Annual report of the MONA Foundation, parent of my 'Teaching Kids Programming' 501c3. See page 16 for information about TKP

2. Dear friends of Mona
A letter from the Mona Foundation Board of Directors
On behalf of the Board of Directors, I extend our heartfelt thanks for yet another year of generous
support. Despite initial challenges during the first six months of operations because of unfavor-
able and uncertain economic conditions, I am happy to report that we met all of our commitments
to the social and economic development initiatives we support. Thank you for being a part of the
Mona family and for staying the course with us.
This year, our Annual Report is about the impact your contributions are making in the lives of
thousands of children and their communities. For example, three years ago in Haiti, a wonder-
Table of contents ful woman decided to single-handedly provide shelter and education to as many street children
as possible. She converted the garden of her home to a make-shift school, rented a house in the
neighborhood and overnight became the “angel of mercy” for 25 children. Today because of your
support, this “Home and School” has become a second Annex for Zunuzi School and serves 85
children. One of these former “street children” placed 2nd in Haiti’s national school exams last
Adcam (Brazil)...................................................3 year.
Anis Zunuzi (Haiti).............................................4
George Marcellus School in rural Guerot is another example. Prior to Haiti’s 2010 earthquake, the
George Marcellus (Haiti)....................................4 school had three classrooms and 85 students. It was the only school in the area left standing after
the quake and they worked hard to accommodate children who had lost their schools. Today, there
Anis Zunuzi Annex School (Haiti)........................5 are nine classrooms serving 225 students grades K-6, and they provide one meal a day to every
Badi Foundation (China)....................................6 child and extend educational support to both the students and their parents.
Badi School (Panama)........................................7 Another example is Digital Study Hall (DSH) in India, focused on improving the quality of educa-
tion for disadvantaged children and young women in rural and slum schools:
Barli Institute (India)...........................................8
Corde (Cambodia)..............................................9 ▪▪ In their hub in Lucknow, they served 30 schools with more than 2,000 children and also pro-
duced 2,500 recordings of lessons in English, math and science in Hindi, Bengali, Kannada,
Digital Study Hall (India)...................................10 Marathi, Nepali, Tamil, Urdu and English, and 1,500 additional videos of other materials such
as stories, special science and history topics, and training sessions.
Mongolian Development Centre......................11 ▪▪ This year they added six new schools and reached out to an additional 600 students in the
New Horizon School (Haiti)..............................12 poorest rural communities in the states of Uttar Pradesh & Madhya Pradesh.
▪▪ They signed an agreement with UNICEF India to extend the DSH Critical Dialogues gender
Rancho Sespe (U.S.A).....................................13 equity project to 38 KGBV Schools (Girls’ Residential Schools) reaching 3,800 adolescent
girls.
Ruaha Secondary School (Tanzania).................14 ▪▪ As a result of their work, they won third place (out of 650 applicants) in the prestigious Peter
Sunflower Mission (Vietnam).............................15 F, Drucker Award for Non-Profit Innovation.
Teaching Kids Programming (U.S.A).................16 In the end, our lives find meaning through knowing that what we do as individuals every day mat-
ters and makes a difference in someone’s life somewhere. The Mona Foundation Board and staff
2011 Events & Recognition Review.................17 have a special vantage point: On the one hand, as the “trusted trustees of your goodwill,” we have
2011 Financial Report....................................18 the unique privilege to get to know you and at the same time, see the thousands of lives you impact
and change every day in 15 social and economic development initiatives in 10 countries. Thank
2011 Donor Lists............................................20 you for who are you and what you do.
Just as our children and schools count on us for continued support of their development work,
we count on you to stay with us as you have in the past years. Please take a moment, review the
schools we support, choose one, and adopt it for your support this year. We are here for the long
run, in good times and in bad, and commit to you as stewards of your generosity our very best
efforts on behalf of every child we support.
With loving greetings,
Mahnaz Javid
President
mona foundation 2 ANNUAL

3. ADCAM: Association for the Cohesive Development of the Amazon
The Association for the Cohesive Development of the Amazon (ADCAM) began in
1985 as a small orphanage in one of the poorest neighborhoods of Manaus, Brazil.
Since then, ADCAM has developed organically to meet the needs of the urban and rural
poor. Today, it’s a nationally-recognized educational institution, serving over 4,000
students from pre-school through college. To learn more about ADCAM visit Manaus
www.monafoundation.org/project/ADCAM/1 BRAZIL
2012 Project Needs
In 2011
▪▪ 400 people attended vocational training courses held at ADCAM and IPRAM.
▪▪ 26 students were provided scholarships to attend Tahirih College.
$60,300 Center for Family Development
▪▪ 51 students were provided scholarships to attend the Masrour Vocational School.
▪▪ 80 students were provided scholarships to attend the Masrour Institute of Technology. - Support for 100 students includ-
ing scholarships, coursework, uni-
forms and sports equipment
A chance to learn and grow
$61,800 26 Scholarships for Tahirih Col-
lege and 51 Scholarships for the
Masrour Vocational School
With your support, in 2011 Mona Foundation
was able to fulfill one of our largest annual $64,000 Support for 80 students in techni-
commitments to-date for a partner project. A cal courses and vocational training
such as Safety, Administrative &
major part of the funding was for scholarships. Logistics Operations in ADCAM’s
Masrour Institute of Technology
School is not free in Brazil and often the poor
cannot afford to go. The students in ADCAM’s $25,000 IPRAM (SAT Rural Tutorial Educa-
programs come from neighborhoods where tion Program) - Kitchen equipment
(stove, fridge/freezer) and educa-
crime, violence, drugs and teenage pregnancy tional materials
are the social reality. Family income is min-
imum wage or less. All this would seem to $5,000 IPRAM vocational training courses
create a disincentive to get an education, but
watching how the students blossom, the staff $38,220 Professional training courses that
will serve 265 students such as:
at ADCAM say, “After monitoring the vari- Basic Computing Skills, Ethics,
ous programs we came to the conclusion that Citizenship and Social Responsi-
these kids just need a chance – an opportunity bility, Art in Wood, Maintenance,
to grow and develop their potential.” Installation and Repair of Refrig-
erators
Here are two examples of the many requests “Peter Henry is a 3rd grade student. He is a
$31,500 Vehicle for the Family Develop-
ADCAM receives from parents for scholar- very bright child and we are struggling so I ment Center for home visits as
ships for their children. ask for this scholarship from ADCAM for him most of the families live in remote
to continue enjoying a good education in this areas
prestigious school. My family has an income
of $403/month and most of that is committed to
our basic living expenses.” 2011 Support Received
“My son is in the first year of elementary $64,000 Masrour Institute of Technology –
school. I am asking for a scholarship because Youth Apprentice Program
we are unable to afford private school. The
public school he was studying in shut down $61,800 Scholarships
nine months ago and has no known plans to
$23,000 IPRAM (SAT Rural Tutorial Educa-
begin classes again. My son has not been in tion Program)
school since. I am unemployed and my hus-
band receives minimum wage. My heart breaks $46,890 Professional qualification courses
when my son asks to go to school because I – vocational training
know he has the desire to learn new things. At
$72,000 Two vehicles for rural home visits
ADCAM he will have the chance to learn and and site visits
grow.”
REPORT 3 mona foundation

