Our Programs PDF Print E-mail

Community members gathered to welcome CAFRED representatives.

Carrying on the Mission

Many schools in rural Central America are made of discarded or inadequate materials and usually have dirt floors.  Most lack fencing of any kind and are exposed to animals and other outside elements.  

These common informal schools are woefully inadequate in size as well as infrastructure. As a result, many children simply do not attend school. Other children, in a quest for education, endure physical challenges, walking long distances over rough terrain in order to attend school in a neighboring town.

With the involvement of CAFRED, the selected area can build a new school; together—the community, CAFRED, local businesses and other interested partners—help to build new schools that provide a source of pride for the community, and a fun and bright environment for children to learn.

School made of cardboard and wood in Central America

CAFRED helps provide a bright and fun environment.







What CAFRED requires to Start a New School

With CAFRED's involvement, the selected area can build a new school.

In order to start a project, CAFRED insists that title to the school and grounds be held by the national ministry of education to ensure that the school cannot be sold or used for a different purpose.  

Further, CAFRED requires that the mayor’s office in the targeted community provide technical support and supervision. In addition, the mayor’s office must clear the available land and construct a suitable fence to secure the work site and, ultimately, the children’s learning environment.  
The national ministry of education of the host country must officially recognize the school in order that a nutrition program be funded and a maintenance stipend be provided. Any teachers presently at the school not recognized by the national government must be remedially accredited. CAFRED will provide or locate proper training programs to accomplish this.  

The host country’s ministry of education must also sign an agreement to provide all the additional required teachers and one director (based on area population) for a defined period in order that all children in the community be afforded an education (K through 9). In absence of this, the local municipality will sign an agreement to pay teachers until such time as the national government can include the salaries in its budget.  

Additionally, the Ministry of Education must provide desks so that every child has his or her own workspace on Day One.

Adults work to build a new school.By formal agreement, the adults in the community then divide into work groups in order to provide all unskilled labor while a CAFRED-approved local contractor employs local skilled tradesmen.  

The construction of the school facility, however, is only the beginning for CAFRED. It is only when the children have a clean and safe environment in which to learn that CAFRED is able to begin the process of educational development within the community at large.




CAFRED's Programs


A young girl takes pride in her school.The School Care Program

Students take pride in their school by helping to maintain the cleanliness of the facility as well as by decorating it.







Children view a movie and discuss it.Children’s Movie Forum

Once per month, children view a movie and discuss it in a group setting.  This helps the students learn to think rationally and participate in group discussions. Such films may include The Bicycle Thief, The Sound of Music, The Wizard of Oz, E.T., the Extra-Terrestrial, and Finding Nemo

Reading Groups and Library Program

CAFRED will team with other organizations to build mini-libraries with computers and encourage reading as a fun activity.

One hour per week, students read materials from outside the classroom, such as magazines, newspapers, and diverse texts. Classic children’s literature is read and discussed in group settings. 

Books will feature children’s authors such as Monica Zak, Astrid Lindgren, C.S. Lewis, Khaled Hosseini, Horacio Quiroga, as well as the Diary of Anne Frank, A selection of articles from the magazine El Globo, edited by Children’s World will also be included.

Health and Wellness Program

Regular health check-ups and vaccinations are provided to the students in conjunction with the ministries of health, along with a program to teach children proper dietary habits to form a lifetime of good health.

Environmental Conservation Program

This program teaches the ethical treatment of animals, the protection of the area surrounding the school by proper trash disposal, the conservation of the school’s forested areas by planting trees, alternatives to cutting trees for cooking, the protection of clean water sources and the planting of and harvesting from an “edible schoolyard” garden.

Mentor Program 

This program encourages successful adults to visit the school and discuss their careers while fielding questions from students regarding where they came from, how they overcame obstacles, and how they achieved their level of success. Business owners, tradesmen, journalists, attorneys, doctors, politicians, scientists, athletes and people from a wide spectrum of fields are encouraged to participate in this program on a volunteer basis.
  CAFRED works with our partners to provide the needed equipment.

Sports and Recreation

CAFRED will work with our partners to provide the needed equipment and structure for a comprehensive intramural physical education and competitive sports program.  Leagues will be formed in cooperation with neighboring schools.





 

School for Mothers and Fathers

Parents participate in a once-per-month forum in which the progress of their children is discussed.  Various subjects are highlighted in order to encourage the participation of parents in their children’s education. Discussions include but are not limited to, the following: 
  1. The rights of children: to be vaccinated and given vitamins; to be educated in order to achieve their full potential; to be protected from harmful influences, abuse and exploitation; and to be allowed to participate fully in the culture in which they live.
  2. The responsibilities of children: to respect parents; to be prompt; to help with chores around the home.
  3. The responsibilities of parents: to help their children as best they can with homework assignments, to keep them from working in the fields during school hours.
  4. The rights of parents: to be able to participate and have a voice in their children’s education, to be able to participate in lifelong learning for their own betterment

Families’ Movie of the Month Program

Subjects range from documentaries to modern movie classics such as To Kill a Mockingbird, It’s a Wonderful Life, A Streetcar Named Desire, High Noon and Gandhi. Movies are followed up by discussions.

