Are you considering becoming a Donor and being part of the solution?
Do you want to make a difference and help change the status quo of the next generation of women? Do you have family, friends, acquaintances, colleagues, employees… with daughters and wonder if they will ever reach their potential? Regardless of your gender – yes, women say these things too – have you caught yourself or heard someone else say:
- That’s not a girl’s career. Teaching, nursing, secretarial, those are girls’ jobs.
- Girls don’t belong there. You won’t like it. You’ll get dirty. You need to be strong and tough to do that.
- Science is a boy’s career. They are smarter than girls in Math and Science. Girls aren’t good at it.
- As long as you have a calculator or computer, you don’t need to learn more than the basic Math.
- Girls aren’t Presidents. How often do you see a woman President of a company or a country?
- That’s a girls’ toy, not a boys’. You can tell, it’s pink. The boys’ toys are over there – the blue ones.
How many women in your family do you believe did not get the career opportunities they deserved? Do you want the same future for the girls in your family?
Worried about the boys? Don’t. The boys will not suffer if attention is focused on the girls. Girls are the educational weak spot. It’s time for gender equality of education. By educating the educators, all students will benefit from their educators’ new knowledge and understanding, particularly in regards to stereotypes and unconscious biases.
You are a passionate believer in quality education for everyone and for gender equality – right? Isn’t everyone? And of course, you see the importance of it for your business. After all, without it, your future employee pipeline will be a very slow dripping faucet and even worse when 50% of the population – yes the women – are not included.
How about being part of the solution? Believe it or not, there are so many things you can do. Click on FLiAP – Building the library donor template and get an idea of how you can make a difference, globally and regionally. These are not all the possibilities, but hopefully they will get your creative juices flowing. Yes, you can make a difference.
Just think, not only will you have bragging rights that you are helping global quality education and global gender equality, but you can add that you are supporting the 4th and 5th . The UN Sustainable Development Goals are 17 goals to transform our world. They are a call for action by all countries – poor, rich and middle income – to promote prosperity while protecting the planet. The quicker we succeed with 4 and 5, the quicker we succeed with the other 15.
Join us and make a difference.
Is there a program for ‘giving’ that fits what you, the Donor, want to do or can afford?
Considering the size, depth and expanse of the FLiAP platform, the answer is ‘NO’. It would be impossible to create a handful of programs and levels that donors would be 100% happy with. In examining the platform, you can imagine that each donor would have a specific interest and focus, a vision of what they would like to see, a non-corresponding budget, and possibly a wish for something that doesn’t exist, for example: in the Career Resources platform, perhaps their male dominated profession isn’t mentioned and they desperately need women involved, but unless educators and girls learn about it, it won’t happen. The Donor wants to add their profession. It can be done.
The answer is simple. You design your own program – large or small and build it around your vision, your specialties, wishes, needs, offerings, creativity and budget, and then together through effective communication and transparent discussion, the details will be worked out. However, there is one major caveat – there is no self-promotion. This is not an advertising opportunity. Self-promote and you will lose your audience and damage FLiAP’s credibility. It is about the girls and their futures. The best thing you can do for your brand, is to be 100% selfless and the benefits you will derive will be invaluable.
Are there opportunities to build Partnerships?
Yes. Forming partnerships (collaborative relationships) can bring great value to organizations with shared objectives and common visions. Keeping in mind the shared goals and aims of each organization, and the assistance each can provide to the other, the benefits for their recipients – educators and the girls – can be multiplied and accelerated. As with donors, effective communication and transparent discussions are needed to ensure the organizations have clear partnership working arrangements and are committed to achieving the long-term, flexible and organic goals.
Business Sector – Benefits
- Proactively guaranteeing future leaders and workforce
- Being a part of the solution in bringing more women into the business and benefiting from their unique abilities
- Building awareness of their existence with students, educators and parents
- Building awareness of their company’s culture, beliefs and support of women
- Exciting the students, educators and parents about their business sector
- Clarifying and demystifying their profession as it is today – especially the misconceptions – and what is planned for tomorrow
- Being ahead of the curve when it comes to their ‘not so forward thinking’ competition
- Explaining the skills and course pre-requisites needed e.g. advanced math
- Building positive relationships with the educators and the communities
- Showcasing women leaders, mentors, employees...
- Building awareness of their corporate beliefs in the importance of girls as future leaders
- Proving the benefits their company has had by promoting women leadership
- Providing selfless assistance – “It’s about the girls!” Great PR
- Meaningfully demonstrating their commitment to girls and their future
- Helping the girls develop confidence and passion
- Providing touch points with their company – links and direct
• announcements in newsletters
• part-time/summer jobs
• contests, events, awards
• participation in career fairs, trade shows...
- Being top of mind.
• start awareness in elementary and secondary schools
• follow/help through post-secondary school
• ultimately lead them to their front door.
- Tracking their impact on the students and educators
• increase in advance math applicants
• number of schools contacting them for assistance
• number of student participating in contests
- Having exposure on the website to the educators and in the e-magazine to educators, students and parents
- Being corporately known for their beliefs and most importantly their actions in support of education and women.
Post-secondary Institution – Benefits
- Many of the same benefits as the business community
- Attracting students to their schools.
- Showcasing specialty areas in professions
- Having a global audience
Government – Benefits
- Many of the same benefits as the business sector
- Greater awareness of global initiatives – failures and successes
- Fulfilling their mandates, especially those towards women.
Global – Organization Benefits
- Working towards 2 of the 17 goals, the UN General Assembly adopted in September 2015 – Transforming Our World: The 2030 Agenda for Sustainable Development:
• Goal 4: Ensure inclusive and equitable quality education and promote learning opportunities for all
• Goal 5: Achieve gender equality and empower all women and girls
- Creating ways to teach the unreachable girls – those not allowed an education.
- Working towards raising results in girls’ performance in science and math. OECD-PISA’s research shows that believing in their ability plays a significant role. Girls are taught from the beginning that Science and Math are not girl subjects.
- Working to accomplish OECD-PISA’s goal to identify ways in which students can learn better, teachers can teach better, and schools can operate more effectively
- Having resources focused directly on OECD-PISA’s specific ‘for girls’ policies to promote gender equality in education
• Policies for teachers to promote teaching and school practices that address gender discrimination and stereotyping
• Policies to remove gender discrimination and stereotypes from students’ textbooks.
• Policies to make the study of science, technology, engineering and mathematics (STEM) attractive for girls in primary and secondary education.
• Policies to promote women into STEM studies in higher education.
- UNICEF has a mandate for gender equality and the empowerment of girls and women which FLiAP provides resources to assist in their programs for Advancing girls’ secondary education and gender equality of education
• Strengthening enabling environments to support girls’ secondary education
• Increasing and improving secondary level educational opportunities for the most vulnerable girls.
• Creating demand for education of girls at the community, national and global levels.
- Source for Global data research