4. Anis Zunuzi School and Annexes
Anis Zunuzi Anis Zunuzi Baha’i School was established in 1982 in the outskirts of Port-au-Prince to provide access
to education for the poorest of Haiti’s children. It has also become a haven for neighborhood youth who
2012 Project Needs use the soccer and basketball facilities, and also for the larger community which uses the school as a
gathering place. For example, immediately after the 2010 earthquake, the Zunuzi school grounds became
a “command center” for hundreds of emergency aid workers and volunteers as well as a shelter for
$23,000 Scholarships hundreds who had lost their homes.
$2,500 Summer camp Unlike 75% of schools in Haiti that crumbled during the quake, Zunuzi’s classrooms were not damaged
because they’d been built to code. The school administrators were therefore able to make room for more
$1,500 Doors for 10 classrooms children and double their capacity to 470 students. Zunuzi’s first Annex, George Marcellus School,
was established in 1993 in an impoverished, rural area about four hours from Port-au-Prince. After the
$1,000 Teacher training earthquake, George Marcellus also doubled its capacity to admit more students who’d lost their schools
and currently provides K-6 education plus one good meal a day to 225 children.
George Marcellus:
In 2011
In 2011
2011 Support Received
Anis Zunuzi:
▪▪ Served 412 students; the majority are
▪▪ Served 225 students grades K-6 .
$65,000 Scholarships girls in primary and secondary grade
▪▪ Provided educational support to both
the students and their parents.
levels. ▪▪ Provided one meal a day to every child.
$35,000 Computer lab and equipment ▪▪ Provided 4-week long summer camp to
85 students .
$3,000 Summer camp ▪▪ Provided 48 full scholarships.
▪▪ Provided educational support and fees
for all other students.
$1,000 School text books ▪▪ Provided one nutritious meal a day to
everyone.
▪▪ Provided access to clean water to all
students and the surrounding commu-
George Marcellus ▪▪
nity.
Began the construction of the multi-
2012 Project Needs purpose room to accommodate a dire
need for a place to eat and for addi-
tional classroom capacity.
$400 Furniture
$600 School materials & office
supplies A heart of the community
$1,700 Equipment At the end of 2011 an individual traveling to all students can come together or offer other
Haiti with another organization visited the activities such as the performing arts.
$3,200 Lunch program Anis Zunuzi School. Here are excerpts from
her observations: There’s also a positive ripple effect in building
$9,400 Salaries the multipurpose room: Once it’s completed, a
“People might think it superfluous to build a space currently being used to store construc-
multipurpose room at a school in a country tion and other supplies can become the library;
where general access to education is severely a space being used for a cafeteria can become a
2011 Support Received limited. But my guides at the school, and the computer lab. Thus, this single “multipurpose”
$1,667 Furniture reality of the scene itself, made me quickly building opens multiple opportunities provid-
aware of how important this space is. ing spaces for other activities to flourish.
$556 School materials & office supplies
The building is being constructed to earth-
$3,615 Equipment
quake safety standards. Unlike common pre-
$2,748 Lunch program earthquake construction, this building has both
vertical and horizontal iron rebar reinforce-
$5,830 Teachers’ salaries ment, a concrete slab to support the weight of
the concrete reinforced cinderblock walls and
a concrete roof designed to suit the rainy sea-
Dining Room being built sons of Haiti.
You see, the children at Anis Zunuzi receive
one meal a day. This meal is prepared on site When not in use for school purposes, the
and is planned to provide complete nutrition. multipurpose room will be made available to
For many of the children, this will be their the community and can become a heart of the
only meal for the day. But to serve this meal, neighborhood…yet perhaps by having pro-
the school must use space that could otherwise vided a holistic and caring education for the
be used as a classroom. Indeed, there’s a lack children of Haiti, Anis Zunuzi School already
of space to serve meals, hold assemblies where is that heart.”
mona foundation 4 ANNUAL

