smoother integration into Canadian society, we offer language translation as well, job search, Out-reach program, etc.
Outreach and Peer program – It is targeted communication by our organization with a group of volunteers, to meet a particular goal. Education: That makes community members aware of the options they have. We directly engage with our target audience those Sleeping rough. Community Outreach goals and Objectives – We launched an effective community outreach program to understand what the program can achieve. The goal of our outreach program is hugely organization-centric. We talk to the community members especially those on the streets, the Homeless and or those Sleeping rough – anyone who is living on the streets, sleeping in parks, or squatting in derelict buildings for temporary shelter. People sleeping rough are some of the most vulnerable in society. It’s dangerous and is often traumatizing, our sole objective is getting them to trust our organization with a focus on – Creating awareness within the community about your organization. Since they know our mission, they understand how we can help them and would be able to meet us halfway, encouraging community members to volunteer or donate, thus making it a lot simpler for our nonprofit to achieve its goals.
Sometimes we Focus on a particular issue in the community and try to address that, Educate the community on those issues and enable them to tackle them on their own. Arts, cultural, sports, and education engagement and outreach strategies are set to connect residents and visitors with arts and culture in Greater Vancouver and its environs. To develop a strategy that will provide fresh, ambitious, and innovative approaches to engaging with the public and setting out a strategic vision for the Arts, Culture, Sports, and Education Engagement and Outreach. Arts, Culture, Sports, and education engagement and, Outreach Strategy enable us to deliver our vision for The Vancouver Entertainment Venues, which is to be an inclusive, exciting cultural hub, rooted in excellent venues, actively serving communities across Greater Vancouver and its environs and beyond. Our Arts, Culture, Sports, and education Engagement and Outreach Strategy, which will cover 2023-2033, outline the focus of our outreach work over the next ten years as organized around three key objectives.
- Community Connections
- Inclusive Ambition
- Inspiring Creativity and Innovations
These objectives are used as points of reference to guide future Arts, Culture, Sports, Education, and Environmental Engagement and Outreach programming decisions and focus resources. Over the coming years, we will as well develop an Arts for Health and Wellbeing, Creative Learning and Participation, Programme Development and Commissioning, and Talent and Workforce Development program. Schemes to improve inclusion and remove geographical, social, economic, physical, and psychological barriers to access will be at the heart of all our programs. We continually aim to establish thriving arts, cultural, Sports, and Educational scenes within BC, with more opportunities for residents to interact with arts and cultural, and participate in Sports, education, and environmental protection activities, from within our venues and in community locations where people live, work and meet.
We are either ‘Equity Partnership’ or ‘Equity Led’ in the Equity Matrix in at least 3 of the 4 attributes sections: leadership, values and practices, program and Team, accountability to Community.
Annual Fundraising, Gala Dinner, Pan Cake -Break-Fast, a monthly community kitchen.
English conversation, interaction, singing, drumming, while Knitting, making Handcraft, Storytelling through painting, and drawing which help to build bridges. The purpose is to provide an excellent education on African and Western traditions, cultural values, and customs. Our Education focuses on the most basic aspects of cognitive development, depending on and being raised by linguistic, articulated, and embedded within a rich and historical culture.
Long term goals –
- Acquire a Space for our activities, especially Arts, Culture, theater, Stage and Music programs. The space for projects to meet our current or future needs, which is rooted in the Great Lakes Society’s mission, long-term goals/supports with the ability to prosper beyond basic functional needs.
- Seniors Day, Educational and Awards Day activities
- 2024 to 2026 – Our focus is on Organizational Capacity building, development, leadership, Mentorship for Skills development, with Exchange and the Knowledge Transfer and Translation Hub, and research opportunities after COVID. Our main task is fight Racism and Discrimination against Africans, Indigenous, People of colour and seniors, process by which members of our Society are able to obtain, improve, and retain the skills, knowledge, tools we offer them through our programs
Sustainability resembles a living system in which human, natural and economic elements are interdependent and draw strength from each other.
When we turn our service project ideas into community service activities, we serve our community while we shed a positive light on our Society name, our products, and our services. Our community service ideas are not complicated, after all, our community is simply a body of our people who live in areas we work/live, sharing the same interests. The community project plans allow residents to play a part in building a better place for their families, friends, and acquaintances to live in.
