PLATINUM2022

Global Partners for Development

Local goals. Global partnerships.

Petaluma, CA   |  www.GPFD.org

Mission

Our mission is advancing community-owned development in East Africa. GPFD believes community leadership is the key to responsible and sustainable development and that local people have the right to drive change in their schools and communities. Because we recognize that education is exceedingly important in the fight against poverty and that schools are often the epicenters of development in rural communities, our initial engagement begins with local primary schools. From there, we strive to get and keep kids in school by placing resources and decision-making power in the hands of local people.

Ruling year info

1979

Execuitive Director

Mr. Daniel M Casanova

Main address

36A 5th Street

Petaluma, CA 94952 USA

Show more contact info

Formerly known as

world runners international

EIN

94-2537375

NTEE code info

Fund Raising and/or Fund Distribution (Q12)

Community, Neighborhood Development, Improvement (S20)

Secondary/High School (B25)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Sign in or create an account to view Form(s) 990 for 2020, 2019 and 2018.
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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Global Partners has relentlessly pursued long-term solutions to the needs facing East African communities for over 35 years. We are proud of the work we have accomplished, yet, at the same time, we face the challenge of impacting even more disenfranchised communities in the future. More than 4.5 million children in East Africa remain out of school. Children from poor households are less likely to have access to education than those from rich households, and females from rural areas are often the worst off of all. Waterborne diseases remain rampant in East Africa and cause chronic illness and death, especially among young children.

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?

Water & Sanitation

In East Africa, water-borne illnesses such as diarrhea, skin and eye diseases, and parasitic infections are common. Globally, diarrhea causes the deaths of more young children than AIDS, malaria, and tuberculosis combined. Lack of clean water is a quiet health crisis that can be easily prevented. Introduction of clean water systems not only improves individual health but also gives women and children freedom from walking long distances to retrieve water. When released from this task and the burden of disease, families can devote themselves to educational and economic ventures that improve household wellbeing and help communities become self-sustaining. Global Partners responds to communities with water needs through a wide range of WASH (water, sanitation, and hygiene) projects that provide clean water infrastructure, assistance in water management & sustainability, sanitation facility improvement, and hygiene education.

Population(s) Served
Children and youth
Adults

Education is exceedingly important in the fight against poverty, and Global Partners believes that every girl has the right to an education. Research has proven that educated children, and especially educated girls, will have smaller, healthier, more educated families with improved livelihoods. Global Partners began focusing on girls’ education nearly 20 years ago, and we remain deeply committed to improving the quality of life and education for girls in East Africa today. We support girls’ education by funding individual secondary school and tertiary level scholarships with the support of our implementing partners in Tanzania and Uganda. The scholarships we fund inspire girls and young women to lead more productive lives and empower them to uplift and improve their communities.

Population(s) Served
Children and youth

There is overwhelming need for additional classrooms and other infrastructure such as labs, libraries, and dormitories at schools across East Africa. In many schools, lack of infrastructure causes class sizes to reach 75-100 students per teacher in rooms that are small, badly ventilated, and often unsafe. With such limited capacity, it is especially difficult for schools to offer needed services such as tutoring or extra-curricular skills for their students.

Global Partners responds to the infrastructure and educational development needs of primary and secondary schools in poor, rural areas across East Africa. Examples of completed infrastructure projects include the construction of dormitories, teacher housing, classrooms, laboratories, and water systems as well as assistance with purchasing school supplies and equipment.

Population(s) Served
Children and youth

We use partnership as a vehicle for sustainable education improvement in East Africa. To do this, we partner with communities to build their capacity to identify, fund, manage, and maintain their own education projects to address immediate needs. At the end of this process, we provide a grant to bring their vision to life. Then, we support them in developing the best ways to continue mobilizing local resources for future projects. Finally, we connect them to a cooperative of local schools and relevant government agencies to continue organizing their resources and advocating for their futures after we leave.

Districts and villages are chosen through careful research on the areas with the most need in the sector of education. Throughout this process, we apply a robust evaluation system to measure the impact of this partnership model on education and social engagement outcomes at the community level.

Population(s) Served
Children and youth

Where we work

Awards

4 Star Rating 2011

Charity Navigator

Albert Schweitzer Award of Excellence 2006

Chapman University

4 Star Rating 2009

Charity Navigator

4 Star Rating 2008

Charity Navigator

4 Star Rating 2010

Charity Navigator

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of people receiving safe drinking water from community systems

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults, Children and youth

Related Program

Water & Sanitation

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Total dollar amount of scholarship awarded

This metric is no longer tracked.
Totals By Year
Related Program

Girls' Education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of individuals attending community events or trainings

This metric is no longer tracked.
Totals By Year
Related Program

Community-Driven Education

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Community members partner with us to improve education for their children.

Number of schools repaired or expanded

This metric is no longer tracked.
Totals By Year
Related Program

School Infrastructure

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

29,559 students, teachers, and community members benefited from school infrastructure projects that created safe environments conducive to learning.

Number of health/hygiene product and/or tools of care (mosquito nets, soap, etc.) administered

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups

Related Program

Water & Sanitation

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

274 handwashing stations were established at schools, health facilities, and community centers

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.

Global Partners has been committed to impactful, sustainable, locally led initiatives since the organization's founding over 40 years ago. Today, the same commitments propel us forward in our programmatic vision of a world where even disenfranchised communities have the capacity to build sustainable solutions to the problems they face.

Global Partners' ultimate goal is to improve the quality of life and education in rural East African villages. To do this, Global Partners establishes authentic partnerships with local communities to increase civic engagement, bolster local capacity for project management, and invest in community-driven projects in local schools and communities.