5. Anis Zunuzi Annex School & Home for Street Children
Three years ago, a wonderful woman decided to single-handedly provide shelter and HAITI
education to as many street children as possible. She converted the garden of her
home to a make-shift school, rented a house in the neighborhood and overnight became
the “angel of mercy” for 25 children. Today, this “Home and School” has become the
second Annex to Zunuzi School, serving 85 children. One of the street boys placed 2nd
out of all the students in the country in Haiti’s national school exams last year.
Learn more at http://www.monafoundation.org/project/Anis-Zunuzi-Annex/5
▪▪
In 2011
Provided shelter, medical care and food for 100 children (the population varied during the year
as the school makes efforts to reunite children with their families.)
▪▪ Expanded the make-shift school to accommodate 4 grade levels. 2012 Project Needs
▪▪ Provided tutorial services to help students “catch up” with their age group.
▪▪ Collaborated with like-minded organizations to provide counseling services to the children.
▪▪ Reunited 1/3 of the students with their families. $12,700 Salaries
▪▪ Placed several “ready students” at Zunuzi School free-of-charge.
$300 School supplies
Fear of earthquakes still persists in Haiti. Last The parents were informed that the boys would $1,000 Repairs, furniture and gardening
year, even though the home that had served be returning home either during the summer
as classrooms for the Annex was repaired, vacation or at the end of December; the choice $350 Teacher training
the students still preferred to study outside. would be theirs to make. All of the parents
The number of students was limited to 22 per showed understanding and one even com- $300 Lunch program
class. An outdoor toilet was built and a wa- mented that it was normal that they now return $2,000 Clothing, food, medical
ter supply installed in the yard. The walls of home. The boys feel that they’re ready because
the school yard were repaired to insure more of the skills they’ve gained but have expressed $2,500 Transportation, communication
safety in case of another quake. The little out-
door kitchen was also improved to facilitate
the food preparation and cleanliness.
The majority of the boys showed consider-
able improvement in their human relation 2011 Support Received
skills, devotion to their schooling and inter-
est in studying materials encouraging a spirit $9,300 Salaries & training
of community service. Three parent meetings
were held in which the topics of discipline and $250 School supplies
encouragement were explored. Most of the
parents were beaten as children and remember both sadness and happiness about being sent $2,400 Furniture & repairs to home
their humiliation, anger and fear so are conse- home: Happiness that they’ve progressed and $460 Cantina
quently interested in changing their approach. are able to return to their families; sadness be-
The students are a challenge to discipline part- cause they will miss each other. $2,600 Rent for the home for street
ly because they’re used to being beaten and children
when this does not happen they think they can When asked what skills they thought would
$1,100 Household repairs, items, furniture
help their parents one boy said, “They need
to develop love.” Others remarked, “Parents $2,550 School fees and uniforms, clothing
should not speak badly to their children;”
“shouldn’t beat them, talk to them instead;” $10,700 Food, transportation, medical
“learn how to express love for their child, how
$100 Support visits to parents
to talk to them.” Most of the boys have only
one parent. One has none. Yet all have ad- $720 Extra training for boys in gardening
vanced greatly due to living in a stable home & computer skills
with a loving environment and with the disci-
pline of a regular schedule, regular schooling
continue their undesirable behavior. Teachers and a strong spiritual influence. Much care
and parents see the need for a united effort to must be taken to provide the necessary support
learn new ways of supporting good behavior to assist them to continue to advance.
and changing not so desirable ones.
REPORT 5 mona foundation

6. CHINA Badi Foundation
Based in Macau, China, the Badi Foundation has worked since 1990 to bring about bal-
anced development through the design and implementation of education and training
programs. The Institutional Capacity Building Program facilitates the establishment of
community-based organizations to contribute to local sustainable development projects
in rural China. Badi Foundation also implements an Environmental Action Program
to strengthen the scientific and agricultural knowledge of rural women. Learn more at
www.monafoundation.org/project/Badi-Foundation/18
▪▪
In 2011
Institutional Capacity Building Program (ICB).
• Collaborated with 21community-based organizations (CBOs).
• These CBOs have worked with over 9,000 people in rural China since 2005.
2012 Project Needs ▪▪
Environmental Action Program (EAP).
• Over 1,500 program participants.
• 2 EAPs officially registered as NGOs with local authorities.
$59,000 Training, accompaniment, monitor-
ing and evaluation of community- Your support in 2011 helped Mona Foundation contribute to the work of the Badi Foundation and the Com-
based organizations carrying out munity-Based Organizations (CBOs) it supports around China, One key focus area is to assist participants
Badi Foundation programs across in the Environmental Action Program to plan and carry out local service projects such as the one described
below:
China
$6,000 3 capacity building seminars for
community-based organizations Creating an atmosphere of unity to improve
$5,000 Activities for identification and community life
training of human resources to
start new community-based orga- The Hai Yuan Ai Xin Environment Service
nizations Centre is one of the community-based orga-
nizations the Badi Foundation supports. The
$10,000 Training of Badi Foundation Centre conducted a five-day Environment
trainers Action Program training in Jin Gou village,
Ningxia Province. Many women from the vil-
lage attended the training which focused on
developing participants’ abilities to consult
together and build a prosperous and harmoni-
ous community. They also studied concepts
2011 Support Received of ecologically sustainable farming. After the
training, the women began to participate more
$54,000 Training, accompaniment, monitor- actively and apply what they had learned to the
ing and evaluation of 25 communi- As an initial activity, the participants ana-
development of their community and an atmo-
ty-based organizations carrying out lyzed their agricultural production practices
sphere of unity, consultation and co-operation
Badi Foundation programs across to assess whether they were environmentally
China developed.
sustainable. They discussed how the common
fertilizers and composting practices they were
$6,000 3 capacity building seminars for
community-based organizations using led to more crop pests and diseases as
well as environmental pollution. As a result,
$10,000 Training of Badi Foundation they decided to apply more scientific methods
trainers to their composting practices. The new pro-
cess they used was a result of their enhanced
understanding of the science of composting.
This modified composting practice led to fewer
pests and better crop production. The villagers
of Jin Gou village used this modified fertilizer
to grow a large crop of potatoes, much more
than they achieved with their previous com-
posting method, and demonstrated the power
of application of scientific knowledge through
unified action.
mona foundation 6 ANNUAL