We carry outreach programs which are meant to fill in the gap in the services provided by our mainstream (Provincial or Federal) services. This means providing hot meals, Harm reduction supplies distribution and accompanying when using, caregiving, creating community awareness activities, Children with afterschool (Tuition), seniors, families, seniors, refugees, newcomers, the Environment, the Hungry and/or Homeless, help reduce crime, promote safety, and education services for those in need.
“We are in the midst of the two public health emergencies of “The pandemic and the opioid overdose crisis”. Now in the 5th year of the public health emergency declared due to the rising number of opioid overdose deaths in Vancouver.”
There are times when we have challenges getting support we need. Whether it’s online, on the phone, or in community, there are a number of options available to help find that support free of charge.
Going to school, working, or being part of a training program help to improve our health and wellbeing. Sometimes it is hard to do these things on our own. At Great Lakes Networking Society’s Education and Work Program aims to help increase health and wellness of young people by supporting them in doing the things that they want to do. It’s normal to feel overwhelmed when you’re accessing support and or services for the first time. At Great Lakes Society , Education and Work programs, we focus on meeting young people where they are at, offering them:
Individualized, person-centered care; New, creative and innovative ways to job search or explore educational opportunities; Compassionate, non-judgmental support; Engagement of Employment specialists who have knowledge and training in co-existing mental health concerns; Help from an employment specialist with created education, volunteer or employment plan based on youths’ interests. In addition to help with employment and education, you will connect to our other of our support and services (peer support, counselling, etc.) to ensure you feel supported in all areas of your life.
In terms of time commitment, you can continue the program for as long or as little as you like, based on your unique need. We as well apply trauma-informed approach based on arts, culture, and sport for play to improve young people’s well being, including refugees.
Other programs are building Communities through Arts and Heritage program, created to help celebrate our community, both its past and its present. This program increases opportunities for our local artists, artisans, heritage performers or specialists who are involved in the community through our annual festivals, events and projects.
Program seeks to remove barriers and increase sport participation rates for underrepresented groups.
We sense everyone’s hectic schedule and know that, the only way for truly everyone to understand a subject is by practicing it in a real and safe environment. This is why we set a playground/Platforms area or Libraries at least few moments of exercises, questions, challenges, with sometimes food, gaming and leisure activities. With long-term Seniors Day activities in the near future
Female Genital Mutilation
Circumcision happens between birth and 8 years of age or before 15 years. Although health workers may circumcise females using aseptic technique, medically untrained persons usually perform circumcisions without anesthesia in non-medical settings. Some women vividly recall their circumcision as a traumatic and painful experience while others have no memory of the procedure and recall their circumcision as a celebration.
Nelson Mandela said, education is the best tool to, use to change the world. Through various skill and empowerment, we will lead the avenue to tomorrow’s world with optimism and hope that will have a better world. The role of public education as we see, it is to fulfill a number of tasks such as Public instruction of literacy and numeracy from early childhood to age 18; with dissemination of information that is essential for living, such as how to learn, what to learn, read, and how to write. We care about communities where we live and work, we get together to celebrate together while we support newcomers and especially refugees from the Africa Great Lakes region to smoothly integrate into the Canadian society, understand life, fit into the society, how to research various careers, and job search, and how to make an application; Basic instruction in common systems prevalent in the community (such as how government taxation and services work); and generally train community members and or individuals in personal life skills such as how to keep clean (Yourselves and the environment you live in), applying the daily living skills in their lives, money and time management, sharing of experiences through interactions, etc. To promote additional but optional subjects such as history, Science, Cultures, Native languages/Mother Tongue, knowledge on Human Rights issues, (literature, visual arts, music, drums/crafts/knitting, and adaptable games, clothing, etc.) these topics are taught after the first skills are established. Youth make up 25% of the global working-age population, yet they share in total unemployment is 40%. Young people are almost three times more likely to be unemployed as adults, the disadvantaged young people are at higher risk of marginalization and social exclusion than other youth. At GLBC we help communities thrive and help lift up our communities. We support and inspire our youth to unleash their potential. To us, it’s about building the next generation of leaders, makers, and risk-takers.
