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Closed 16/01/2018

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    Weʼve raised £0 to to create a school in Central Africa Republic.

    Closed on Tuesday, 16th January 2018

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    Story

    INTRODUCTION

    I first work on this project 2016 during my study period for the courses offered for free for charge by +Acumen on social entrepreneurship creation purpose. This platform enabled me to be part of a great community that offered a virtual meeting for exchange with people around the world. In this virtual meeting hold shaker could share his ideas containing the problem he identified to others. So who has the solution can propose it to its enquirer. And there I meet JHEFFRIS REYES, an American living in Dominican Republic to whom I shared my vision of creating a Non-profit academic English School in Central Africa Republic. He highly motivated me to create this project. This school according to his advice will provide scholarship to best students who will have completed their degree in high scores to pursue their learning abroad with the great financial support of M. JHEFFRI REYES. This project is the new to be established in Central Africa Republic. I would like highlight that CAR is an French speaking country and the langue used for teaching is only French. Given French has a limitation for students who earned degree in that language, I would like to promote English language knowledge in my country to enable Central African students to benefit opportunities that are always offered to students having completed their degree in English.

    1 EXECUTIVE SUMMARY

    This study aims to establish in CAR a Foundation, that is to say an organization of general interest, a new educational system, whose aim is to provide the academic educational program into force fully in English, called Foundation for Education in English (FEA).

    The Foundation will be located in Bangui (Central Africa Republic). It will have its own administration, its own institutions at all levels of education: preschool, primary, secondary, higher, according to a schedule.

    Kindly note that many Central Africans are young unemployed graduates. Central Africans Job seekers cannot easily find job, both locally in the country and abroad, then it would not have been easier for them to find positions in international organizations operating locally or abroad, unless they had a good knowledge or degrees completed in English?

    Moreover, the Central African youth who wish having good level of education, cannot have access to world-class universities because they are all located in English-speaking countries such as Europe and America, Oxford, Harvard or Cambridge and all because they lack high knowledge of English.

    As we specified in above, in Central African Republic, courses are taught in of all subjects entirely in French. Among different courses subjects taught, English is one of them, but it is studied as a foreign language among others such as German and Spanish.

    This project, which is to teach every subject in the language of Shakespeare, is a novelty. Now we will teach in the schools of the Foundation, history, geography, philosophy, mathematics, chemistry etc... in English, while the French will have the status of 2nd language.

    The initiator of this project is among those who have benefited and experienced the education system proposed in this project. He knows himself the difficult local context, but despite this, he managed to reach the goal it has set.

    This is the first phase of the project. This Project appears with the great support of our Partnership with M. JHEFRI REYES who is our donor, American citizen, currently living in Dominican Republic.

    We prepared this project from study we make with people in english learning need who have given the explanation whose this project will be a greater project than they ever seen in this country.

    This project is very special in his gender because there is no similar project in the country with this high development vision.

    4. PROBLEM STATEMENT

    Education is unquestionably a mean recognized worldwide to achieve a sustainable development (UNESCO, 2015). Education is a fundamental human right, yet 58 million children of primary school age and another 63 million children of lower secondary age are still out of school. 781 million adults are unable to read and write. The majority of these children and adults are female (Global Campaign for Education, 2016). Despite educational access is a human right for all in this world in increasing transformation, the Human Rights Law in Africa Online published that the Gross enrolment ratio in all educational levels in Central Africa Republic (CAR) had decreased from 37 per cent in 1994 to 24 per cent in 1999 HRLAO, 1994, 1999) and the adult literacy rate had decreased at this same period from 60 per cent to 45 per cent. The educational preparedness for the best future life matters to prevent the increasing poverty rate in CAR. English knowledge in education is absolutely the required skills to involve in given educational system of any country for its sustainable development.