7. Badi School Funding academic excellence and hope for a better life
Badi School has been working in one of the poorest areas of Panama since 1992. It
started as a kindergarten in the carport of a family that wanted to serve the community.
Over the years, it’s grown into an institution offering classes through 12th grade,
recognized for excellent academics and moral leadership training.
Learn more about Badi School at www.monafoundation.org/project/Badi/17 Panama city
PANAMA
▪▪ For the fourth consecutive year, Badi students (13) achieved the highest grades from among
In 2011
4000 applicants nationwide in Panama’s Technological University entrance exams.
▪▪ Additional Badi students (7) were admitted into the National University of Panama, also with
the highest grades.
▪▪ As part of an agreement with the Ministry of Education, 26 11th grade students taught virtues
classes to 750 students at a nearby elementary school. 2012 Project Needs
▪▪ In 2012 Badi School will have the capacity to serve 415 students and has received 1,600
▪▪ applications from others who hope to attend.
$8,486 Scholarships (55% tuition for
Your support in 2011 helped Badi School continue its commitment to academic excellence by funding partial 15 students)
scholarships for 15 students, a new computer server and other equipment, and also by funding their arts
program. $11,844 Computer lab upgrade
Scholarships are particularly important to the $2,500 Arts program and pre-youth
program
students of Badi School. The school is located
in Panama City, Panama (population 1.5 mil-
lion) on the border of the town of San Miguel-
ito where indigenous Embera and Kuna ethnic
groups constitute over a quarter of the popula-
tion. Four out of ten families in this area are
2011 Support Received
$8,486 Scholarships (55% tuition for 15
students)
$4,000 Replaced a computer server and
related equipment for the
computer lab
$2,500 Arts program and pre-youth
program
homeless. Teenage pregnancy is widespread
(affecting 2 out of 5 girls). While the GDP per
capita is $6,700 in Panama, the majority of
families in this area have a monthly income of
approximately $200.
Although school is free in Panama and com-
pulsory for children between the ages of 6 and
15, nearly half the children in the San Migueli-
to area do not have access to education. The
Badi School selects its scholarship recipients
based on good grades and financial need. Edu-
cation is their best hope for a better life.
REPORT 7 mona foundation

8. Barli Institute
The Barli Institute for the Development of Rural Women has worked in India since
1985 to increase gender awareness and equality by addressing the challenges confronted
by socially and economically marginalized girls and women in Madhya Pradesh, one
Indore of the poorest areas in India. Barli uses training combined with practical knowledge to
assist women in building their capacity to improve the lives of their families, their com-
INDIA munities and themselves. Learn more about Barli Institute at
www.monafoundation.org/project/Barli/16
In 2011
▪▪ 150 rural girls and women trained on-site at Barli, They leave the Institute fully literate and
learn about maternal child health.
▪▪ 120 young women went through training at the extension centers.
▪▪ To date the Barli Institute has trained over 6,000 girls and young women from 500 villages
throughout central India.
2012 Project Needs
$11,000 Program and training costs
“Women support the structure of the
$6,000 Operational expenses
family and the community”
$18,500 Salaries and benefits Barli was created to address the challenges
confronted by marginalized young girls and
$1,000 Staff travel
women from rural and tribal communities in
$500 Capital costs Madhya Pradesh. The communities where
Barli operates are considered the most socially
$3,000 Operation costs for two local and economically deprived in India. Girls and
training centers for 6 months young women ages 10–24 are the most vulner-
able section of society. They face systematic
disadvantages over a wide range of welfare The rate of female literacy in Madhya Pradesh
indicators including health, education, nutri- is among the lowest in any state in India. Hav-
tion, labor force participation and the burden ing been deprived of access to education these
of household tasks. Because of deprivation women lack the confidence or knowledge to
and discriminatory cultural norms, many poor transform their lives and remain vulnerable, in-
girls are forced to marry at a very young age capable of exerting any power to effect change
and are vulnerable to HIV, sexual violence and in their society. Training and knowledge is
physical exploitation including trafficking. therefore the major step towards empowering
They lack the full range of economic opportu- young girls and women to face the problems in
nities and their contribution to families is often their communities.
devalued because of gender bias. As a result
many girls are seen as unworthy of investment The objective is that, once empowered with
or protection by their families. such training, the women can return to their
home villages and become “pillars” of their
families and communities — agents for chang-
ing the social and physical environments, In-
deed, “barli” is the local word for the central
pillar of the house, and like the “barli,” which
supports the physical structure, the woman
supports the structure of the family and the
community.
Barli Development Institute has an extension
center in Chhattisgarh State to help women
who typically cannot leave their families and
homes to begin schooling in Indore. They are
also working with pregnant women, lactating
mothers, children and school students.
mona foundation 8 ANNUAL