CURRENT SITUATION –Young people are particularly affected by development challenges at all levels, frequently faced with disproportionately high levels of unemployment, insufficient access to education, professional training, intolerance, and exclusion, among others. This is all important in cities where increased urbanization has further accentuated these challenges for young people. Youth comprise 18% of the world’s population and representing the passion to address issues and concerns, such as heritage management, sustainable tourism, local development and community involvement; will be a bridge between cultures, tradition and modernity; are in the position to act as potent agents of positive social change that will yield greater economic and social well-being in the perspective of sustainable development for generations to come; have an affinity for information and communication technologies to network and transcend geographical boundaries.
DEVELOPING REGIONS In the developing regions, children in the poorest households are four times as likely to be out of school as those in the richest households. In countries affected by conflict, the proportion of out-of-school children was increased from 30% in 1999 to 36% in 2012. Education for all (EFA) is a global movement led by UNESCO (United Nations Educational, Scientific, and Cultural Organization), aiming to meet the learning needs of all children, youth, and adults by 2015. UNESCO has been mandated to lead the movement and coordinate the international efforts to reach Education for all. Governments, development agencies, civil society, non-government organizations, and the media are but some of the partners working toward reaching these goals. The EFA goals also contribute to the global pursuit of the eight Millennium Development Goals (MDGs), especially MDG 2 on universal primary education and MDG 3 on gender equality in education, by 2015. We are all in this. “Together” let us-take action to ensure primary Quality Education for all. By 2015 and beyond, it was anticipated that children everywhere, boys/girls alike would be able to complete a full course of primary schooling, enrollment in primary education in developing regions reached 91%in 2015, up from 83% in 2000. In 2015, 57 million children or primary school age were out of school. Among youth aged 15 to 2 4, the literacy rate has improved globally from 83% to 91% between 1990 and 2015, and the gap between women and men has narrowed.
More important is our Youth Education Network (YEN) and Youth Exchange Programs (YEP)
SWAHILI PROGRAM–2014 We kicked off our Swahili classes with 5 students on January 6th, 2014. We developed a curriculum with support from Jacky Omondi. What is the Swahili language? Origin. The Swahili language is basically of Bantu (African) origin. It has borrowed words from other languages such as Arabic probably as a result of the Swahili people using the Quran written in Arabic for spiritual guidance as Muslims. Ultimately it came to be applied to the people and the language. Swahili language, also called Kiswahili, or Kiswahili, Bantu language is spoken either as a mother tongue or as a fluent second language on the East Coast of Africa in an area extending from Lamu Island, Kenya, in the north to the southern border of Tanzania in the south. Swahili is really easy. Probably the easiest non-related to the English language you can learn. So if you want to expand your language knowledge outside of the easier Romance and Germanic languages, it’s a good choice. It totally impresses people that you know Swahili because no one else knows how easy it is. Swahili culture is the culture of the Swahili people inhabiting the Swahili coast. They speak Swahili as their native language, which belongs to the Bantu branch of the Niger-Congo family. Swahili culture is the product of the history of the coastal part of the African Great Lakes Region.
HAKUNA MATATA – No worries
JAMBO – Hi
HABARI YAKO- How are you?
Mwagaribiswa Nyote
Kuja Tusome pamoja, Bila matata
Asanteni sana
The first lesson is Free – Kabisa
http://theconversation.com/why-its-good-news-that-swahili-is-coming-to-south-african-schools-104007
CULTURE AND EDUCATION
Culture has the power to transform entire societies, strengthen local communities, forge a sense of identity and a sense of belonging for people of all ages. As a vector for youth development and civic engagement, culture plays an essential role in promoting sustainable social economic development for future generations. Youth act as a bridge between cultures and serve as key agents in promoting sustainable social and economic development for future generations. Youth act as a bridge between cultures and serve as key agents in promoting peace and intercultural understanding. At GLNS our key priority is for those youth facing barriers to employment due to skills needed to succeed in today’s ever-changing labour market, with an approach to flexible services tailored to each individual. With our limited resources we do refer our youth skills development programs through referral to other agencies, a primary means of enabling our young people to make smooth transitions to work, with a comprehensive approach to integrate them in the labour force or labour market, that includes relevant and quality skills training, knowledge and experience. Our long-term goal is sourcing grants/funding for learning intervention programs, and other wider range of programs that will help young people gain the skills, abilities and experience they need to get good quality jobs with a focus on Career guidance, summer work, labour market information, employment services, recognition of prior learning, incorporating entrepreneurship with training and effective skills forecasting. We believe that improved basic education and core work skills are particularly important to enable young people to engage in lifelong learning as well as transition to the labour market. We strive to provide the youth and interested members of our community with multidisciplinary, intercultural and ethical understandings necessary to participate, lead and be responsible global citizens. Especially young black youth who arrive here as refugees/newcomers from “the African Great Lakes Region/others” and those from other minority groups. with funding our projects will address the unique challenges faced by these groups of young people, with focus on increased awareness on issues that affects the community’s full participation; i.e. Early Literacy Skills, and literacy innovations/visual literacy etc.; we will be able to provide services, training, increase referrals and other opportunities.
