2008 twb annual report
TRANSCRIPT
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TEACHERSWITHOUT BORDERS
ANNUAL REPORT
2008
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3 - A LETTER FROM THE FOUNDER
4 - VISION AND MISSION
5 - OUR VALUE AND APPROACH: FOCUS
ON THE TEACHERS
6 - WHERE WE WORKED: 2008
7 - TWB CORE PROGRAMS: HIGH-TECH,
HIGH-TOUCH, HIGH-TEACH
8 - 2008: A MILESTONE FOR TWBS
CAPACITY
9 - SPECIAL FEATURE: TWB TOOLSET
1 - 2008 IN ACTION: CORE PROGRAMS &
NEW INITIATIVES
3 - STRENGTHENING OUR OUTREACH
MEMBERS IN 144 COUNTRIES
4 - IN THEIR OWN WORDS
7 - IMPACTS: REACHING TEACHERS
7 - NEW PARTNERS: REACHING OUT
7 - NEW SYSTEMS, STRATEGIC
PLANNING
8 - THE FINANCIALS
8 - GETTING INVOLVED
TEACHERSWITHOUTBORDERSSUPPORTS TEACHERLEADERS, WORLDWIDE,SO THAT THEY MAY PLAYA VITAL ROLE IN THEIRCOMMUNITIES.
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f you had the ability to thank one or more of your teachersor sparking in you a sense of curiosity, encouraging you toeach higher, planting and watering in you the seeds ofope, how would you go about it? What would you do or
ay or build to honor the teachers? What if you were able toupport teachers you dont even know anywhere
whether they are crowded into a converted warehouse inhe South Bronx or sitting cross-legged under a tree in Swa-
iland? What if you could do something tangible to supporthose who feel that powerful and inexorable tug to do greathings for children and the teaching profession and the
uture?
For me, 2008 was the year in which Teachers WithoutBorders reached further than ever to water those seeds of
ope, honor those teachers, enable local communities tonleash their curiosity and creativity in the service of educa-on.
Eight years earlier, I imagined that the day would comewhen the worlds children would enjoy fabulous teachers. Its inconceivable that a single organization can accomplish
his most vital task, though we know that, in MargaretMeads words, one should never underestimate a smallgroup of dedicated people who can change the world.
academic excellence, problem-solving, creativity, initiative, aense of community, a sense of humor, and a sense ofope.
umbers, strengthened the TWB Toolset in order to reach
more teachers with state-of-the-art tools traditionallyeserved only for the wealthy; we introduced the Millennium
Development Ambassadors program, whereby local teach-ers can provide tangible proof of their impacts on the major
global issues of our time (poverty, lack of universal educa-on, gender inequity, child mortality, HIV-AIDS, maternalealth, environmental degradation, lack of connection to the
global community); we supported Scholastic Magazines
effort to open its resources to every teacher in the K-8 com-
Ciscos commitment to the Clinton Global Initiative.
We also suffered an inestimable, numbing loss from theearthquake in Dujiangyan, China this past May, levelingommunities with whom we had been working for the past
wo years. Thanks to the Agilent Foundation, the Cisco
Hewlett Foundation, we are now able to return to the rewith more robust science inquiry programs, emergeeducation for teachers, and psychosocial services for teachers and students.
As I write this Annual Report in early 2009, the economy has plummeted. We do not expect that
tions alone. At the same time, as we develop alternarevenue streams, we remain optimistic. For one, with
ers Without Borders has risen and so contributions funnel to organizations such ours who have become kn
quantities.
We know, too, that a good idea and hard work, as well clear vision and a clear conscience, are the fuel we nee
and thrived.We approach 2009 with optimism, a groundswesupport, and a team.
hospitality and end it in gratitude, we invite you to read
Annual Report in that same spirit. Welcome. Ccelebrate. Participate. Invite your friends to join TTogether, we can make a difference where it really mattefor the teachers.
Dr. Fred Mednick, Founder
Teachers Without Borders | Annual Report 3
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OUR VISION:At over 59 million, teachers are the largest single group of trained professionals in the world anthe key to human welfare. They know who is sick, who is missing, and who is orphaned AIDS. They often administer the polio drops, protect their students from danger, and ident
teacher leaders, worldwide those with the special spark and initiative to rely on a global com
munity to create and sustain positive change in their own back yard and, in turn, to be of sevice to their global colleagues.
