Our programs and services
Taking full responsibility for the education of any child is both complex and expensive but doing so for a formerly street-working child is much more difficult.
The primary service we provide is education. Each student receives $1 per day of school attended which serves the dual purpose of training them in personal finance and countering their value as former child-laborers.
Our educational program includes the Cambodian government's recognized curriculum of: Khmer, Math, Social Studies, Geography, Biology, Physics, Chemistry and Earth Science with additional training in English, health, basic computer skills, art, music and extra-curricular activities such as soccer, volleyball, Karate and traditional Cambodian dancing. During their enrollment in our program, students receive housing, healthcare, food and school supplies.
Additionally, each student receives counseling and financial support until they achieve solid employment upon graduation; hopefully following their completion of university but sometimes after receiving vocational training from a trusted partner organization.
The Global Child has more than five years experience investing in and studying the intricacies of street-working children's lives. We are able to identify and address the little understood incentives that lead to child labor and offset them with sustainable entrepreneurial ventures in order to expand our educational programs.
The Global Child delivers quality education. As a community, we make every conscious effort to offer these students with the best opportunities possible since we know that Cambodia's poor education system generally impels many children to drop out of school. We do this by monitoring teacher-student relationships, developing an applicable curriculum, and giving superior compensation to teaching staff.
We attract the most talented and knowledgeable Cambodian teachers and after they become members of our teaching staff, student evaluations plus class observations give management the tools to ensure that our teacher's skills meet our standards and improve. The student's grades are reported monthly and incentivized with positive and negative reinforcement.
Prospective students are determined through close cooperation with local village chiefs who know which children have been forced to drop out of school and begun working. Then, TGC interviews each child laborer and their family while documenting the content. From this information, we select appropriate candidates for an entrance exam, ensuring that each inducted class begins at the same educational level. This allows TGC to achieve our goals by focusing on the most desperate children while maintaining a high quality of education by choosing those with similarly high aptitude.