Education as a tool

Education as a tool

Introduction

The practice and understanding of children’s rights is a significant element in young people’s preparation for living in a democratic society that believes in diversity and is dedicated to social justice and equality. Such practice and understanding are nurtured at early stages in understanding the basic facts about rights and acquisition of the required skills to change the information into action, skills like negotiations, decision making, and value clarification. This kind of learning is reinforced through the surrounding environment nature. A suitable climate is an essential complement to active learning through and about rights, where focusing upon knowledge and rights information gathering is not only enough. Young people need to be given a chance to practice and develop skills to promote and defend their own and other individuals’’ rights. Children’s rights are learned best in a democratic setting where the environment promotes participation, where the views can be openly discussed and expressed, and where there are justice and fairness. The children must be taught, empowered, and supported to understand their rights to enhance this environment. This charity project aims to give knowledge to young people, develop their abilities, and ensure that they are well nurtured.

Background

The education history in Poland reflects an overall symbiotic interrelationship between societies and schools. The institution of education in Poland has generally evolved in substance and structure as the country developed, particularly in the late twentieth century. The state’s political and economic philosophy was echoed in the orientation of education of the schools as government control over the production of textbooks, and the expectations and strict requirements promulgation for teachers and other staff members in education. Teachers were flexible in their respective classes based on the instructional methods to deliver the state’s curriculum but had no choices about the content they were delivering. In conjunction with the education system controlled by the government was not only predictable, but it was strengthened through inspector supervision and legislative fiat. Within the decentralization scope of the education system in Poland, educational responsibilities associated with middle schools and primary schools were allocated to communal self-government units. Decentralization helped different societies because of the funding of municipalities, which enabled them to fulfill the responsibilities as the decentralization reform part. Despite this, there is a need to empower the young ones in their educational paths and empower them to understand their rights.

Charitable Project Idea

This charity project seeks to transform polish society via a holistic education form involving physical, spiritual, and mental, that will see the young individuals in Poland grow into hope. To tap the potential knowledge and skills in young individuals and be used in the country and globally. These children are a significant resource, and they represent the future hope of the country. However, some children in Poland are disadvantaged. They face profound poverty, scarce resources competition, addictions, conflict, and lack of educational chances that put these young ones at risk for hopelessness, illiteracy, abuse, and illness. My charity cause is education because its advancement is one of the greatest wide-ranging of the depiction of purposes highlighted in most charity Acts across the world.

Education covers charities as varied in colleges and schools, learning of adults, pre-school playgroups, research organizations, libraries, and museums. The major charities single group on the Charities Register in Wales and England started advancing education. Therefore, I considered coming up with a charity in Poland to improve my home country on educational matters, specifically to young disadvantaged children. The overall education benefits are universally acknowledged; the education right is acknowledged in the Human Rights Universal Declaration, for instance. Previously, education advancement was seen as something so significant that the courts in the past had assumed that any organization aiming to advance education was for the benefit of the public unless evidence showed the contrary.         However, after the charity acts implementation, all charities must show that their purposes are for the public interest. Therefore, this charity shall be open to scrutiny on whether it aims to benefit the public students and parents in Poland. Public benefit has been established as a legal requirement that each organization’s charitable aims must be able to show that its purposes are for the benefit of the public to be registered and recognized as a charity in Wales and England. Therefore, this charity has no intentions whatsoever to gain from the donated funds. This charity will create chances through education for some of the most vulnerable young individuals in Poland. The charity strategy is to help bright children who lack finances to access quality education, empowerment through mentorship, and enlightening them about their rights. It targets around 3 000 children, mostly in rural villages in Poland, and significantly impact cases where children drop out of school due to lack of financial support. The charity purposes of raising funds to support these children to access quality education utilizing matching appeal.

Project Plan

The charity kicks off will begin after forming a steering committee, which will include members from England and Poland. Relevant non-organization representatives in the education charities form both countries shall be invited to steer the idea. The steering committee will coordinate with specialized agencies from Poland and donors from across the world. The overall responsibility of the committee is to plan and implement the charity project. It will be accountable for good outputs delivery towards arriving quality education in rural villages of Poland. In Poland, a technical committee will be formed which will comprise of individuals from public health, university faculties, and other volunteers. The technical committee will sensitize the public and source for available donors in Poland.