Since becoming Global Partners, the organization has focused on community-driven development and we use partnership as a vehicle for sustainable education improvement in East Africa. To do this, we partner with communities to build their capacity to identify, fund, manage, and maintain their own education projects to address immediate needs.

Because we recognize that education is exceedingly important in the fight against poverty and that schools are often the epicenter of development in a community, our initial engagement begins with local primary schools. Districts and villages are chosen through careful research on the areas with the most need in the sector of education. Once communities are selected, our in country teams facilitate a series of meetings during which communities discuss the barriers that are keeping their children from attending school. Through these discussions, each community identifies an infrastructure project that they feel is of greatest need and at the end of this process, we provide a grant to bring their vision to life. To further promote community ownership, each school and its local community contributes labor, materials, or funding to their project. Global Partners is committed to ensuring that the community-driven education projects we support are sustained over time, so we train a locally elected leadership team in project budgeting, monitoring, and maintenance.

After this first project is complete, we support the community in developing the best ways to continue mobilizing local resources for future projects. We also connect them to a cooperative of local schools and relevant government agencies to continue organizing their resources and advocating for their futures after we leave.

Integrity is a key element of our work. Our policies and procedures were developed with the intention of providing scaffolding for integrity through consumer-driven projects, expert-driven methods, and a commitment to transparency among all stakeholders.

Partners: Our partners in Kenya, Tanzania, and Uganda provide invaluable local insight, experience, and project implementation expertise for our school infrastructure, girls education, water and sanitation, and health initiatives. Local communities contribute project management resources, partial funding, labor and materials, ensuring their full commitment to project success.

Staff: Global Partners' unique team of highly skilled staff in Kenya and Tanzania facilitate community meetings, provide leadership training, and manage projects in East Africa.

Our Board: Global Partners has a very active Board of Directors that is constantly striving to deliver the most effective new services and fine tune existing initiatives. The Board of Directors, in partnership with our staff and local partners, make up a network of experts in various fields that provide timely input on research-driven project methodologies, management techniques, financial transparency, and the latest in engineering practices for the highest levels of quality and cost-effectiveness in international development work.

Our Donors: Global Partners funds projects through an expanding network of donors who are able to develop a direct relationship with the projects and people they sponsor. Many of our donors accompany Global Partners' staff to Africa each year.

Since its inception, Global Partners for Development has funded hundreds of projects, large and small, and given millions of dollars towards funding sustainable solutions for communities in rural East Africa.

In FY 2018-2019 alone we:
- partnered with 1,709 community members to improve education for their children, 33,149 students, teachers, and community members benefited from clean water, sanitation, and hygiene projects;
- funded scholarships for 57 girls who otherwise would have been forced to drop out of school, increasing their risk of early marriage and teenage pregnancy;
- benefited 17,440 students, teachers, and community members through school infrastructure projects that created safe environments conducive to learning;
- and improved medical care for 904 community members.

From school infrastructure to clean water sources to rural health clinics, schools and communities brought forward innovative and locally relevant project ideas that provided insight into their daily needs, social constructs, political networks, and hopes for the future. All projects were proposed and managed by local people who embraced project ownership throughout the implementation process and have assumed responsibility for the project into the future.

In the upcoming year we'll continue to test, improve, and grow our Community-Driven Education program in rural Tanzania and Kenya. We'll work with community members and school staff to identify and implement projects that impact student attendance and continue to make sustainability a key component of the work we do, from maintenance, governance, and environmental standpoints.

We'll remain steadfast in our commitment to rigorously measure our results in order to improve our programs by measuring changes to quantifiable educational outcomes, such as attendance and test scores, as well as changes in local community engagement, governance, views of local people regarding education, number and quality of development projects, and networking with outside partners.

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?

    Global Partners believes community leadership is the key to responsible and sustainable development and that local people have the right to drive change in their schools and communities. We partner with grassroots organizations, rural schools, and community leaders in rural areas of East Africa to advance community-owned initiatives to improve education and public health.

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

    SMS text surveys, Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Community meetings/Town halls, Constituent (client or resident, etc.) advisory committees,

  • 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, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    We recently learned that some of the floors in our classroom projects were needing maintenance work more quickly than expected. After being alerted to this issue during follow-up assessments, we had additional conversations with our partner school leaders and community members and ascertained that there was some confusion about how to properly maintain the floors. As a result, we modified and enhanced our community maintenance and operations training and also improved our technical designs.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders,

  • How has asking for feedback from the people you serve changed your relationship?

    Local people understand their own assets and needs, and their insights should lead all community-centered development. Global Partners and the schools and communities we serve all contribute to the projects we implement. Asking for feedback gives our partners an opportunity to let us know how we can improve on our end and shapes our work as we continue to strengthen our partnership model.

  • 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 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?

    It is difficult to find the ongoing funding to support feedback collection, Staff find it hard to prioritize feedback collection and review due to lack of time,

Financials

Global Partners for Development
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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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lock

Connect with nonprofit leaders

Subscribe

Build 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

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Global Partners for Development

Board of directors
as of 07/06/2022
SOURCE: Self-reported by organization
Board chair

Mr David Stare

No Affiliation

Term: 2012 - 2021

Donald D Harris

No Affiliation

Anna Haight

H.R. Gray

John Cullison

No Affiliation

Peter Verbiscar-Brown

No Affiliation

Steven Hurt

H.R. Gray

Yvette White

Andy Witthohn

David Castenholz

Castenholz Law

Michael Glaser

Rosemary Chengson

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 3/3/2022

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
Multi-Racial/Multi-Ethnic (2+ races/ethnicities)
Gender identity
Male, Not transgender (cisgender)
Sexual orientation
Heterosexual or straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

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

Equity strategies

Last updated: 09/24/2021

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 review compensation data across the organization (and by staff levels) to identify disparities by race.
  • 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.