OUR MISSION:Teachers Without Borders supports teacher leaders, worldwide, with professional developmeopportunities, content, and connection to each other in order that they may play a more vitrole in their communities. We focus on teachers with initiative, who are passionate about thesubjects and compassionate towards children.
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n order for children to be successful in the community,-ant role. Teachers often lack the resources, support, and
mentorship they need to be effective. Teacher training, how-ever, is often impractical, spotty, or missing entirely, com-pounded by a worldwide teacher shortage.
One constant expressed need from the global communityof teachers is teacher professional development. In addi-ion, over 100 million children do not go to school at all.Despite recent gains, girls are often left behind. Indeed, thegap between the education haves and have-nots is deep.TWB recognizes that teachers are rarely included in educa- -
ers are not just a resource for our children; they are the key
o international development on all levels.
The practice of effective professional development isoften, uneven, protracted, unsupported, or missingentirely. In addition, teachers are rarely included in educa-
cannot emphasis enough that teachers are not just aesource for our children; they are the key to development.
Education is unevenly distributed throughout the world;ntelligence is not. Therefore, Teachers Without Bordersacilitates the free and open use of collective wisdom gener-
ated by teacher leaders from every culture to help all teach-ers work more effectively.
Bridging the digital divide will create access to moreopportunities and information. The digital divide now isnot so much west vs. east or urban vs. rural, but betweenhose that have platforms, content and knowledgenetworks, and those that do not. The marginalized have noability to create and share content, build communities, anddetermine their own fate. One of the most importantobstacles to overcome involves the ability to educateoneself, localize content, and solve problems.
The education of girls (and retention in school) acceates social welfare, and so any teachers organizamust consider girls education as a priority. Each ational year of schooling for girls positively correlatedeclines in infant mortality, fewer children, increased heand family income. But one more year is not enough. Thabout social justice and equity.
Culture matters. Elliot Eisner of Stanford University dont change. In the latter case, culture is a kind of Pdish, which grows and adapts to modern conditions. Itdelicate balance. Mistakes are made when those who sto preserve culture provide no tools to help communaddress contemporary challenges. Those pushing groand change often strip away culture and identity. TW
focus on human integrity and agency ensure that cultucelebrated, along with positive change.
Teachers Without Borders depends upon local exptise. The organization IS its collective wisdom; emember represents teachers everywhere. We are thereable to work in emergencies, as part of national refefforts, and with relief organization or charities precbecause we rely on local expertise. That expertise, in tis a resource for others.
Generosity matters. We want to be known as hospita
gracious, and generous - qualities we believe are insmental to successful development endeavors and momentum of human agency. We realize that generosiand engaging communities. A healthy society and a gl
Focus on TeachersVALUE &
APRAOCH
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WHERE WE
WORKED
Teachers Without Borders | Annual Report 6
Countries of Focus in 2008
Cameroon
China
India
Kenya
Nigeria
Pakistan
Rwanda
Turkey
South Africa
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TWB COREPROGRAMS
Teachers Without Borders | Annual Report 7
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Teachers Without Borders TWB recognizes thateacher professional development cannot be
TWBs activities stemming from our values and
ophisticated blend of high-tech, high-touch, and
Technology is promising, but without human support and
world-class content, hopes are dashed. Face-to-face
upport without technology or content cannot scale and
herefore marginalizes huge swaths of the population.
Excellent content without a means of delivery technologi-
al and human withers away, unnoticed.
TWB views teachers as multipliers, technology as accelera-
ors, and quality content as illuminators.
rofessional development program designed to help teach-
rs become mentors and leaders. This teacher-driven and
-Portfolio, allowing graduates to obtain course credit from
niversities, apply for more advanced positions or higher
ay, and offer services for Teachers Without Borders' global
rojects.
Courseware created by TWB members and partners whoare building toward a global teachers university. As a TWB
member, you can also create your own courses. Currently,
Teachers Without Borders is requesting courses in literacy,
isability education, practical/marketable skills, youth lead-
rship, and entrepreneurship and business development.
Subject Conferences focus on subject-matter, themes,and pedagogy skills. In China and South Africa, for
xample, Teachers Without Borders has provided continu-
us training in science-inquiry methods, mathematics
TWB has also convened several conferences of teachers
ndia
(CTLCs) are
hysical sites that serve as gathering places for teachers
and provide opportunities for local communities to educate
hemselves. These centers have offered health and HIV-
AIDS workshops, job-announcements and training,
disabled access to computers, and local teacher pro
sional development initiatives
brings togetheglobal alliance of local educators and institutions dedic
to building a world without borders and the realization o
tive is designed in such a manner that the global deve
ment divide can be overcome, and a new world emerge
which everyone can live in freedom, harmony, coopera
and co-prosperity.
