Grants and Contributions

The project aims to strengthen the resilience of lesbian, gay, bisexual, transgender, queer and intersex (LGBTQI+) rights movements in North Africa, specifically in Morocco, Algeria and Tunisia. Project activities include: (1) supporting local organizations in setting up 10 initiatives to promote the rights and well-being of LGBTQI+ people; (2) documenting and strengthening the safety, mental health and well-being of LGBTQI+ activists; and (3) enabling regional consultation and activist participation in international conferences and consultation forums.

This Program aims to improve learning outcomes, strengthen the coverage, diversification and equity of the education and training system, and implement transparent and effective management of the sector.

The project aims to improve the quality of education for children, especially girls, enrolled in the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) primary schools in the West Bank and Gaza. Project activities include: (1) training primary school teachers in gender-responsive, child centered play-based teaching methods; (2) training counsellors and physical education teachers in play-based methods to deliver psychosocial support and life skills/leadership activities; (3) training school principals and education officials on gender equality, child protection policies and principles, and services for students and families victims of abuse; and (4) rehabilitating school facilities to be more gender-responsive. The primary beneficiary population of this project are 1,230,000 refugee girls and boys attending 370 UNRWA schools in the West Bank and Gaza.

Project activities include: (1) raising community awareness of the importance of education for girls; (2) implementing a music therapy program for girls, young women and women caregivers who have experienced trauma, specifically, sexual and gender-based violence; (3) implementing alternative, traditional and accelerated learning programs for out-of-school girls and other vulnerable children; and (4) updating educational programs and policy at the local and provincial levels by including and/or reinforcing gender and conflict issues.

Financial support is provided based on the event's goal of enhancing the scholarly and scientific foundation of Canada, and the community’s collective capacity to contribute to a better world. It will increase the visibility for the NRC and its scholarly contributions and provide knowledge mobilization opportunities for early and mid-career researchers.

This project is a trauma-informed, online prevention game and tool aimed at combating gender-based violence and raising awareness of human trafficking among at-risk youth and group home settings.

Based on the recognition that continuous access to quality learning is a priority for children and families affected by conflicts, natural disasters and displacement and that no organization can do it alone, ECW comes as a ground-breaking initiative bringing together public and private partners eager to work together differently and mobilise the funding required to deploy immediate and sustainable programmes tailor-made to the educational needs of these children.

This project aims to enhance equitable and inclusive learning outcomes for refugees, internally displaced people (IDP) and host community children, particularly girls and adolescent girls in Oromia (Bale) and Somali (Dollo Ado and Dollo Bay) regions of Ethiopia. The overall objective of the project is to promote equitable and inclusive learning outcomes for refugees, IDP and host community children, particularly girls and children living with disabilities. Project activities include: (1) delivering institutional-strengthening training related to governance, managerial systems and relations with community and other stakeholders, as well as their knowledge on child rights, child participation, equality, gender and inclusion; (2) providing small grants to refugee-led and IDP-led organizations to fund core and programmatic activities based on situation analyses and education assessments, such as improving teaching practices on safe, quality gender and disability responsive learning environments; and (3) supporting refugee-led and IDP-led organizations on carrying out advocacy forums on inclusive education rights of IDP and refugee children with community and education authorities.

This will be done by supporting pan-Canadian research, data and knowledge sharing across the IYS networks, thus enabling evidence-informed decision making that integrates research into practice and policy and strengthens each independent learning health system network.

The specific objectives of Phase 1 are to:
¿ Continue to build and strengthen research and knowledge mobilization capacity within and across IYS networks including among researchers, service providers, decision makers, and policy makers.
¿ Catalyze collaborations and knowledge sharing within and across IYS networks that will contribute evidence about best and wise practices regarding the development, implementation, policies, effectiveness, and ongoing monitoring of IYS in Canada, and using diverse research methods such as those based in Indigenous ways of knowing and engagement of youth and caregivers/families.
¿ Support the uptake of common data approaches and open science practices within and across IYS networks to support learning health system networks, and to identify best and wise practices for learning health systems in community-based settings.
¿ Facilitate effective and meaningful youth and caregiver/family engagement throughout all stages of the project ensuring youth and caregivers/families, as well as providers and policy makers, all play key roles.