9. CORDE: Cambodian Organization for Research and Development
CORDE has been working in Cambodia since 1994 to educate children and to promote
community well-being. Following the tragedy of the “killing fields” when so many of
the educated were exiled or executed. CORDE determined that only education could
re-build their country. They support education for children and youth in the remote vil-
lages of the country where a large percentage have no access to education.
Learn more about CORDE at www.monafoundation.org/project/CORDE/15
Phnom Penh
▪▪ CORDE supported 109 tutorial classes conducted by 100 teachers and attended by 2,610 CAMBODIA
In 2011
students.
▪▪ 39 youth received scholarships funded by Mona Foundation to pursue university education,
The majority are determined to become teachers.
▪▪ 3 Community Centers of Learning were built in three villages: S’Dey, Oakchey and Kampong
Thom.
▪▪ Through a social responsibility initiative of one of Mona Foundation’s corporate supporters,
CORDE was able to provide seminars on health and child education to 200 workers of the
Canteron Factory in Phnom Penh.
2012 Project Needs
Due to CORDE’s decision to consolidate their
Strengthening two decades of growth growth and to strengthen their roots, they have
not requested funds from Mona Foundation for
In 2011, CORDE made the decision to consol- villages. An estimated 1,300 people participat- 2012.
idate their growth and focus on strengthening ed in the celebrations.
their roots which include the community pre-
schools and Programs for Social Action in the
villages and in the current Centers of Learning
which have been built over the past few years.
2011 Support Received
Through your support over the last year, three
new Centers of Learning were built, 39 youth Community Education
received scholarships, thousands of children $17,000 Tutorial classes
were reached through tutorial classes, child
health and child education classes were pro- $6,500 Scholarship fund for teachers to
attend university
vided to factory workers, and much more.
$12,000 Teachers’ salaries
$14,000 Centers of Learning (CCL)
operations
$3,400 Kindergarten/Pre-School
$4,200 Corporate social responsibility
initiative
$2,900 Capacity building for staff
Infrastructure
CORDE was also honored as one of Ten Ac- $5,000 Land purchase for CCL in
complished Organizations by TAYO ASEAN, Kampong Thom
a recognition program for outstanding orga-
nizations serving youth in the Association of $7,000 New Center of Learning in
Kampong Thom
South East Asian member countries that have
In addition to supporting tutorial classes at the implemented sustainable programs, projects $7,000 New Center of Learning in
Centers of Learning, CORDE also sponsored and activities that may be replicated by other SangkumThmey
the observance of Environment Day, Inter- organizations. CORDE’s award was for the
national Women’ s Day, and held Children’s mobilization of youth for community service
Festivals in 13 Centers of Learning with the and youth volunteerism.
participation of the local authorities and the
REPORT 9 mona foundation

10. Digital Study Hall
Established in 2005, Digital Study Hall (DSH) works to improve education for disad-
INDIA vantaged children and women in rural and slum schools in India. They use simple, ap-
propriate technology and local resources to film the best local teachers and then distrib-
ute the DVDs to the schools. Learn more about DSH at
www.monafoundation.org/project/Digital-Study-Hall/14
2012 Project Needs ▪▪ DSH ran pilot “hubs” in cities in India, Pakistan, and Nepal. In the “founding hub” at
Lucknow, they served 30 schools.
▪▪
In 2011
They produced more than 2500 recordings of lessons in English, math, and science in Hindi,
Bengali, Kannada, Marathi, Nepali, Tamil, Urdu and English, and 1500 additional videos of
$15,000 Content creation of new classes other materials such as stories, special science and history topics, and training sessions.
on DVD ▪▪ They added six new schools and one tuition center reaching out to an additional 600 students
in the poorest rural communities in the states of Uttar Pradesh & Madhya Pradesh.
$23,000 School monitoring/teacher training ▪▪ They signed an agreement with UNICEF India to extend the DSH Critical Dialogues gender
equity project to 38 KGBV Schools (Girls’ Residential Schools) with 3800 adolescent girls.
$4,000 Adding 38 New Schools/Tuition ▪▪ DSH won third place (out of 650 applicants) in the prestigious Peter F. Drucker Award for
Centers Non-Profit Innovation competition.
$7,000 Monitoring 58 newly added DIETs
and providing them with complete Training the trainers – “Earlier, children would just listen to what we
were saying. We didn’t know we could get them
sets of DSH content
scaling to bring education to to generate their own answers, but now when
$5,000 Operations costs of running the
office the poorest areas of India we ask them something they come up with an-
swers themselves. They have even started ask-
DSH grew 500% the number of District Insti- ing more questions about things around them.”
$2,000 DSH staff training tutes for Education and Training (DIET) where
$18,000 To hire a Director for DSH they serve to train teachers – from 12 DIETs Some of the children used to spend all of their
in 2010 to 70 DIETs in 2011. They conducted time gambling on the streets. Sushma, the tu-
trainings for 86 Teacher Educators from 58 tor at Mavaiya Tuition Centre in Lucknow has
DIETs and the feedback received indicates that managed to convince them to come to school
the trainings were a major success. 70% of the and kept them engaged through activities in-
training institutes have successfully integrated spired by the DSH lessons.
DSH videos as part of their teacher training
2011 Support Received courses. “These children are very interested in playing
marbles, so I collect those marbles and teach
$13,500 Content creation, updating, Gender Equity Education them tables, multiplication and division. I also
validation play games to teach them numbers or even
DSH also signed an agreement with UNICEF
$21,000 School monitoring/teacher training India to provide their “Critical Dialogues” words. I write the numbers on the ground in a
gender equity training to 38 KGBV Schools hopscotch square, say a number, and they have
$2,220 Adding new schools (Girls’ Residential Schools) that will reach to jump to that number.”
$10,000 DSH in all DIETs of the state 3800 adolescent girls from the poorest com-
munities in the three most educationally de-
$15,000 Revive DSH in Bangladesh, prived districts of the state of Uttar Pradesh,
Kolkata & other hubs India. The project will help to address issues
like child marriage, domestic violence, sexual
$7,780 Infrastructure
abuse, and girls’ right to education.
$4,500 DSH staff training & capacity
building In India’s rural and slum schools most edu-
cation is based on rote memorization. DSH’s
training has improved students’ and teachers’
understanding, creative participation and per-
formance at even the poorest schools. Follow-
ing are some teachers’ comments:
Poonam Upadhyay, teacher at Sahara City
Homes School in Lucknow:
mona foundation 10 ANNUAL