TWB Tools connect teacher leaders to information each other in order to scale and share their efforts. Fun
based tools provide purpose and direction by connec
networks of teachers to courses, content, and groups.
intention is to provide a comprehensive, easy-to-
culturally-accessible platform that can allow legions
teachers to make change at the local level. Beyond its ef
tiveness as a catalyst for our own members, TWB T
have made it possible for our partner organization
connect, create, and collaborate. Examples of TWB Too
Mediterranean Youth Technology C
and Youth for Habitat
High-Tech, High-Touch, High-Teach
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2008: A Milestone for TWBCAPACITY
The selection of key staff in: leadership, content, evaluation, and systems
Partnership and CRM procedures, enabling us to expand our reach and stay in touch
Regional coordination
Consultant support in PR and fundraising
Strengthening of the TWB Toolset for scalability and replicability
Large-scale projects: Sub-Saharan Africa, China, Middle-East, and U.S. (eScholastic )
In our public and private moments as an organization, we must act sincerely as the most generous
- Dr. Fred Mednick, Founder
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The evidence is clear: teachers do not have time, learn best
rom each other, and deserve to be heard on a global scale.
We are particularly excited about the TWB Toolset: a free,
open-source platform we developed that addresses funda-mental issues facing teacher leaders. Major components
accessible with a single sign-in) and trackable in Salesforce
nclude:
A global teacher network allowing teachers to connectacross borders and enhancing the dignity of the profession
Action groups designed to accomplish TWB programs andreative solutions on the ground
Coursewareprofessional development, along with a full learning management
ystem that ensures collaboration and metrics for evaluation
TOOLS FOR TWB AND ANY NON-PROFIT
The toolset was designed with our organizations goals in
mind, but is not limited to a teachers platform. The inter-
partnerships with other organizations allow access to
esson-plan tools and content repositories. We would
ather focus on something extensible, scalable, and adapt-
able.
Our approach is, indeed, differentbecause it is demand-
driven. If the objective of a great classroom is to empower
he students, so too are we able to deploy the tools for
our own members and create a generic, white-label version
available to partner organizations for their own purposes
and needs, at low cost. Why reinvent the wheel? Besides,
he world.
Available now are the major components of netwogroups, and courses. Soon, we shall integrate:
DotSub (an extraordinary multilingual subtitling program allo
borders relying on an open-source community). We shal
DotSub to teach courses, connect classrooms, and engage
public in connecting teacher professional training with inte
tional development.
Ushahidi (a geo-location, crowd-sourcing program allo
teachers with cell phones or those with low bandwidth to swhere they are and what theyre doing). In short, ever
matters, and cell phones are another avenue for being cou
and making a difference.
Webex: (extensive, state-of-the-art web conferencing breakthrough collaboration solutions). Owned by Cisco but
made available for integration into the TWB Toolset for 2
Webexs elearning and conferencing components will bolster
accelerate our group space, ensuring an environment for g
learning second to none.
Our partners help us create and connect tools with teache
Connect - Create - Collaboration: TWB ToolsetSPECIAL
FEATURE
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Legions of teacher leaders help their communities, even if
he electricity is off. At the same time, without technology,
whole populations would be marginalized and scale would
be out of the question.
with those teachers in India who convened the Shall We
Stay the Same? workshops in Gujurat (2001) that launched
would not have met Sister Donata (2005) - the Rwandan
nun - who helped us organize our Hutu and Tutsi teacher
gatherings. We could not have found our members, gained
raction, nor enabled any real distribution or capability for
ocalization.
Though not tech-centric, TWB is tech-savvy. Our real values the blend of high-tech, high-touch, and high-teach
approaches. High-tech enables members to connect,
collaborate, and create curricula that enhance members
oles as educators and accelerates the indisputable power
of high-touch (face-to-face human interaction and
community-building) and high-teach (content that meets
practical needs and respects the dignity of culture and edu-
cation for its own inherent value).