Additionally, a field committee shall be formed, which will include members of rural villages in Poland. The committee will coordinate with the technical committee to identify the children in need across the country. Two main events shall be planned in Poland and England in October this year. Sports and education leaders will be the main guests. Politicians, university leaders, university students, and volunteers shall be invited. A proposal of sponsorship shall be written to Poland’s government through the ministry of education to facilitate running the two events. Additionally, cards will be printed and seek donors within the school and in Poland. The steering committee will create groups to mobilize for more funds for sponsoring the event.

Proposal Budget for Bright Future Charity

The Importance of Charity to the Society

The most significant value of this charity to society is that it contributes to making lives better by touching lives through education and, in the process, enlighten and empower thousands of souls. Since it is an educational charity, it is impossible to overestimate its role in human development. This charity aims at financial provision to help the poor and less fortunate to be informed adequately about probable threats to survival and life in their instantaneous surroundings. The charity provides young people with the necessary chance to acquire the required knowledge, skills, and information to manage these circumstances properly, threatening conductive life, ensuring the least minimum decent living standard, and making a vital development contribution a whole. This charity aims to be an addition to approaches, mechanisms, tools, interventions, and models of addressing poverty among Poland’s disadvantaged segments. It seeks to empower the poor in the education measures and equip them with required packages of knowledge and skills that will help them get the capacity for self-education to take care of problems that can be life-threatening.

This charity is created to solely raise awareness, achieve enlightenment, or give productive information and skills to empower the rural village population in Poland. There are main pressing issues that threaten the poor survival and less advantaged groups in Poland where this charity is most required. These issues include disease, poverty, and hunger. However, these probable most threatening circumstances occur due to several causes. Ignorance and illiteracy are the most significant poverty cause, which in turn results in disease and hunger. Notably, in the world, in the fight against disease and poverty in the philanthropy field and interventions by several governments and groups across the globe, many resources have been allocated. However, for the illiteracy problem among the poor circles to be adequately and fully resolved, the globe must willingly spend huge funds to eliminate disease, poverty, and hunger. Therefore, for this charity to be beneficial to society, huge amounts of funds must be spent to eliminate poverty. Therefore, instead of directly reducing poverty by providing food and other necessities, this charity indirectly seeks to reduce poverty by eliminating illiteracy among the youths. Through this initiative, the elimination of poverty, diseases, and hunger will be possible, which explains the strategic place and important role of this educational charity in the modern world.

Conclusion

Research shows that the best way to eradicate poverty, diseases, and hunger among the less privileged societies is education. The disadvantaged families have the lowest income bracket, lower life expectancy rates, a higher probability of health issues, including mortality rates, and inadequate nourishment compared to the rest of the population. But despite these conditions, findings indicate that parents in these societies wish to invest in their children’s education. Therefore, as a community, we owe them a noble cause that responds to their expectations and the chances that open up after completion of education. This charity invests in education that targets poor populations in Poland’s rural villages and aims at changing many systematic factors that have caused the delay in the development of poor communities. Strategizing on education is to prevent poverty transmission between generations. Education significantly affects health, development of economy, nutrition, and environmental protection. The public should, therefore, support this nobble idea of the transformation of these communities through education.

Reflection

Experience

I was given a 5-minute presentation in class about a charitable cause, and I had no idea of the best charitable cause and the presentation style.

Reflections and Observations

I overran the 5 minutes in my presentation trials and kept forgetting what I wanted to demonstrate.

Development of Ideas

I talked to my colleague about the best presentation techniques and learning skills. I noted down some insights on the presentation on how to prepare for the final presentation. I also researched the best charitable cause that can benefit society.

Testing Ideas in practice

I prepared my presentation on time and written down some notes to refer to. I familiarized myself with presentation techniques, and I was able to present within 5 minutes before my final presentation.

Lessons Learned

I have learned that presentations begin with an idea and a topic. Therefore, it is important to make sure a good selection of a topic fits well with the intended audience. After choosing the topic, it is good to master it well. Individuals always need to hear from the experts. Knowing the topic well makes one comfortable while presenting. However, there is a need to show some vulnerability or present a newer topic. My first pre-presentation experience is that I choose a topic that I was not passionate about. After settling on education charity, I seemed to care about my ideas, which gave me confidence.

References

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Kobierska, H., Tarabuła-Fiertak, M. and Grodzińska-Jurczak, M., 2007. Attitudes to environmental education in Poland. Journal of Biological Education, 42(1), pp.12-18.

Lawson, D., 2009. The Charities Act 2006 and Independent Schools. Educ. LJ, p.10.

Tarabini, A., 2010. Education and poverty in the global development agenda: Emergence, evolution and consolidation. International Journal of Educational Development, 30(2), pp.204-212.

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