World Education and Development Fund
Inspiring Teachers>Creating Leaders>Transforming Lives
Programs and results
What we aim to solve
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
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.
STEM Brasil
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.
siSTEMa Educando in Mexico
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.
Where we work
External reviews
Photos
Videos
Our results
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
Learn more about Sustainable Development Goals.
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
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.
What are the organization's key strategies for making this happen?
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.
What are the organization's capabilities for doing this?
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.
What have they accomplished so far and what's next?
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
Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.
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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
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Which of the following feedback practices does your organization routinely carry out?
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What challenges does the organization face when collecting feedback?
Financials
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Operations
The people, governance practices, and partners that make the organization tick.
Connect with nonprofit leaders
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Connect with nonprofit leaders
SubscribeBuild relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.
- Analyze a variety of pre-calculated financial metrics
- Access beautifully interactive analysis and comparison tools
- Compare nonprofit financials to similar organizations
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World Education and Development Fund
Board of directorsas of 12/01/2021
Mr. Steven Shindler
NII Holdings, Inc.
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
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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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
Who works and leads organizations that serve our diverse communities? Candid partnered with CHANGE Philanthropy on this demographic section.
Leadership
The organization's leader identifies as:
Race & ethnicity
No data
Gender identity
Transgender Identity
Sexual orientation
No data
Disability
No data