We are also addressing the issue of obstacles. A segment
of our members have also experienced a dizzying array ofechnology solutions that often feel more invasive than
pervasive, more intimidating than liberating. We under-
stand, too, that technology is also culturally bound. What
may be hailed as openness may be perceived as an in
sion into privacy; what may be celebrated as the powe
the individual may be dismissed as western narcissism.
work, therefore, is more community-development than e
cational delivery, more program than platform.
All of these issues inform the core of TWB Tools. Its a
sharing education, which should know no border. Its a
removing those obstacles. Its about enhancing access
ity, availability, acceptability, and adaptability so that te
ers can do this most essential job. Ultimately, its ab
student achievement and hope and participation.
We wish to offer such tools to our members and
colleagues. In doing so, everyone wins.
TWB Toolset (continued)SPECIAL
FEATURE
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CONFERENCES AND WORKSHOPSTeachers Without Borders conducted workshops in teacher
professional development in Nigeria, Cameroon, Kenya,
China, and South Africa. Our partner organizations
conducted similar trainings in India and Pakistan.
We focused on science and IT training, allowing unprec-
edented access to content, colleagues, and tools. Unfortu-
nately, our science-inquiry trainings in China were
suspended, due to the tragic earthquake of May 2008.
A particularly proud moment took place when our African
Regional Coordinator, Raphael Oko, launched a 2008
Teaching Tour, culminating in the Gombe Teachers Confer-
ence. The Gombe State Ministry of Education provided
-
ery to train the 25,000 Nigerian youth service core mem-bers.
TWB TOOLSET DEVELOPMENTOne might initially consider the TWB Toolset a means to an
end. However, in 2008, TWB Tools also became a program
and a core offering. Teachers Without Borders spent a
-
odology for communities to embrace, focusing on gathering
equirements and clarifying objectives in order to facilitate
heir own deployment of the toolset. Such efforts resulted
n the development of the Mediterranean Youth TechnologyClub and Youth for Habitat projects (described below). We
created a curriculum (TWB Cookbook) for users, and in
2009 (Q1) shall create a clean version of the toolset for rapid
adoption and use by like-minded non-governmental organi-
zations around the world, thereby expanding our own scale
and strengthening our sustainability.
CERTIFICATE OF TEACHING MASTERY
new platform, allowing for scalability and reach. Thecontent can be hand or machine translated and content can
be downloaded, remixed, and reused.
In 2008, the CTM was used to train 4,666 teachers from
around the world with emphasis in West and East Africa.
CTM Program expanded to allow for localization in Brazil,
Nigeria, Cameroon and Rwanda
CTM was adopted by Ministries of Education in Zambia,
Nigeria and China
COMMUNITY TEACHING AND LEARNING CENTERIn 2008, Teachers Without Borders decided to focus
attention on the development of bricks and mortar Com
nity Teaching and Learning Centers, preferring to add v
to existing sites that offer internet access and a gathe
place for teachers. Nevertheless, we grew. As a resu
efforts by TWB-Canada, we opened 7 computer labs, s
ing 4000 learners
ONGOING (FROM 2007): CLINTON GLOBAL INITIATIn 2008, TWB received a grant on behalf of the Cisco C
mitment to the Clinton Global Initiative to Sub- Saha
Africa in order to introduce and extend our core progra
(supported by face-to-face training, content, and supp
Rwanda, Nigeria, Kenya, and Cameroon. This high-t
high-touch, high-teach approach has been embraced
educators in Sub-Saharan Africa because it is resear
In these countries over 3,000 teachers have been tra
on the CTM online or face-to-face.
ONGOING (FROM 2007): MEDITERRANEAN YOUTECHNOLOGY CLUB (MYTECC)MYTecC is a bridge-building initiative that aims to fost
culture of peace amongst youth within the MediterranBasin, the Middle East, and the Arab world. Coun
involved: Cyprus, Egypt, Israel, Jordan, Morocco, Pa
tine, Portugal, Turkey, and Yemen. An overriding pilla
MYTecC is the community website, developed as a part
ship between Cisco Systems and Teachers Wit
Borders. It is a human network using Web 2.0 technolo
for the sake of providing the participating students w
fertile platform to come together and communicate
their peers across borders. By April 2008, two months a
the start-up of MYTecC, more than 300 youth participa
in the program had already posted over 850 photos andvideos, and are still active, nurtured by a diverse grou
instructors at Cisco Networking Academies and commu
centers.