11. Mongolian Development Centre
Since 1993, the Mongolian Development Centre has worked to empower individuals,
communities and institutions through education and training to support the process
of building a progressive and sustainable society. Their main programs include an
Early Childhood Development Program, a Junior Youth Empowerment Program, and a
Community Capacity Building Program that includes a Microfinance Program. Learn
more about the Mongolian Development Centre at
www.monafoundation.org/project/Mongolian-Dev-Center/19 MONGOLIA
▪▪ The Early Childhood Development Program was implemented at 42 kindergartens in seven
2012 Project Needs
localities, involving 292 teachers and assistant teachers in 146 classes with 5,878 students.
▪▪
In 2011
▪▪ The Junior Youth Empowerment Program, focusing on character education and becoming
Early Childhood Development Program
agents of positive change through service to the community, was implemented in 12 schools in
5 cities, involving 1,623 Junior Youth in 53 various groups. $18,225 Materials, printing and supplies
▪▪
▪▪ The Community Banking Microfinance Program operated ten community banks in two cities, $11,395 Training for teachers and parents
with a total of 179 members. They focused on encouraging and empowering individuals to
join with like-minded friends and neighbors to start their own community bank dedicated to $9,729 Planning, monitoring & evaluation
promoting the progress and prosperity of their families and communities. $747 Communication
$692 Equipment
Developing capacity at the grassroots
Junior Youth Empowerment Program
Early Childhood Development and offered the people hot tea and gave them
$3,959 Materials, printing and supplies
some bread cooked from rice and flour which
Program the youth collected. The people were so happy $14,085 Training courses including
A lesson in peace building and appreciated what the youth had done. They summer camp
During an art lesson 4 boys were seated to- had very warm conversations and the youth felt $1,019 Monitoring and evaluation
gether around the table. One of them said, “I like family members. The youth were so happy
$3,637 Group activities
need a blue crayon to paint the water under even though outside it was so cold, The youth
ship.” The boy next to him held out a blue also cleaned the snow outside of the market. $6,371 Reflection meetings
crayon but another boy took the crayon. The Community Banking Microfinance $2,818 Youth Service Program
first boy said, “I only need the blue one.” The
second boy gave him another color. He said,
Program $2,308 Telecommunication
“No, I need the blue.” The boy who took the A lesson in unified action $1,962 Equipment
blue color started to paint on the first boy’s This year at the Delgerekh Community Bank Community Capacity Development Program
sheet. The first boy said, “I wanted to paint by in Baganuur, bank members heard about hepa-
$3,099 Materials, printing and supplies
myself. But it’s OK if you want to paint,” and titis spreading widely in the area. The mem-
started painting from the other side. bers consulted and decided to use their pool of $758 Human resource development
‘donated’ funds to help the families that were $3,120 Community bank training
not able to afford the vaccination. Vaccination
$407 Community bank activity
against this disease is expensive in Mongolia
so most of the families cannot afford it for $987 Telecommunication
their children. The governor of the district $437 Travel
provided some resources but he was not able
$800 Equipment
to supply all low income families. The bank
members provided vaccination for 70 children
from vulnerable families. 2011 Support Received
$25,081 Early Childhood Development
Program
Junior Youth Empowerment $38,119 Junior Youth Empowerment
Program $19,360
Program
A lesson in how to be happy Community Capacity Development
Program
The village youth decided to help people who
were working at the local market. It was a very
cold winter. The youth divided into groups
and cooked milk tea. They went to the market
REPORT 11 mona foundation

12. New Horizon School, Haiti
HAITI New Horizon School is the result of a community process that began when 80 villagers
sought the support of the director of the French Hospital to start a preschool for their
children. In 2003, New Horizon Foundation was formed and set its sights on estab-
lishing an educational complex to help train a new generation to be able to participate
in Haiti’s development. New Horizon School opened in 2007 and year by year adds
infrastructure to support activities in education, sports, culture, health, environmental
action, entertainment and all initiatives conducive to the social and economic develop-
ment of Haiti. To learn more about New Horizon School visit
www.monafoundation.org/project/New-Horizon-School/9
In 2011
▪▪ Serves 257 students.
▪▪ Completed construction of 5 primary classrooms to double the capacity of the school.
▪▪ Began developing a vocational training program for women in surrounding villages in partner-
2012 Project Needs ship with Haiti’s premier School of Culinary Arts.
▪▪ In June 2012, New Horizon will graduate its first 1-6 graders.
$20,000 Scholarships for 57 students K-6
$111,000 Construction of five new New Horizon is fully underway towards
classrooms to complete the “Our vision is that while our own students fin-
kindergarten achieving the goals of its five year plan to ish their schooling, we’ll operate as a School
build an educational complex to provide K-12 of Culinary Arts for women. The Haitian Red
$112,500 Construction of Hotel Management and technical education for 1,200 children and Cross has asked Ms. Devarieux, the Director
classrooms a base to offer professional culinary training of the School for Culinary Arts in Haiti, to do
to women and girls from the villages to help
them increase family income. In 2011, five
primary grade classrooms were completed
and four new classrooms and toilets are near
completion. The focus this year is to construct
2011 Support Received a dining hall and kitchen to provide meals for
the children and a facility for vocational train-
$90,000 Construction of 5 classrooms ing. Following are some excerpts from New
$100,000 Vocational training program Horizon’s 2011 year-end report on their ex-
panding vision to serve the community:
$60,000 Kitchen facilities
$16,000 Land for basketball/volleyball
recreational court
a 100-hour pilot program and train a group of
thirty women. Once the results are reviewed,
we can open registration at our school. Ms.
Devarieux has agreed to partner with New Ho-
rizon to offer this vocational training.”
“I think that we must broaden our goal, and
it’s not only a School of Culinary Arts that we
need, but rather a school related to the hospi-
tality industry, which will allow us to welcome
our students, girls and boys, who have com-
pleted the three years of middle school, and
whose parents can’t afford a university educa-
tion. As such they will have a technical degree
recognized by the State. With that diploma, the
possibilities of finding employment in the hos-
pitality industry in Haiti as well as abroad are
far greater.
mona foundation 12 ANNUAL