CULTURAL HERITAGE
Currently, we are working with the young people to promote cultural heritage in the form of sharing experiences about their cultural backgrounds, learning about heritage in general, carrying out activities that help to preserve cultural heritage and history, with a focus on expressing and promoting a positive cultural identity and appreciating other peoples’ cultures. Promoting positive interactions between young people from different cultures has been another important part of GLNS helping them to develop a positive cultural identity, as we work towards a world in which every child is treated equally, regardless of background or identity. We have been organizing different opportunities for mentoring counselling, intercultural dialogue, learning arts and crafts, sport activities, environmental issues and transmitting heritage values to young people that help to favour intercultural understanding, respecting for cultural diversity and helping create an environment propitious to a culture of peace.
THE IMPACT OF CULTURE ON EDUCATION
Cultural tendencies impact the way children participate in education take a moment and think about how teachers who lack knowledge about culture might interpret the behaviour of a child from a collectivist culture. These differences may cause educators to inaccurately judge students from some cultures as poorly behaved or disrespectful, in addition because cultural differences are hard to perceive, students may find themselves reprimanded by teachers but fail to understand what they have done that caused the concern. The influence of culture on beliefs about education, the value of education, and participation styles cannot be overestimated. We deliver education and training programs to young people via Learning by Doing “Reach One Teach One Process”-where youth are able to share in the creation of both the process and the product of their learning experiences, reaching and teaching others, with a completely new and engaging way, involve them directly in conversations, planning, and decision making processes. Different factors or challenges always put greater pressure on young people from vulnerable groups such as ow income, Blacks, Aboriginals, Newcomers and Refugees, who face the cultural shock that restrict and prevent them from realizing their full potential. blocking the entrepreneurial spirit and the creation or enhancement of community building. The broader goal for our programs is to work with communities on a long-term basis establishing a lasting and supportive network, through collaborations with other local =, international and other community groups to create meangful education and training for employability and social sustainability. We will keep mobilizing and engaging communities for education programs and other cultural activities to create or offer a wide spectrum of programming, emphasizing experiential and authentic learning opportunities.
IMPACT OF CULTURE ON WORLDVIEW
When we examine the Impact of Culture on Academic Performance, looking at each person’s culture and upbringing which has a profound effect on how they see the world and how they process information. For GLS our focus is mainly on the following: The benefits and the impact of cultural education or activities beyond classroom, the global future of educational programs, community training, learning development, dialogue/workshops and services that include Out-reach programs, the fight to stop FGM practices and support to FGM survivors, fighting against Human trafficking, and physical or psychological violence, creating leisure, educational activities for Young people, and the At risk youth with Seniors’ Therapeutic Recreation which provides wellness opportunities within all domains as: Physical, Mental, Social, Emotional and Spiritual. We provide comprehensive activities that increase the quality of life for even those living with disability, addiction or Mental illnesses, through education, Sports and Music, gardening, fitness, cooking, social events, outings, entertainment, songs, drumming, crafts, knitting, painting, murals, Daily Living activities etc., making a difference in our lives, more creativity and innovations with hands-on.
Our Education is not just taking in information and sharing it back but participants figuring out what to do with same information in the real world.” Our participants are supported and equipped with critical-thinking and problem-solving skills, Literature, our History, Swahili language and math still being advocated for to be taught, but be taught differently. We teach Math as a way of learning how to solve problems and puzzles, and in literature, participants share a story, their history, culture, community, their city, the diversity, housing, poverty, challenges e.g. Trans-generational Trauma, mental health, addiction, societal infrastructure that allows for a working activity or class etc. Instead of taking tests the participants are asked to show learning through creative projects. “Education instills the idea that anything that is not possible now will be possible in the future, and we make that as part of our education. Our learning incorporates virtual reality and multiple perspectives, with learning to negotiate issues and exchange ideas. We begin by helping the young people to identify their weakness, strengths, interests and values, then dedicated time in our project/activities to help cultivate them towards exploring where each child’s unique place in the world might be, we believe being on the right path regardless of what new technologies or advances in learning become available.