NEW: MILLENNIUM DEVELOPMENT AMBASSADOPROGRAMIn 2008, Teachers Without Borders launched the Millenn
Development Ambassadors program in Nigeria by pro
ing face-to-face workshops for leaders who are, in t
obligated to train others. To date, Millennium Develop
Core Programs & New Initiatives2008
IN ACTION
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Ambassadors (MDA) program reached 98 teachers in 17
states in Nigeria, thus accelerating the Millennium Develop-
ment work of the United Nations. TWB's MDA program has
since spread to both Cameroon and Kenya, with Ghana,
Rwanda, Benin and the Philippines waiting to pilot this
program.
NEW: CHINA EARTHQUAKE RELIEFThe May 12th, 2008 earthquake devastated the very com-
munity in which Teachers Without Borders had been
conducting science-inquiry training for Middle-School
eachers since 2006. Teachers Without Borders responded
quickly by working with a newly formed organization com-
posed of University of Washington study-abroad students
at Sichuan University China Earthquake Aid. Together,
with the Chinese American International School in SanFrancisco, we provided a school back-pack distribution
program, arranged for 4,000 books and school supplies for
delivery to a Qiang-minority population in Aba Prefecture,
assembled earthquake science and safety materials (with
he help of Cisco employees now translated into Chinese),
distributed cards from students around the world, and
strengthened our ties with government agencies. Our work
Technologies, the William and Flora Hewlett Foundation,
NEW: YOUTH FOR HABITAT (YFH)Teachers Without Borders (TWB) worked with Youth for
Habitat (YFH) to customize the TWB Toolset in order to
connect the organizations youth to extensive and inclusive
online network throughout Turkey. These tools allow YFH
participants to connect, collaborate, and cohere as a coali-
on of partners that share best practices and programs.
ssues include: Information and Communication Technol-
ogy, Sexual Health and Reproductive Health, Communica-
on Skills, and Leadership. Our partner, Youth Association
or Habitat, the parent organization of YFH, is implementingseveral social development projects on different issues,
designed to reach more than 100,000 young people. The
arget for Teachers Without Borders for 2008 was to train
,000 young people to use the tools, but the anticipated
potential of the TWB tools is to reach the 100,000 youth in
he Youth for Habitat network.
NEW: LITERACY FOR MOTOR PARKSn Nigeria, lack of adequate education by road transporters
response to this major issue, Teachers Without Bor
(TWB) team in Nigeria has recently launched a pilot pro
in Jabi Motor Park in Nigerias national capital, Abuja
bring education to the under-served population at
motor park. In West Africa as well as East and Ce
Africa, motor parks are the hub for transportation and b
ness transactions. On a weekly basis, TWB volunteer
Abuja travel to the Jabi Motor Park to provide lite
courses, hygiene education and character-building clas
for the workers.
ONGOING (FROM 2007): SCHOLASTIC MAGAZINEIn partnership with the William and Flora Hewlett Foun
tion, Teachers Without Borders and Scholastic Maga
joined forces to connect Scholastic Magazines 2.5 m
members, per month, with free open-educatiresources, designed to support K-8 teachers in the Un
educational resource project of its kind, combing the lar
publisher of school-related materials (in every classroo
Without Borders). Teachers Without Borders will inte
tionalize the program throughout 2009.
Core Programs & New Initiatives Continued2008
IN ACTION
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STRENGTHENINGOUR REACH
Teachers Without Borders | Annual Report 13
In 2008, Teachers Without Borders established a for
database of membership. All prior lists of members w
merged into a new customer relationship managem
(CRM) database: Salesforce. We have prepared a sys
We continue to work with our TWB Regional leadershi
gather membership lists and post monthly total mem
ship updates.
With development of the new website and social netw
membership registration has been designed to seamle
sync data to our CRM. When a new member regis
online their information is immediately accessible by T
staff, allowing for selective search of skills and intere
demographics and contact information. In addition, s
can track communication with members, organize fu
campaigns and report statistical information for grants
Board member requests. As of September 2008, T
members have had access to our TWB social network
convenience. Members also have the ability to choose
level of privacy of their information.
Our membership program is grounded in the philoso
that TWB empowers our members to pursue TWB oppo
nities that best match their professional interests and ex
rience. 2008 was our year for establishing the functio
fundamentals for a successful membership system and
see 2009 as the year to put these new technological adv
tages to good use. TWB members now have a sec
online community to create, connect and collaborate w
the common purpose to improve global education.
online members participating in active programs. In
past year, successful membership outreach campai
have included Cameroon, Kenya, and Rwanda. As we p
for 2009, we see regional expansion for membership
and regional leadership development.