13. Rancho Sespe
For 10 years, the RanchoSespe project, a program of Full Circle Learning, has served
the children of migrant families in Ventura County, California. They offer a summer
program that focuses on helping students achieve academic excellence while building
character strength, creativity and conflict resolution skills.
Learn more at www.monafoundation.org/project/Rancho-Sespe/7
Fillmore
California
U.S.A
In 2011
▪▪ The three week summer school served 13 preschoolers, 22 elementary and 12 secondary
students.
▪▪ One of the program’s long-term students became a teacher in the summer program and will
teach evening enrichment classes. 2012 Project Needs
$6,800 Teachers/aids
$1,000 Student transportation
Habits of Humanitarians $1,200 Learning materials, literacy,
nutrition
The Rancho Sespe program operates in a small farming community in Southern California. One
hundred families live in a remote HUD housing project and the children have nowhere to go $1,219 Administration/program-
during the summer. For more than a decade, they have gathered to attend the Rancho Sespe sum- related taxes, insurance
mer school. This year they focused on the ‘Habits of Humanitarians’ and applied this concept in
academic content, through the arts and in service projects that blossomed into community and
personal transformation focusing each week on a different theme.
Week 1: Universal Connectedness
A study of the universal connection with all people from every walk of life drove this year’s proj- 2011 Support Received
ects. Guests at a facility for developmentally-challenged adults expressed heartfelt emotion at the $6,800 Teachers/aids
level of understanding and sophistication behind the students’ service-learning projects. To create
an opportunity to connect with someone unlike themselves, students and parent volunteers took a $1,000 Student transportation
field trip to ARC of Ventura County, a program that helps disabled adults become self-dependent. $1,000 Learning materials, literacy,
nutrition
$700 Administration/program-related
taxes, insurance
Week 2: Farsightedness Week 3: Humanitarianism
During this week the students learned to make Students discussed different ways they can
wise choices by looking at the long term ef- practice humanitarianism in their families
fects. The middle-school students were en- and community. Some ideas that the students
couraged to visualize a contaminated earth and shared were to always act in a respectful, kind,
recognize ‘the value of looking ahead’ to pre- sacrificial, and loving way. Their service was
vent or correct problems like global warming. to prepare fruit baskets and bags of food to de-
Some solutions they devised were to prevent liver to Rancho Sespe seniors. They also pre-
global warming by recycling and not wast- pared a gift to send to Haiti, their global part-
ing water, and instead of trading oil for food, ner this year. They made art to demonstrate that
to find and use more land for farming to feed when we connect by recycling and taking care
more people locally. of the environment we can change the world.
REPORT 13 mona foundation

14. Ruaha Secondary School
Ruaha Secondary School started in 1986 in response to the dire need for quality sec-
ondary education, especially for girls, in southwestern rural Tanzania. Initially,
girls didn’t come because traveling each day from their home village was difficult and
dangerous. So, the school added full boarding to encourage girls to attend. As a result,
today, two-thirds of the 750 students at Ruaha are female. Learn more about Ruaha at
www.monafoundation.org/project/Ruaha-Secondary-School/6
Iringa
TANZANIA
In 2011
▪▪ Mona Foundation funded 14 scholarships.
▪▪ Mona Foundation funded four teachers to continue their university education.
▪▪ Ruaha completed a major water-supply/sewage/drainage project.
2012 Project Needs Ruaha School has undergone various changes
in its development as it grows in its capacity.
Students engage in
$15,000 Student scholarships It’s now managed by the Ruaha Mwongozo community development
Foundation, a Tanzanian non-profit which has Ruaha students are deeply involved in com-
made great strides on various fronts. They’ve munity service. One example is Clepin Ce-
maintained and improved Ruaha’s excellent lestin. He completed primary school in the
reputation for academic achievement and have Kagera region (in northwest Tanzania which
undertaken capital projects to upgrade and
2011 Support Received improve infrastructure at the school. This is
borders Lake Victoria, Uganda and Rwanda);
then in 2001, he enrolled at Ruaha Secondary
done under sometimes severe adverse condi- School under a scholarship program. Clepin
$15,000 Student scholarships tions created by the socio-economic, political was an excellent student and participated in
$8,000 Educational assistance for and logistical conditions in the country and the many student ac-
teachers region. tivities. He vol-
unteered twice
$55,000 New & improved water supply, With your support in 2011, Mona Foundation to do 2-3 month
new oxidation ponds & associated funded a major water-supply/sewage/drain-
works for sewage system community de-
age project that provides clean, safe drinking velopment proj-
water to the Ruaha community. This was not ects in Kigoma
easy to do in an area as remote as Ruaha is. and Bukoba
The primary challenge was coordination of during his sec-
communications between the contractor, the ondary school-
local engineers and the engineers in Zambia. ing. In 2009, he
Nevertheless they completed the project in just entered Dodoma
under a year. Ruaha is committed to creating University and earned a Bachelor’s Degree
a healthy and productive learning environment in Commerce and Finance. During university
for the students and staff so they can continue holidays he returned to Ruaha to help in the
to excel and serve the community. library and finance offices. He continues to
assist with various duties and is being consid-
ered for a possible long term position in the
Finance Office at Ruaha Secondary School.
mona foundation 14 ANNUAL