    Previous studies on education have highlighted the key areas in which education embedded for a sustainable development are such as poverty reduction, nutrition improvement, health gains, education provision, gender quality and empowerment, economic growth, inequality reduction, urban development, environmental protection/resilience, peaceful, just and inclusive societies UNESCO, 2015). Education Policy and Data Center (EPDC, 2014) reported that In Central African Republic the academic year begins in October and ends in July, and the official primary school entrance age is 6. The system is structured so that the primary school cycle lasts 6 years, lower secondary lasts 4 years, and upper secondary lasts 3 years. Central African Republic has a total of 788,000 pupils enrolled in primary and secondary education. Of these pupils, about 662,000 (84%) are enrolled in primary education. Figure 3 shows the highest level of education reached by youth ages 15-24 in Central African Republic. Although youth in this age group may still be in school and working towards their educational goals, it is notable that approximately 25% of youth have no formal education and 42% of youth have attained at most income late primary education, meaning that in total 68% of 15-24 year olds have not completed primary education in Central African Republic. This study conducted by EPDC in 2014 in Central African Republic reported that 28% of children of official primary school ages are out of school, which also considers the proportion of children out of school by different characteristics wherever data is available. It showed approximately 37% of boys of primary school age are out of school compared to 47% of girls of the same age. For children of primary school age in Central African Republic, the biggest disparity can be seen between the poorest and the richest children. Nearly 66% of female youth of secondary school age are out of school compared to 42% of male youth of the same age. For youth of secondary school age, the biggest disparity can be seen between the poorest and the richest youth. In CAR’s educational system, the legal language of instruction is French.

    Particular attention is paid to the social educational environment that effectively influences and contributes to the success of a pupil during his / her school year. The involvement of a student in a group of individuals who are affected by harmful behaviors can play an indisputable role in their educational defeat. The follow-up of pupils by their parents during their school curriculum is essential. Parents should follow their children at home to study their lesson. Undue influence of schooling on pupils can have adverse effects on the smooth running of school-based studies. This qualitative study that involves students, teachers and parents provide a detailed view of the educational contexts students face.

    By examining these multiple school contexts, using qualitative approaches and involving pupils, teachers, and parents as co-researchers, we can better understand the essence of English language and educational poverty context and in Central Africa Republic.

    Compulsory education in French is underway in our schools begins with the French colonial occupation. Its goal is to train and make available to the colonial administration the workforce it needs. Until independence, this system has worked since Aboriginal graduates be counted on the fingers of one hand. As of Independence, priority is given to the training of managers called to build the new state. Since half century, the system produces young graduates that the job market is not able to absorb so much so that the issue of young unemployed graduates is a very serious problem. Youth represents 70% of the Central African population, which shows how the problem of graduate unemployment is serious.

    The poverty of many families CAR is one of the barriers that prevent young Central Africans to access quality education. Similarly, linguistic limitation does not give the opportunity to Central students access for admission to study in foreign universities teaching in English.

    In order to solve this problem, we developed a project aimed at promoting an educational system involving the expected quality requirements and which should be provided free of charge to youth in English.

    The initiator of this project is Mr. Foch Sylver MAKONDANA GBOMAGNAKO. He is 36, and has background in Finance and Accounting; he is also a man of God.

    This project responds to a challenge that the Offeror has launched when he wanted to pursue his doctoral studies projects.

    Following a professional experience of over 10 years in finance and administration, he realized that to make a good academic study and acquire solid knowledge, and to be a leader, it is necessary to study in schools whose programs are taught in English. You should know that any of the requirements for an application to be accepted for degree holders with classes completed in French are:

    - Take an English test called TOEFL (Test of English Foreign language). This is required for those who have not studied in English. Always full scores are 600 points, you must obtain a minimum of 550 scores;

    - Making a second test in English called GMAT (Graduate Management Admission Test).

    You have to go outside to have the opportunity to take those tests. For the Foch case, he went to Cameroon with its own means to take them.

    The result of these tests had allowed him to have his master admission in Educational and Administration Leadership at the university of Nicosia in Cyprus http://vle.universityofnicosia-online.com/, with student ID R1410D424979

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