TWB Members in 144 Countries
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I would love to be a part of helping to empower peoplethrough education. I also believe that those who havethrough no fault of their own deprived of a basic right,South Africa
I would like to help the most disadvantaged sections of favorecidos.Spain
I am a teacher here in Iowa. I teach High Schoolstudents and would love to teach abroad within the nextof the culture and the people of others countries. Livingamong them is far better than reading in a book!United StatesI am an English teacher who looks forward to widen her process of the new generation. TWB will just spice up
Morocco exchange skills and improve our best profession.Rwanda organization and I need all the help I can get!! ChinaI think teachers can change the world. Turkey children. I feel I could do more as I do have some freetime.France
social.ArgentinaI joined TWB because I want a total eradication andNigeria
Brazilthrough enhanced teacher training opportunities. ThanEl SalvadorAustraliaThe potential for both learning and teaching is innate
institution and in this sense it is the unconditional right oproject that recognizes this fundamental fact.Canada tion through sharing experiences among the membersIndonesia
To make a difference in the most vulnerable lives.Kenya
A key component of membership registration is asking new members to share why they chose to join
Teachers Without Borders. The following is a small sampling of our TWB members in their own words.
IN THEIR
OWN WORDS
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IN THEIR
OWN WORDS In Depth With Our Members
balances her volunteer time between Operation Smile and Teachers Without Borders. She is currently participatin
ponent in achieving sustainable development and peace around the world.
to provide leadership in the region.
give students and community members the opportunity to learn from volunteers as well as local teachers.
impact.
emergency education program can best save lives and anguish when scientists accept a personal responsibilitycommunicating the results of their work to teachers and students.
community educators here and in the great beyond.
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IN THEIR
OWN WORDS In Depth With Our Members (CONT)
Konrad Glowgoski, Ph.D (TWB CA Network, Canada)Konrad holds a Ph.D. degree in Curriculum Studies from the Ontario Institute for Studies in Education of the Unive
Konrad has worked closely with TWB Canadas President Noble Kelly to develop and expand TWB Canadas inte
tional projects and online social network. Konrad and the TWB Canada team travelled to South Africa and Kenya whthey lead workshops on ICT integration and teacher curriculum training in English, Science, and Math. In 2009, Kon
will co-lead a TWB Canada team in Kenya, he states, I am committed to global equity and education for all.
Yogi Agrawal, Ph.D (India)Yogi is an atmospheric scientist deeply devoted to his hometown village. His organization, Vishal Himalaya Founda(VHF), works closely with Teachers Without Borders. A VHF-TWB Teachers Center has been created in Akola, Marashtra State, donated by local authorities. Yogi and VHF have provided essential rsources to the neediest school
over 10,000 students.
Yunus Peer (South Africa, China)Yunus has made it possible for hundreds of teachers and thousands of students, in two continents, to study Maematics, Science, English, and teaching methods; and he has made it possible for schools and a prison to acctechnology; developed plans for a TWB Sabbatical Institute in South Africa, where teachers from around the world
meet, share ideas, and make a difference. In his vision, by day, this diverse group of educators will work in a commnity school; the evening shall be open for community education and a health clinic.
Noble Kelly, (Teachers Without Borders Canada President )Noble has worked tirelessly to lead program development in Kenya and South Africa as well as create a TWB Can
orphaned boys cared for by a friend in Durban. After incorporation in March 2007, receiving charitable status in A
2007, developing an infrastructure that sees provincial liaisons in multiple provinces and territories across Canada, a membership list in the hundreds, TWB-Canada was able to initiate and implement projects in Kenya and South Af
in 2008.