Professional Teacher Development Program

  1. A new teacher at a school.

    Mastery in leadership skills.
  2. Promoting a healthy classroom learning environment
  3. Learning New Instruction Methods through the use of teaching evaluations
  4. Proper execution of student evaluations
  5. Relating to child diversity through Individual Education Programs (IEP), stressing the importance of coordinating teaching methods to accommodate various learning styles and rates so all students maintain interest, thereby decreasing the drop out rate.

Teacher-Parent Cooperation Seminars

This program is designed to help parents and teachers work together towards the common goal of educating children. “Horizontalidad” is stressed, through deliberative encounters producing mutual agreements and voluntary commitments that respect the diversity of individual capabilities and personal desires.
 

The School Care Program

Students take pride in their school by helping to maintain the cleanliness of the facility as well as by decorating it. 

Children’s Movie Forum

Once per month, children view a movie and discuss it in a group setting.  This helps the students learn to think rationally and participate in group discussions. Such films may include The Bicycle Thief, The Sound of Music, The Wizard of Oz, E.T., the Extra-Terrestrial, and Finding Nemo.  

Reading Groups and Library Program 

CAFRED will team with other organizations to build mini-libraries with computers and encourage reading as a fun activity. 

One hour per week, students read materials from outside the classroom, such as magazines, newspapers, and diverse texts. Classic children’s literature is read and discussed in group settings.  

Books will feature children’s authors such as Monica Zak, Astrid Lindgren, C.S. Lewis, Khaled Hosseini, Horacio Quiroga, as well as the Diary of Anne Frank, A selection of articles from the magazine El Globo, edited by Children’s World will also be included.   

Health and Wellness Program

Regular health check-ups and vaccinations are provided to the students in conjunction with the ministries of health, along with a program to teach children proper dietary habits to form a lifetime of good health.  
 

Environmental Conservation Program 

This program teaches the ethical treatment of animals, the protection of the area surrounding the school by proper trash disposal, the conservation of the school’s forested areas by planting trees, alternatives to cutting trees for cooking, the protection of clean water sources and the planting of and harvesting from an “edible schoolyard” garden.

 

Mentor Program  

This program encourages successful adults to visit the school and discuss their careers while fielding questions from students regarding where they came from, how they overcame obstacles, and how they achieved their level of success. Business owners, tradesmen, journalists, attorneys, doctors, politicians, scientists, athletes and people from a wide spectrum of fields are encouraged to participate in this program on a volunteer basis.  

Sports and Recreation 

CAFRED will work with our partners to provide the needed equipment and structure for a comprehensive intramural physical education and competitive sports program.  Leagues will be formed in cooperation with neighboring schools. 

School for Mothers and Fathers 

Parents participate in a once-per-month forum in which the progress of their children is discussed.  Various subjects are highlighted in order to encourage the participation of parents in their children’s education. Discussions include but are not limited to, the following: 
 
 

a.           The rights of children: to be vaccinated and given vitamins; to be educated in order to achieve their full potential; to be protected from harmful influences, abuse and exploitation; and to be allowed to participate fully in the culture in which they live.

  1.      The responsibilities of children: to respect parents; to be prompt; to help with chores around the home.
  2. The responsibilities of parents: to help their children as best they can with homework assignments, to keep them from working in the fields during school hours.
  3. The rights of parents: to be able to participate and have a voice in their children’s education, to be able to participate in lifelong learning for their own betterment.
 

Families’ Movie of the Month Program

Subjects range from documentaries to modern movie classics such as To Kill a Mockingbird, It’s a Wonderful Life, A Streetcar Named Desire, High Noon and Gandhi. Movies are followed up by discussions. 

Professional Teacher Development Program 
 

    1. Mastery in leadership skills.
    2. Promoting a healthy classroom learning environment
    3. Learning New Instruction Methods through the use of teaching evaluations
    4. Proper execution of student evaluations
    5. Relating to child diversity through Individual Education Programs (IEP), stressing the importance of coordinating teaching methods to accommodate various learning styles and rates so all students maintain interest, thereby decreasing the drop out rate. 
 
 

Teacher-Parent Cooperation Seminars 

This program is designed to help parents and teachers work together towards the common goal of educating children. “Horizontalidad” is stressed, through deliberative encounters producing mutual agreements and voluntary commitments that respect the diversity of individual capabilities and personal desires.  
 

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