OUR PARTNERS
WORLD EDUCATION FELLOWSHIP (W.E.F.)
The World Education Fellowship was founded in 1921 as the New Education Fellowship by a small group of progressive educationists and liberal thinkers, including Beatrice Ensor, who were heavily involved with the British Theosophical Society and the Theosophical Educational Trust. The organization grew into a national and then international organization, with an international head-quarters in London and local sections in many countries worldwide. It was re-named the World Education Fellowship in 1966. Although the Fellowship has embraced a wide range of individual philosophies, the central focus has been on child-centered education, social reform through education, democracy, world citizenship, international understanding and the promulgation of world peace. Many famous thinkers and educationists have been involved with the Fellowship and it has forged close links with academic institutions, including the Institute of Education, University of London, and with international organisations, especially UNESCO. An English Section of the Fellowship was founded in 1927 and has included amongst its prominent members, Sir Michael Sadler, Sir Percy Nunn, Sir Fred Clarke, R.H. Tawney and J.A. Lauwerys. The English Section was also instrumental in the establishment of the Home and School Council and the English Association of New Schools. WEF website
WORLD EDUCATION FELLOWSHIP SOUTH AFRICA (W.E.F.S.A.)
The purpose of this written communication is to
illustrate the context of the World Education Fellowship in South Africa
(WEFSA) and its background as a recognised World Education Fellowship (WEF)
section / chapter and as a result, its association with implementing UNESCO and
UN regional strategic objectives
The World Education
Fellowship in South Africa (WEFSA) and its Youth Forum (WEFSAYF), founded in
2001 at the 41st WEF International Conference at Sun City, South Africa, is a
recognised WEF chapter. It is an emerging NGO-associated organization that has
its international address located at the physical, postal, telephonic and
electronic addresses for S.T.A.L.K. Education.
The World Education
Fellowship’s South African Chapter (WEFSA) together with its associated Youth
Forum (WEFSAYF) was established as a catalyst of change with a strong link to
global and local Southern African Development
Community (SADC) development initiatives and strategic objectives. WEFSA’s
purpose is locally defined to identify and support excellence in developing and
engage keystone species within education organizations and community
development structures, who can assist (in a home-grown, formal and informal
fashion) with the development of an ecology of practice, in the professional
development of educational leaders, managers, facilitators and practitioners
within the nodes identified by the South African National Departments of Education
and Labour, as well as, those identified by UNESCO and the UN.
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Sparkle Child & Youth Development is a Non Governmental Organization (NGO/NPO) committing itself to quality education, training and community development for change and empowerment. SPARKLE allows children to have a place for after school care and education support services to be free to do their school educational studies, with the help of caregivers, community volunteers and school teachers. We also provide our youth (School drop-outs and school leavers) a good education by allowing them to complete their schooling studies. To assist our youth with governmental education and training courses, this can be available to them and empower them socially. We also want to create job opportunities through job creation initiative programmes. The primary purpose of education today is to help all of us to grow as self-respecting, sensitive, confident well-informed, competent and responsible individuals in society and in the world community. People develop these qualities when they live in mutually supportive environments where sharing purposes and problems generate friendliness, commitment and cooperation. Schools should aim to be communities of this kind. Learners should, as early as possible, take responsibility for the management of their own education in association with and support from others. They should be helped to achieve both local involvement and a global perspective. High achievement is best obtained by mobilizing personal motivation and creativity within a context of open access to a variety of learning opportunities. Methods of assessment should aim to describe achievement and promote self-esteem. https://sparklecyd.co.za/
The Dare to Care Initiative aims support and assists families who are battling to make ends meet through a Food Drive programme. Dare to care also have a clothing drive whereby they provide clothing for the needy, communities and squatter camps. The Dare to Care Initiative’s objective is based solely for the aid of communities where there is a dire need for change and unity. The Initiative’s outreach goes into communities which include Westbury, Newclare, Claremont, Coronationville, Eldorado Park, Langlaagte, Ennerdale and Newlands. All these areas have been affected especially since covid19 hit our shores leaving Families destitute