A CHILD'S PROMISE INTERNATIONAL (CPI)

Life-Saving Gifts Begin with a PROMISE

Washington, DC   |  www.achildspromiseint.org

Mission

Our mission is to provide a quality education for vulnerable youth in the small fishing village of Takoradi, Ghana, West Africa and to orphans in Kafue, Zambia. CPI partnered with the Charity Amoa Memorial School in Ghana and New Beginning's Village Orphanage in Zambia, forming an alliance to educate youth, provide for basic needs of students, and provide skills training for employment opportunities after graduation. Our Vision is to prepare and enable youth through education and support to become healthy, self-reliant adults, and productive citizens within their society. Our graduates will be counseled, monitored, and provided skills training to market for employment opportunities.

Notes from the nonprofit

A Child's Promise International (CPI) is a very small AVO (all-volunteer organization). Our primary mission and goal is to keep our promise to vulnerable youth (students), including orphans, in the Sub-Saharan countries of Ghana and Zambia, where we have partnered with a community school in Ghana and orphanage in Zambia. We are not only supporting the education of students, but in Ghana we have been instrumental in helping with construction of a community school that will provide quality education. Training and employment center with relationships to businesses in Ghana's capital city of Accra are planned. The purpose is not only to educate youth for an improved way of living and self-reliance, but to provide learning tools and a professional network to gain employment after graduation and opportunities to enter college. The school is an integral part of CPI, with its sustainable success being evaluated and measured in the achievements of its students.

Ruling year info

2004

CEO/Founder

Ms. Alease Newman

Chief Operating Officer

MS Elizabeth Mulenga

Main address

Alease V. Newman 811 Sheridan Street, NW

Washington, DC 20011 USA

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EIN

30-0259173

NTEE code info

Elementary, Secondary Ed (B20)

Secondary/High School (B25)

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?

CPI Charity Amoa School, Ghana, West Africa

A Child's Promise International (CPI) created a relationship with residents of the community of Takoradi, Ghana, West Africa to educated their youth, build a school, and provide daycare services to enable parents to work and provide for their families. The CPI partnership school project will support and educate hundreds of children from pre-k to 12th grade who were being schooled in an overcrowded private home without proper school furniture, equipment or supplies.

CPI’s mission is to provide a quality education for vulnerable youth in the small fishing village of Takoradi. The Amoa family in Takoradi and CPI formed an alliance to educate community youth, provide for basic needs of students, and provide skills training for employment opportunities after graduation.

School in Takoradi, Ghana, West Africa
 Goal: Construct school building to educate and support youth living in West African coastal community.
 Construction ongoing until completion (Daycare, Kindergarten, Grades 1-12).
 Several classrooms completed with students in attendance.
 School supplies, learning materials, equipment, and more are continuously supplied to support school and students

Population(s) Served
Children and youth

CPI has partnered with the New Beginning's Children's Village for orphans to support the education of orphans who are housed within the orphanage. We provide for their education at a quality educational institutional in Kafue, Zambia and offer mentoring support to students. We follow their progress with help from orphanage staff to ascertain the maintenance of their welfare and security. Zambia has the highest number of orphans per capita than any other third-world country.

Zambia is a land-locked nation in sub-Saharan Africa whose population of 17 million includes 1 million orphans; AIDS killed an entire generation of parents, aunts, uncles and other adults. The result is a country where half the population is younger than 18. There are two major slums in the capital city of Lusaka
where orphans often sleep, and talk about living with HIV since birth.

Population(s) Served
People of African descent
Economically disadvantaged people

Where we work

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.

Build school in small fishing village of Takoradi, Ghana, West Africa for vulnerable youth in the community (Pre-K - 12th Grade).
Support students by providing necessary provisions/tools to remain in school.
Establish onsite job-training center as part of school facility and student future occupational orientation.
Monitor, evaluate and measure student progress against established academic achievement levels.

Certified teachers recruited for all grade levels
Partnerships with local community residents/businesses for volunteer support services
Establish local business networks for jobs and apprentices for mid-level students, graduates, and summer programs
Corporate sponsorships for key fundraisers
Maintain AVO (all volunteer organization) status w/no administrative costs and minimal operational expense

Educating hundreds of vulnerable youth in coastal community of Ghana, West Africa and orphans at orphanage in Zambia who otherwise would have no opportunity for a quality education, employment training, or access to higher education prospects.
Enabling residents to earn family living by including daycare services in school facility
Increasing cash flow for school construction and students by recruiting/using volunteer skilled laborers and engineers from community
Effectively negotiating with local businesses for donations of school bus transportation, classroom furniture, playground equipment, etc.
Actively campaigning online and locally both in US and Ghana for financial support, and seeking grants from international NGO's or US viable corporate or governmental options.

School Construction - Progress has been slow but continuing. From students attending school in a private home with crowded classrooms, no proper school furniture (desks/chairs), lack of school equipment and supplies, to new school facility with completed classrooms, separate bathrooms, principals office, day care area, library, and lunch area. Work has begun to finalize school construction which is planned for completion in 2021. Property for school construction donated by community residents.

Students - Progress has been steadily on the rise with students having virtually perfect attendance, high test scores, and being really proud and appreciative for their new school. Within the community, students are not attending the few ill-equipped government provided schools with untrained instructors. These youth are at home, on the street, or working to help support their families. We are attempting to reach these youth and/or their families to enroll them in the CPI community school.

Administration - Teachers are all certified by the regional government and the principal or headmaster is a retired volunteer administrator from the Takoradi region's Board of Education.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    CPI serves a population of vulnerable youth to include orphans in Sub-Saharan African countries. We encourage, receive, and respond to communications from the students and communities we serve to include student mentorship and scholarship programs. Teachers at our partnership school in Ghana and care-givers at our partnered orphanage in Zambia provide us with updates, progress, needs of students, as well as issues and challenges of their institutions and of students. CPI staff monitors our school and orphanage partners, provide and elicit feedback on our mission and ways to create new innovations for increasing the number of students served.

  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Google site set-up for receiving and responding to communications from students and partnerships.,

  • How is your organization using feedback from the people you serve?

    To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • With whom is the organization sharing feedback?

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to get feedback from marginalized or under-represented people, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive, We tell the people who gave us feedback how we acted on their feedback, We ask the people who gave us feedback how well they think we responded,

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,

Financials

A CHILD'S PROMISE INTERNATIONAL (CPI)
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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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  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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A CHILD'S PROMISE INTERNATIONAL (CPI)

Board of directors
as of 9/22/2021
SOURCE: Self-reported by organization
Board co-chair

Ms. Alease Newman

A Child's Promise International (CPI)

Term: 2031 - 2021


Board co-chair

Mr. Donald Killebrew

A Child's Promise International (CPI)

Term: 2021 - 2031

Kristen Cho

Facebook,Inc.

Elizabethae Mulenga

Gov't Contracting Firm

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

Organizational demographics

SOURCE: Self-reported; last updated 09/22/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
Multi-Racial/Multi-Ethnic (2+ races/ethnicities)
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

The organization's co-leader identifies as:

Race & ethnicity
Black/African American/African
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

We do not display disability information for organizations with fewer than 15 staff.

Equity strategies

Last updated: 09/22/2021

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.