*** More important is our Youth Education Network (YEN) and Youth Exchange Programs (YEP)
CLIMATE AND FINANCIAL LITERACY
PRESERVATION, PROTECTION, CARE AND SUSTAINABILITY
We need to empower everyone with the knowledge to act in defense of environmental care and protection. Climate change and 21st C, environmental justice are some of the world’s most complex problems. To effectively respond to these challenges, citizens must be appropriately educated and prepared. For Earth Day 2017, we engaged the community to lead promoting Environmental and Climate Literacy. Now more than ever in recent history, people around the world are hungry to engage in public policy. It is up to all of us to use this unprecedented opportunity to build the change we need through our ENVIRONMENTAL and CLIMATE LITERACY EDUCATION which is the foundation for progress. We need to build a global citizenry fluent in the concepts of climate change and aware of its unprecedented threat to our planet, empowering everyone with the knowledge to inspire action in defence of environmental protection.
Climate change is a much anticipated phenomenon debating, projecting, tracking and strategizing in an effort to slow its ‘movement’. This marked the end of preceding epochal changes of climate when the cycles of cooling and warming unfolded slowly. Today, the factors responsible for this sudden velocity in climate change ‘stands’ within close proximity yet seems untouchable/unstoppable. At AGL we educate, share and seek discussions on the various mitigating strategies to make attempts of arriving at a ‘best’ possible solution.
Sustainable Development (Environmental, Economic and Social well-being for today and tomorrow). Sustainable Development is a development that meets the needs of the present without compromising the ability of future generations to meet the own needs. It’s a process that envisions a desirable future state for human societies in which living conditions and resource-use continue to meet human needs without undermining the integrity, stability and beauty of natural biotic systems.
SUSTAINABLE DEVELOPMENT
Our focus on sustainable development does not only describe neighbourhood, town, city or region, but we also teach about Sustainable Development and its benefits. What citizens can afford or want, that differ from community to community. Sustainability continually adjust to meet the social and economic needs of its residents while preserving the environment’s ability to support it. It uses its resources to meet current needs while ensuring that adequate resources are available for future generations, it seeks a better quality of life for all its residents while maintaining nature’s ability to function over time by minimizing waste, preventing pollution, promoting efficiency and developing local resources to revitalize the local economy.
A sustainability resembles a living system in which human, natural and economic elements are inter-dependant and draw strength from each other. Some of our programs include: Adoption and implementation of sustainability forestry, fisheries-(adding value to fish, soil management practices), how to expand delivery and use of information technology, sustainable tourism activities that are centered around areas of environment, cultural and historical issues, recycling, manufacturing of solid and hazardous waste into marketable products, agriculture and forest products, develop, manufacture, market products, services, and technologies for sustainability that reduce environmental burdens.
At AGK we raise awareness, work with and urge youth to be more involved in educating the public about conserving the environment and adapting to climate change. We encourage youngsters to learn as much as possible about things like renewable energy, in light of dwindling fossil fuel resources, and increased recycling. It is everyone’s responsibility to conserve the environment, creating tree nurseries, “Planting-trees-Cut one-plant Two” initiative, trees are one of the planet’s natural cleaners and protect watersheds by binding the soil. The more trees we plant, the better our environment will be for a better tomorrow.”
OUTREACH/GLOBAL AFRICA
Accidental drug overdose is currently the leading cause of death in North America and other parts of the global for those under 50. Most of these deaths are preventable. We are leading a community effort to reduce drug overdose deaths promoting solutions by training our volunteers to use Naloxone (Naloxone.) The Downtown East-side remains the epicenter of B.C.’s overdose epidemic. As per Vancouver Coastal Health, the area saw more than 100 deaths by residence per 100,000 population between 2017 and 2018.
