EDUCATION FOR HOPE

Woodbridge, VA   |  www.educationforhope.org

Mission

To improve the quality of life and end generational cycles of poverty by empowering the children of Sierra Leone with the tools and resources to be able to read and write and thus have the ability to chart their own destiny.

Ruling year info

2009

Executive Director

Mr. Momodu Jalloh

Main address

P.O Box 6181

Woodbridge, VA 22195 USA

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EIN

27-0458120

NTEE code info

Educational Services and Schools - Other (B90)

Libraries, Library Science (B70)

Primary/Elementary Schools (B24)

IRS filing requirement

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

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Communication

Programs and results

What we aim to solve

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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?

Books for Libraries

The role of libraries in developing countries is further solidified in research by SAFE that found the presence of libraries to have improved university level research output and increased the capacity of local publishing industry (Africa only produces 2% of the world’s books despite having 12% of the worlds population).

The overall objective of this program is to improve access to print materials in Africa by using public libraries as access points and community-based center.

Starting in Sierra Leone, Education for Hope, partners with libraries to develop community needs assessments which determine the best way to support libraries in creating literate environments for lifelong learning. This program is informed by policy recommendations from the “Education for All Global Monitoring Report: Literacy for Life.

Population(s) Served

One of the most significant barriers to education for school age children in low-income countries is access to and distribution of school buildings, particularly in the most socially and economically disadvantaged communities. Where school buildings exist, in rural and remote communities, they usually very far and have significant infrastructural limitations whereby they are in overall poor condition, built with mud bricks and thatched roof without the basic amenities such as latrines.

The implications of access to and distribution of school building and the infrastructural limitations of existing school buildings are reduced primary enrollment rates of school-aged children in remote and rural areas and increased inequity facing the most economically disadvantaged.

The overall objective of this program is to expand access to and improve the infrastructural environment of school building in the most at-need communities Africa, through the rehabilitation and construction of school buildings

Population(s) Served

While school fees in primary schools have been abolished in Sierra Leone, primary education still does not remain completely free. There are numerous unofficial fees that school charge families in addition to hidden cost such as travel, uniforms, extracurricular activities, tutorial, exercise books, supplies, and the loss of work that the child may have done to support the family during school hours that impact school enrollment rates.

In the Sierra Leone Integrated Household Survey, “economic difficulties,” is cited as the one of the primary reasons why children do not attend school in Sierra Leone.

Population(s) Served

Where we work

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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.

Our primary objective is to increase the literacy rate in rural communities in Sierra Leone by providing access to education and educational resources through our programs.

Our strategies to accomplish our goal are as follows:
Provide a conducive learning environment by building and renovating schools
Provide needed and wanted books to libraries and educational institutions
Provide educational supplies to disadvantage children

Our board and staff have the skill and knowledge to enable us to meet our objective. Many of them have worked in the educational sector for a number of years and understand our mission and vision. We continue to explore and partner with government, non-governmental institutions, foundations, and corporations to provide any needed assistance to meet our goal.

Accomplished
Build and furnished a primary school
Provided over 27,000 books
Provided school supplies and educational resources to students and educators

Not Accomplished
More schools, books, and school supplies and educational resources are needed

Financials

EDUCATION FOR HOPE
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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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  • Analyze a variety of pre-calculated financial metrics
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  • Compare nonprofit financials to similar organizations

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EDUCATION FOR HOPE

Board of directors
as of 06/29/2016
SOURCE: Self-reported by organization
Board co-chair

Paul Brinkman

Quinn Emanuel

Term: 2011 - 2016


Board co-chair

Dr. Pearl Maxwell

Maxwell & Associates

Term: 2013 - 2016

Paul Brinkman

Quinn Emmanuel

Susan Shepler

American University

Sylvanus Davies

Goshen Living Homes, LLC

Idrissa Kamara

Marriott Wardman Park Hotel/Marriott Corporation

Bariatu Smith

National Institute of Health

Aaron Magezi

Transit Authority

Sharon Baksh

University of Illinois Extension

Jindra Cekan

Valuing Voices

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? Yes
  • 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? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes