World Education and Development Fund

Inspiring Teachers>Creating Leaders>Transforming Lives

aka Educando by Worldfund   |   New York, NY   |  www.educando.org

Mission

OUR VISION Educando’s vision is for every child in Latin America to benefit from exceptional educators who inspire them to learn the skills necessary for dignified work and life. We believe that quality education has the power to transform lives, build vibrant communities, and strengthen societies. OUR MISSION Educando exists to transform the education of Latin American youth. We deliver world-class training and ongoing support to teachers. MOTIVATING BELIEFS We believe a quality education is every person’s human right. We believe education is a cornerstone of individual actualization, civic health and economic growth. We believe teachers and principals are key to learning. We believe raising educational quality in Latin America requires changing teacher mindsets and practices.

Ruling year info

2003

Executive Director

Ms. Kelly Maurice

Main address

82 Nassau St #60740

New York, NY 10038 USA

Show more contact info

Formerly known as

Worldfund

EIN

03-0483824

NTEE code info

Higher Education Institutions (B40)

Secondary/High School (B25)

Community Improvement, Capacity Building N.E.C. (S99)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Great strides have been made in the past two decades in access to education throughout Latin America, but the majority of children in the region are still not receiving a high-quality and relevant education. Too many Latin American youths entering the labor force lack the skills necessary to find dignified work and participate in an increasingly competitive, information-rich globalized economy. At the same time, employers cannot find enough qualified people to fill open positions. This profound human resource mismatch is suppressing economic growth and perpetuating a system of haves and have-nots. Unequal societies are less efficient at converting growth into poverty reduction. In Latin America, the education gap mirrors the income gap between rich and poor. Levels of inequality in Latin America are some of the highest in the world.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

LISTO MAE - An ICAES Educando Master's Degree Program

LISTO MAE Master's Degree trains and supports public school teachers, principals, and state middle management leaders in Mexico who serve kindergarten, primary and secondary schools. Through a combination of leadership training workshops and individualized and group coaching, LISTO MAE promotes a profound shift in school culture based on a shared belief of mutual responsibility for student success. Our goal is to foster leaders who create effective scholastic environments that include state education managers, supervisors, teachers, parents, and the larger community in working together to improve student learning outcomes.

Population(s) Served
Adults
Students

STEM Brasil gives teachers hands-on training in new techniques to enliven the state-mandated science and math curriculum. These techniques focus on project-based learning - the use of rigorous classroom projects to facilitate the learning of concepts and theory. In this framework, students collaborate on projects, working together to solve real-life problems; the teacher plays the role of facilitator in the classroom.

Population(s) Served
Adults
Students

STEM in Mexico gives teachers hands-on training in new techniques to enliven the state-mandated science and math curriculum. These techniques focus on project-based learning - the use of rigorous classroom projects to facilitate the learning of concepts and theory. In this framework, students collaborate on projects, working together to solve real-life problems; the teacher plays the role of facilitator in the classroom.

Population(s) Served
Adults
Students

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of members from priority population attending training

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth, Adults, Work status and occupations, Social and economic status

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

This cumulative number refers to all public school educators, such as teachers and principals, and regional government supervisors, that Educando programs have impacted over the years.

Number of publications identifying sector best practices

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Ethnic and racial groups, Social and economic status, Work status and occupations

Related Program

LISTO MAE - An ICAES Educando Master's Degree Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

These publications present data regarding internal monitoring processes, like an independent World Bank report, and AERA conference, and GKA Edutech papers by internal staff.

Number of programs documented

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Work status and occupations, Social and economic status, Ethnic and racial groups

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Each program has different types of training that attends to different population sizes and profiles, but these numbers represent the cumulative total for all Educando programs.

Number of evaluations conducted

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Ethnic and racial groups, Social and economic status, Work status and occupations

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Each program uses distinct instruments to internally measure its impact. The IAPE and LISTO programs have had external evaluations, the former in 2014, and the latter in 2015 and 2018.

Number of individuals applying skills learned through the organization's training

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Ethnic and racial groups, Social and economic status, Work status and occupations

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Our satisfaction survey is linked to proficiency and it establishes a majority of participants' increased sense of self-efficacy.

Number of online groups served

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Ethnic and racial groups, Social and economic status, Work status and occupations

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

Each program has a distinct Virtual Learning Community (VLC) for participants to showcase their work, share best practices, access resources, and communicate with each other and with Educando staff.

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Ethnic and racial groups, Social and economic status, Work status and occupations

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

The teachers trained by Educando have participated in the various offerings of IAPE, LISTO, STEM Brasil, and STEM México.

Number of students showing interest in topics related to STEM

This metric is no longer tracked.
Totals By Year
Population(s) Served

Students

Related Program

STEM Brasil

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Context Notes

STEM instruments measure student interest in STEM subjects as well as perceived importance for students' lives. However, this is new information we collect, so we are still compiling data.

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Plan for progress – the case for Educando by Worldfund.

Progress is surely taking hold throughout Latin America. Educando is proud to play a role in furthering this decade’s social progress. Poverty is still a problem, but with a $4 a day poverty line, the region’s population living in poverty fell from 45 to 25 percent between 2000 and 2014 (Brookings, 2016).