15. Sunflower Mission
Sunflower Mission has been working in Vietnam since 2002 to improve the future of
Vietnam’s children, one student at a time. By forming strong and trusting bonds with
students, faculty and community leaders, the children at their schools consistently
become successful volunteers, teachers, and leaders in the community themselves.
Learn more about Sunflower Mission at VIETNAM
www.monafoundation.org/project/Sunflower-Mission/4
To date
▪▪ Sunflower Mission has given over 9,000 scholarships; more than 600 have been at the college
level and 100 scholarship students have already graduated from college.
▪▪ They’ve completed 114 elementary classrooms providing education to nearly 10,000 elementary
students every day.
▪▪ Out of every dollar raised, $99.07 directly supports building schools and providing scholarships.
2012 Project Needs
Creating leaders and strengthening cultural bonds $35,250 Build an elementary school with
4 classrooms that will provide
Through your support in 2011, Mona Founda- played on it, they would remember us.” education for 320 children
tion has helped Sunflower Mission continue
to build classrooms and also funded their first “If you asked me four years ago, I probably $10,000 Work camp scholarships for
1 participant from the US and up to
work camp scholarship. These summer work wouldn’t have been able to tell you that my 10 participants from Vietnam
camps are an integral part of Sunflower Mis- passions lie in community development, vol-
sion’s work Vietnam. The camps provide an unteerism, childcare, youth empowerment $10,000 10th Anniversary Gala Partner
opportunity for youth and adults to help build and education. But, with one fateful dose of Sponsorship
a school and to nurture relationships with com- “duyên” that brought me back to Vietnam… I
$2,000 Mona Foundation Civic
munities in Vietnam while developing leader- met over thirty young individuals who would Leadership Scholarships –
ship skills and strengthening cultural bonds. permanently change my life’s course and pur- 2 scholarships of $1000 will be
pose.” awarded to youth participating in a
Sunflower Mission’s 2011 work camp was in community and personal
Phu Yen. They had participants from the US. “It was an honor to join my good friend Ai on development program
This year had the largest number of teenagers the 2011 Sunflower Mission Work Camp not
ever participating and Sunflower is very proud only to do service for the purpose of education
of their contribution. Here are a few of the or to meet inspiring individuals in the
participants’ personal reflections: Vietnamese-American community, but to also
see four of my kids really seize this service- 2011 Support Received
“Nearing the end of our 2011 Sunflower learning opportunity to help them grow into
Mission Work Camp, I think back and realize their own skins. Over the past nine days, I was
$42,000 Scholarships and building new
all the fun I’ve had throughout this trip through able to observe my kids go through so many classrooms
hard work and new-found friendships with the first-time experiences and consequently a mul-
other members on our trip and also with the titude of personal changes occurred within
local children. My favorite was Khanh who ev- them. They have all grown in self-confidence,
eryone called “Jose” because he looks like a social skills, perspective and passion – the list
cute little Latino boy. I miss him coming up to goes on and on, I couldn’t be more proud of
me, squeezing my cheeks and making a pouty them.”
face; I miss him pulling me by the hand and
chanting “Cong Em Di” or “Give me a piggy- 2012 marks a major milestone for Sunflower
back ride!” His two-front-toothless grin sym- Mission as they celebrate their 10th anniver-
bolized to me all the fun and joy of the kids as sary. They have exceeded all goals set back in
we played ball with them and their glee when 2002 when they were founded. We are hon-
they hung on to the rope swing that I and an- ored to participate in their progress and look
other work camp member, Tim, constructed for forward with anticipation to all the great things
them. To me, the swing represented our lasting they will accomplish in the coming years.
presence at the school – each time any of them
REPORT 15 mona foundation

16. Teaching Kids Programming
Teaching Kids Programming (TKP) began in 2009 in the United States and now serves
children all over the world. They work to encourage kids, especially young girls, to
become more engaged in technology by teaching them basic programming skills. The
courseware is developed by the two founders and offered to students and teachers
free-of-charge. Learn more about TKP at
Seattle www.monafoundation.org/project/Teaching-Kids-Programming/22
U.S.A
To date
▪▪ More than 30 events using TKP courseware have reached over 1,500 students.
▪▪ The courseware has been taught by TKP-trained teachers in 15 US States and 10 foreign
countries.
▪▪ Over 95% of children participating said they’d like to attend another TKP event.
2012 Project Needs ▪▪ The founders presented their methods at the Computer Science Teachers Association, the Agile
2011 International Convention, the 140Edu Convention and the TechEd Convention in New
Zealand and Australia.
$7,000 Complete current courseware
development and create new
courseware content Mona Foundation is excited to support her MCTS SharePoint (Technical Specialist).
Teaching Kids Programming (TKP), “Pro- Genevieve is also a Microsoft Student Partner.
$25,000 Teacher training – video based viding technology for girls is incredibly im-
training for the new courseware
portant,” says Mona board president, Mahnaz
$5,000 Event coordinator Javid. “The percentage of girls in math and
science has been steadily decreasing in the
$12,500 New teacher trainer coordinator past several years, enlarging the digital divide
and income disparity, and is a great concern to
all educators.”
TKP is focused on engaging children, especial-
ly girls, in the field of technology, Volunteer
teachers and programmers have developed a
framework designed specifically for teaching
basic programming to children 10 and up and She has been invited to events like Microsoft’s
an introduction to programming for children Imagine Cup in Washington, was one of 12 to
ages 5 and up, The framework consists of 14 represent students from around the world at the
weeks of courseware taught in small, practical Microsoft Worldwide Partner Conference last
steps which give rapid visual rewards as the July as a “Student to Business” delegate and is
students’ skills progress. The teaching meth- featured in a new Microsoft video highlighting
ods follow the philosophy that kids learn best the benefits of technical certifications. She has
through self-discovery and collaboration. interviewed people like film director, James
Cameron, and speaks around the country to
A trailblazer leads other extol the importance of mentoring and guiding
young women. She is the youngest teacher of
girls to believe Small Basic, a programming language that al-
lows kids to discover the excitement and ease
In 2010 at the age of 16, Genevieve L’Esperance of attaining technology skills and the potential
from Montreal, Quebec, connected with TKP. power these skills hold in developing solutions
Her love of technology simply took off from to some of the world’s most pressing issues like
there. That same year, she co-taught the first hunger, health, environmental sustainability
ever TKP course at Microsoft offices in Wash- and education. The results have been nothing
ington, DC for 54 girls and 2 boys. At age 18, short of exciting and encouraging in an indus-
Gen is the founder of a web-based channel that try that sees too few women and even fewer
engages young women to think about technol- female role models. Gen is currently an intern
ogy, its global social impact and a future career at Microsoft Research where she is working on
in an industry that holds exciting opportunities the Microsoft Worldwide Telescope Ambassa-
for talented young women. She has became dor Program. While there she will be partici-
a Microsoft Certified Professional and gained pating in Teaching Kids Programming events.
mona foundation 16 ANNUAL