Global Africa – Our First ever Virtual Class of “The Decade For The People Of African Descent – 2021 – 9th October, the class will recognize and promote – The International Decade for People of African Descent, established by the UN Member States, testifies to their will to grant due consideration to women, men and children of African descent and the African diaspora. As a duty of justice, its main objective is to reinforce the actions and measures securing the full enjoyment of economic, social, cultural, civil, and political rights of people of African Descent/African diasporas, to the full and equal participation. This Decade was adopted to eradicate social injustices inherited from history and to fight against racial prejudices and discrimination that people of African Descent, African diaspora still face today. It also contributes to greater knowledge, appreciation, respect for people of African descent/African diaspora, and our contribution to the economic, social, intellectual, cultural, and ethical development of humanity. People of African descent and African diaspora comprise a heterogeneous group with extremely diverse histories, experiences, cultures, and identities. However, our living conditions, challenges, and the difficulties we face differ depending on the context, our individuals encounter common problems that must be resolved.
Global Africa – Topics – The earliest man and the prehistory of Africa according to geographical areas: North, South, East, West, and Central with the Nile Valley. We will devote this to our prehistoric Culture, Art, Agricultural techniques, the development of Metallurgy etc. The ancient civilization of Egypt for its pre-eminent place in the early history of Africa. We will deal with the civilizations of the major geographical zones, following the pattern of African historical research, namely: the corridor of the Nile, Egypt and Nubia; the Ethiopian highlands; the part of Africa later called the Maghrib and its Saharan hinterland; and, the rest of Africa as well as some of the islands in the Indian Ocean. The History of Africa from the 7th to 11th Century, looking at the (Two) movements to have had a major and lasting cultural, political and economic significance on the Continent’s history during these two periods: The Increase influence of Islam and its dissemination and interaction with traditional African culture in Western/Northern regions, and the Bantu expansion in the south. Placing Africa in the context of world history at the opening of the 7th century before examining the general impact of Islamic penetration; the continuing expansion of the Bantu-speaking peoples; and the growth of civilizations in the Sudanic zones of West Africa. Discussion on the successive Islamic dynasties of North Africa and their wider contacts; the East African coast/interior; Central the Horn of Africa; Africa; Southern Africa; and Madagascar’s internal development/international contacts. Tracing the African Diaspora in Asia; examining international relations, the spread of technology and ideas within Africa; and assessing the overall impact of the period on African history.
Africa from the 20th to the 16th century. This period constitutes a crucial phase in our continent’s history in which Africa developed its own culture and written records which became more common. There were several major characteristic themes: the triumph of Islam; the extension of trading relations, cultural exchanges, human contacts; the development of kingdoms, empires, and the people. We will look at various civilizations of West Africa – Mali, Songhay, the Niger Bend, the Volta Basin, Uganda, Chad, Gulf of Guinea, the Hausa and the Coastal peoples from the Casamance to modern Cameroon. North-east and East Africa, starting with Egypt and going on to Nubia, Ethiopia, and the States of the Horn of Africa, including material on the development of the Swahili civilization. The Central Africa which represents the area between the coast, the Great Lakes, the inter-lacustrine region, the basins of the Zambezi and Limpopo rivers. On Equatorial Africa and Angola, southern Africa and Madagascar and neighboring islands. Haiti – THE FIRST INDEPENDENT BLACK COUNTRY IN THE WORLD. Haiti, a country situated on the Hispaniola Island in the Caribbean archipelago, is rich in history, as it was home to the first successful slave revolt in and, subsequently, the first Black country to win its independence. Afterward, poverty, natural disasters, political instability, and racial discord soon followed. African House in Britain ‘Africa House’ was opened in 1933 at 62 Camden Road with funds raised in West Africa, a substantial mid-Victorian property that today lies at the end of a jumble of shops facing Sainsbury’s supermarket. The organization was co-founded in 1925 by the brilliant Nigerian lawyer Ladipo Solanke. Solanke had come to London a few years earlier to complete his legal studies at University College. Fed up with the colour bar that denied African students like himself university accommodation, he campaigned for the purchase of a house in Camden Town to be used as a hostel.