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IMPACTS
Teachers Without Borders | Annual Report 17
Reaching Teachers
PROGRAM NUMBERS NOTES
TWB Conferences and Workshops 31334
Workshops in Sub-Saharan Africa# of participants
TWB Toolset 1,3422,142
# of members in 2008 after NEW launch# using toolset (+MYTecc, YFH)
4,666 Globally: special focus Africa
Millennium Development Ambassadors 1,321 Current program in: Nigeria (piloted), Kenya, and Camero
Community Teaching and Learning Centers(Kenya)
74,000
Labs# of students
China Earthquake Relief 400 Children served
Mediterranean Youth Technology Club 300 Youth using online tools
Youth for Habitat 500 Youth IT training with the online tools
Literacy at Motor Parks 40 Target: Drives and Service HackersScholastic Magazine Launching in Spring 2009
NEWPARTNERS
One Global Economy:
Providing community development and portals forCiscos commitment to the Clinton Global Initiative
TESSA:Teacher Education for Sub-Saharan Africa (UK)
University of Washington:
Particular attention on China Earthquake Aid
Ministries of Education:China, Nigeria, Kenya
NEWSYSTEMS Strategic Planning
Teachers Without Borders has experienced dramatic growth in 2008. Such a process has necessitated an entirely neway of conducting our business. We have integrated Salesforces Customer Relations Management into our toolset fracking our members, and have invested time and money into additional applications designed to track our projects, o
echnology, our partnerships, and our impacts.
ncreased capacity and visibility, along with an expectation of even greater impacts has required the development of anew Strategic Plan which will require Board approval by Q2, 2009 and bring us to March 23, 2010 Teachers Withou
Borders 10th Anniversary. The Strategic Plan outlines a set of targets and processes for programs; an exponentialncrease in membership; Board development; consistent organizational procedures and communications systems; ana concrete plan for diverse revenue streams that reduce dramatically our dependence upon grants.
Reaching Out
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FINANCIALS Financial Statement
ASSETS Dec 31, 2008
Total Assets 1,754,658.62
Liabilities & Equity
Total Liabilities 504,440.97
EQUITY
3900 Retained Earnings 802,487.21
Net Income 447,730.44
Total Equity 1,250,217.65
TOTAL LIABILITIES &EQUITY 1,250,217.65
2008INCOME STATEMENT
REVENUE:
Donations 141,079.79
Grants 1,289,353.00
In-kind donations 311,640.00
TOTAL REVENUE 1,742,072.79
EXPENSES:
Program Expenses 819,959.03
Overhead Expenses 489,267.77
TOTAL EXPENSES 1,309,226.80
Net Revenue 432,845.99
Total Other Income 14,884.45
END OF YEAR SURPLUS* 447,730.44
Teachers Without Borders | Annual Report 18
which will be implemented in 2009
Beginning Balanace at 1/1/07: 110,451.57
Total Ending Balance 558,182.01
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FINANCIALS Financials Continued
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The following charts show the categories of funding received and how those funds were spent. Although
Teachers Without Borders makes every effort to spend 87.5% of all funds received on program
expenses, 2008 proved to be a year in which a great deal of resources were used developing our website
and social network to lay the groundwork to support all of our programs moving forward. Therefore, an
increased amount of funding was allocated to that area in 2008 as shown on the chart below.
$226,092.21
$934,772.09
$148,362.50
How funding was spent in 2008
Operang Expenses Program Expenses Website development
$141,079.79,8%
$1,289,353.00,74%
$311,640.00, 18%
2008 Funding
Donons Grants In-Kind
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FINANCIALS Financials Continued
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MAJOR GRANTORS AND DONORS IN 2008. THANK YOU!
Hewlett Foundation
Cisco
Agilent Technologies Foundation
Kwok Charitable Trust
Microsoft Matching Gifts Program
Cushman, Buffy
Gates Foundation Matching Gifts Program
Wheeler, Carl
Foster Family Private Foundation
Ing Family Foundation, Ltd.
Heimerdinger, Paul
Berg, Lyla
Metz, James
Knights of Pythias
Rotary Club of Metropolitan Honolulu
1,482,000.00
890,000.00
149,703.00
67,650.00
11,254.36
7,300.00
6,000.00
5,000.00
4,000.00
3,500.00
3,450.00
2,800.00
2,500.00
1,500.00
1,000.00
Name Amount
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GETTINGINVOLVED
Teachers Without Borders is supported by grants and individual donations. We allocate 87.5 cents of every dollar recei
o our programs and services. Therefore, we welcome general gifts to support our capacity to deliver our teacher prof
sional programs and to support our partners with tools, content, and resources. Your donation will make a difference
BY CREDIT CARD:
Donations online via Paypal through our website www.teacherswithoutborders.org
BY CHECK:
Teachers Without Borders
321 Third Ave., S #304, Seattle, WA 98104.
For more information, please contact our Business Operations and Financial Director, Amy Haverla
[email protected] and 206-623-0394 extension 3
photo by Rocco Stec