Latin American countries still rank very low in the world in terms of the quality of education. PISA 2015 results saw Latin America and the Caribbean again at the bottom of the international ranking on education quality. Mexico ranked at 56th in Math and 58th in Science; Brazil did worse: 65th in Math and 63rd in Science. Both Mexico and Brazil obtained results equivalent to three years less of schooling than the average registered by the OECD (Organisation for Economic Co-operation and Development).

Educando envisions a future in which all children in Latin America receive the education they need to become productive members of society and works every day toward this vision.

We focus on the key area where we can have the greatest impact: leadership at the school level.

Our mission is to deliver world-class training and ongoing support to teachers and principals from underserved schools in Latin America, fundamentally impacting the system from the bottom up.

Educando works in partnership with local governments, private individuals and corporations to invest resources and expertise. Since its founding in 2002, Educando has invested over $30 million in education programs, and trained over 16,000 educators in 12,000 Mexican and Brazilian public schools, reaching more than 6.374 million students.

Building bridges: Cross-cultural investment and celebration of high-quality education.

At Educando, we’re fighting to make sure students in Latin America do not continue to suffer from the underfunding of education. The Americas is a vast and nuanced region. But as neighbors, we owe it to the common global good to come together to support each other in areas crucial to global development and international cooperation. One particular example that Educando works towards is quality education for all citizens.

We seek to partner with grantmakers so that education in Latin America is not overlooked by international grantmakers in the United States and abroad. To date, a small portion of overseas funding is directed toward Latin America. Furthermore, a small fraction of international funding is directed toward education, of which only a tiny fraction is directed to K-12 education. We liaise with interested partners in investing in the Educando programs that capacitate state middle management, school principals, and teachers.

The vast, continued exchange of citizens, goods, and services between the United States and Latin America’s two largest economies, Brazil and Mexico, is reason enough to ensure an open dialogue throughout the Americas. Decency and respect can seal the deal.

LISTO MAE, our newly accredited Master's Program in School Leadership and Coaching trains and supports public school educators and regional state managers in Mexico. Each LISTO MAE Master's Program is a two-year, 1,200-hour program that promotes the systematic change in the school management environment by transforming the school leadership.

For every participant, LISTO creates a “leadership diagnostic” and measures the transformation of each participant’s leadership style throughout the program, evaluating the prevailing culture at each school in order to create a personalized intervention plan. LISTO educators attend workshops that provide training in strategic planning, best practices in school management, and transformative leadership.

The participants receive individualized and group coaching from the very beginning of the program. Through an online platform, participants bridge theory and practice, evaluate their progress and implement strategic plans. This proprietary platform allows them the chance to communicate with other LISTO educators and share best practices.

STEM Brasil & México exist to inspire, engage, and provide support to public school science and math teachers through a hands-on learning methodology focused on project-based learning. This type of learning has been highlighted time and time again as an effective approach to improving the quality of education in Brazil and México.
In the two years of the program, each teacher completes 180 hours of training and dramatically improve STEM-related subject teaching standards. Since 2002, STEM Brasil has trained teachers in 21 Brazilian states. It is Educando’s first cross border program: STEM in México started its operation in the state of Campeche in 2018.

TOTAL EDUCANDO IMPACT:

11,914 schools | 16,093 educators | 6,374,046 students


THE IMPACT OF OUR WORK IN MEXICO:

10,818 schools | 7,184 educators | 5,632,544 students


THE IMPACT OF OUR WORK IN BRAZIL:

1,096 schools | 8,909 educators | 741,502 students

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    SMS text surveys, Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Case management notes,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To strengthen relationships with the people we serve,

  • What significant change resulted from feedback?

    As we convert to a hybrid STEM delivery methodology, we are surveying our teachers to seek their input in what they would like to see, how we can most help them, how can we support them to deliver more dynamic hand's on classes in a way that is easy and acdessible to them.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • Which of the following feedback practices does your organization routinely carry out?

  • What challenges does the organization face when collecting feedback?

Financials

World Education and Development Fund
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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World Education and Development Fund

Board of directors
as of 12/01/2021
SOURCE: Self-reported by organization
Board co-chair

Mr. Steven Shindler

NII Holdings, Inc.


Board co-chair

Ms. Tara Kenney

Katherine Shea Westra

HSBC Securities USA

Jane Winslow

Merrill Lynch - Retired

Claudio X. Gonzalez Guajardo

Mexicanos Contra la Corrupción y la Impunidad

Mark Denham

Hughes Hubbard & Reed LLP

Luanne Zurlo

SETON Education Partners

Tara Kenney

Steven Shindler

NII Holdings, Inc.

Pablo Garza Sada

Grupo Topaz

Cecilia Bilesio

Tenaris Tamsa

Denise Damiani

Denise Damiani Consulting

Mimi Lichtenstein

Truvay Travel

Arturo López Martín

Cinépolis

Brad McKee

Gramercy Funds Management

Marcos Magalhães

Instituto de Co-Responsabilidade pela Educação

Lisandro Miguens

JPMorgan

Ronaldo Stern

H.Stern

Rosemary Schettini

Faculdade do Educador (Feduc)

Susana Coppel

Fundación Coppel

Andrea Weichert

Ernst & Young - retired

Mary Bourque

Glovista Investments, LLC

Valeria Gonzalez

Fundación Comunitaria Oaxaca A.C

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Not applicable
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 8/30/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

No data

Gender identity

 

Sexual orientation

No data

Disability

No data