YOUTH CHEZA MIJEZO PROGRAM
Today half of the 1.4 billion people living in countries affected by crises and fragility are under the age of 20. Many of these young people are among the first to step up to help their communities rebuild. However, too often, their unique needs are not specifically addressed in humanitarian responses, and their energy, leadership, knowledge, and creativity are not well tapped to maximize the efforts’ impact. Our collective commitments and key actors are to ensure that the priorities, needs, and rights of young women and young men, affected by the disaster, conflict, forced displacement, and other humanitarian crises, are addressed and that they are informed, consulted, and meaningfully engaged throughout all stages of humanitarian action, carrying out research to address youth’s needs is critical, and also, to ensure they are part of designing and leading those responses. Young women are particularly at risk, in fact, during humanitarian crises, being young and female is one of the greatest risk factors for violence and death.
We use Arts, culture, and sports to engage young people who experiencing Intergenerational Trauma, mental health, and other barriers to opportunities tools to overcome social problems such as drugs, crime, and barriers to unemployment. These activities assist youth to avoid joining gang-related and drugs use activities. GLNS utilizes arts, culture, and sports as a positive actor for social change, Jeza Michezo meaning “At Play” was created with the goal to support the underserved communities, newly arrived youth, those from marginalized families, families in transition/streets and religious minority. The vision has evolved to become a Harambeecouver Diversity Cup (www.harambeecouvercup.ca., which promotes cross-cultural harmony using the power of football/hockey, netball, volleyball, Basketball, others out-door/indoor sports as well as Family 5K Run/Walk, that is now harambeecouver Run. www.harambeecouverrun.ca. Practicing sports helps girls to develop healthy habits, discussing and sharing challenges, including racism, marriage, and resource scarcity, showing that together refugees and other Canadians are able to pursue a common goal for a better tomorrow. As well young people use Jeza Michezo programs against trauma and for their better lifestyle. We support most of the families arriving from refugee camps, and those living in refugee camps often suffer from anxiety, depression, and post-traumatic stress disorder, which can result in domestic violence, alcoholism, homelessness, mental health, addiction, and can also be suicide.
TRAUMA RECOVERY ENGAGEMENT – We apply our trauma-informed approach based on Arts, culture, and sport for play to improve Mental Health and well-being. We work with interational partners. Through values of programs and activities, we teach teamwork, leadership, capacity building, humility, tenacity/Utulivu, diligence and determination using that as a way to shine a light on social issues, harnessing its influence and reaching to draw attention to matters that are impacting societies. We work globally to support the use of Jeza Michezo (JM) to instigate social change, leverage innovation, promote sustainability, incite shared value, and create commercial expansion; we celebrate, create/raise awareness, campaigns, advocate for and provide support and training to make some Global Goals for community sustainable a reality. Categories range from the Sport for quality education, and employment, and Sport for equality to Sport to Climate Action, these Global Goals and updated targets became the perfect guiding framework to realize our core values on the world’s stage. GLNS maintains and uses arts, culture, sports, thinking of the environment as an effective and game-changing approach to achieving our Global Goals. We train and strengthen young people through leadership and Capacity development, building a process by which they obtain, improve, and retain the skills, knowledge, tools, equipment, and other resources needed that help them to do their jobs competently, supporting youth-led initiatives in humanitarian response. This includes young refugees and internally displaced persons living in informal urban settlements/refugee camps, slums, and orphanages
Outreach Peer Support (Freshii)
Street Level Outreach Initiative/Peer Support. We offer practical assistance, spiritual guidance/counseling, and referrals with Addiction Support – “Freshii, Positive Approach is our out-reach program where we provide fresh gear or equipment (syringes/Needles). “Get Freshii Supplies, Do Not Share Needles and or Syringes”. Our team works at Night time providing – Harm reduction supplies, to clients, who are equipped with knowledge, and equipment that helps reduce infections, like HIV or Hepatitis, they are referred to other services providers or given telephone numbers to different detoxing centers etc.
The Students both new and Canadian born to improve and or learn English/Swahili conversational through fun and or debates to develop a new understanding of teens from many different cultures to help them gain lifetime friendships, building new, and keeping old relationships. Our goals are: – Support systematic engagement and partnership with youth in all phases of humanitarian action, especially priorities, decision-making, and activities allocations. We source and increase resources to address the needs and priorities of children and youth affected by some crises using the new gender and age marker to track and report. Job counseling/placements, internships for students with special needs, job retention, and Self Employment – helping in preparing for work and/or find a job that is right for them, as well as Keeping or protecting their jobs