OUR WORK IN CANADA:
Millions of refugees are currently stranded in refugee camps around the globe. They are unwilling to repatriate to their homeland or unable to integrate in the host countries [due to…– learn more]. The reasons refugees flee their countries and the suffering they endure underscore our moral duty to provide them with sanctuary and support. It reflects the core values of compassion, human rights, and shared responsibility, emphasizing the importance of assisting those who have been forced to flee their homes in search of safety and hope for a better future.
RHA is committed to helping refugees by engaging cosponsors, who are usually relatives or friends of refugees, and facilitate their sponsorship process under the Private Sponsorship of Refugees Program in Canada as a community sponsor. We also provide settlement and settlement-related support services to refugees. These services encompass housing assistance, language training, employment support, education access, healthcare provision, cultural orientation, legal aid, social networking, mental health counseling, and financial assistance during the initial settlement period. These efforts are aimed at helping refugees become self-sufficient, understand Canadian society, and rebuild their lives in a safe and supportive environment, reflecting Canada's humanitarian commitment to offering refugees the opportunity for a fresh start and a brighter future.
OUR WORK IN AFRICA
Note: At present, we are exclusively operating in Ethiopia due to our limited resources. We will commence our mission in other African countries as soon as we recruit volunteers who share our vision and can help us effectively promote our objectives.
Challenges of poor rural communities in Africa – [Learn more]
In response to social demands of fighting against extreme child poverty in Africa, Revive Hope Africa (RHA) came up with a new process and created a working relationship with local volunteer project coordinators in Ethiopia, in collaboration with School Board, School Principals, Teachers Union, Teachers & Parents Committee and Women and Children Affairs to genuinely select and support the most disadvantaged children. RHA established a multiple control system to make sure the fund is managed and distributed as planned throughout the year. We have been facilitating basic needs such as uniform, a meal a day, school supplies, and enable very poor children to successfully attend their classes for the entire year.
How we do it?
Revive Hope Africa is working with local volunteer community based social groups. Partnering with them in rural poor communities of Ethiopia is a strategic approach that capitalizes on their deep understanding of the local context, their ability to build trust, and their cost-effective and community-focused methods. By engaging local volunteers, disadvantaged communities become active participants in the education process, empowering them to take charge of their children's education and future. Such partnerships can lead to more effective, sustainable, and culturally sensitive initiatives aimed at helping children from poor families attend school and access the education they deserve. Emphasis is placed on enabling young girls not only to access basic education but also help them complete their elementary and secondary schools to the same extent to their male peers.
The selection process:
Beneficiaries are identified through several means, including the rural schools themselves, the school boards, local agencies who support women and children, and teachers’ associations who maintain a database of the poorest students. These are all groups who are willing to cooperate with us. In conjunction with our volunteer project coordinator, school aged children from extremely impoverished families are identified for our support program, based on the criteria set out by Revive Hope Africa.
Each child’s situation/story is initially reviewed by the selection committee, which consists of the above volunteer social groups. A robust process is in place whereby each child’s situation is documented, and 3 witnesses must attest in writing to the child’s situation. This ensures accountability in the process. Children are then prioritized by the greatest level of need (e.g., subsistence living) and gender to ensure a minimum of 50% are girls.
The selection committee sends the relevant documentation and makes recommendations to the Board; final selections are made by the Board once a year before the beginning of the school year in September.
Children will be selected based on the greatest level of need and potential impact for themselves and their families, as identified through the process.
Once the school-aged children are in the program, they will be supported for the entire year and reassessed their needs every year until they complete their high school. This will provide them with the foundation to stay in school longer term, thus affording them opportunities out of poverty for themselves and their families. Funding will be used to provide adequate clothing (school uniform), school supplies, a meal a day, and in some cases portable solar lights for completing homework. Deprived of these essentials, disadvantaged children face barriers in accessing education. Prioritizing children's education to alleviate poverty not only offers immediate benefits but also engenders hope across multiple generations within communities, effectively disrupting the cycle of poverty.
Funding was and will continue to be dispersed three times per school year. Our project coordinator working with local partners (i.e., volunteers, school officials) is required to send status reports as well as accounting for the funds received for the above intended purposes. In fulfilling the Board's fiduciary and financial responsibilities to oversee the proper allocation of funds, the project coordinator regularly provides a quarterly financial report detailing income and expenses, along with an operational progress report updating on the status of the children participating in the program. If the reports are received in a timely manner and any questions are resolved, then the next quarterly amount will be dispersed.
Monitoring school attendance of disadvantaged children through local volunteer social groups is highly effective due to their community trust, cultural sensitivity, early identification capabilities, and ability to provide tailored support. These groups not only advocate for education but also collect attendance data, offer cost-effective solutions, foster community ownership, establish feedback loops, and address broader well-being issues. Collaborative efforts with such local groups create a holistic and community-driven approach, improving educational opportunities and outcomes for disadvantaged children while maximizing the utilization of community resources and expertise.