GFF HELPS January 2024 updates

GFF HELPS January 2024 updates

GFF Helps Philippines


On 19th January 2024, in a fantastic display of talent and cultural diversity, students of English for Village program took the spotlight at the Ekiriyagala SANASA Community Hall. The highlight of the event was their performance of the folk drama ‘Nari Bena’ (The Fox, Son-in-law).

Joe FisherGFF HELPS January 2024 updates
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We continue to bring the antibacterial soap to schools and keep on reminding students to bring their toothbrush every Tuesday. This is to reiterate the importance of hygiene after the celebration of Global Handwashing Day. Before we started the Remedial Classes, we asked the students to fall in line at the sink and wash their hands. Some students bring their toothbrushes, so we also put toothpaste and let them brush their teeth. The students are always enthusiastic when it comes to this activity. We always assist them to prevent wasting water and to play around.


We successfully ended this year with the Sports Project that started in April of this year. We will continue the project until all of the students can master the different strategies for winning the board games. We saw students who excelled in these games, and we asked them to help their fellow players. We also never fail to supervise them if we see them struggle. We saw a lot of improvements from them. Most did not know how to play these board games when we introduced them. Now, they can play alone with minimum supervision from us. We always thank the teachers for their utmost support to us. It wouldn’t be possible if they didn’t remind their students about our schedules.


This is the last week that we visited the schools. The second week of December is the schedule of Christmas parties. We brought some worksheets about Math and English for Grade 3 and 4 students (they are the only present grade levels in school). After answering and checking their answers, we congratulated them for the job well done this year. They greeted us in return. We told them that we will be back next year with more activities. They are all happy to know that we will still visit them once a week. The bond that we formed with these students has become so strong that we are considered part of their progress in academics.


Before the year ends, we conducted an evaluation of our projects in schools. This is to determine the success and impact of our projects in schools. We prepared the evaluation forms, the same as last year. During our last visit in school this year, we asked some of the teachers to answer the evaluation form. After they finished answering the form, we interviewed them about our projects. We are happy to receive good feedback from them. They also told us that we are part of the students’ success this year and they are hoping to have us again next year. We told them that we are honored to work with them and that our projects will continue in their school.


Before the year ends, we also visited two of our Sewing Project beneficiaries. We checked their sewing machine, and we also asked them how the machines helped them. Mrs. Zenie told us that she has no confidence in sewing bedding and clothing, but she can repair minor damages. Some parts of her machine were malfunctioning, so she could only repair their family’s clothes. However, Mrs. Jinky is a certified sewer, and her mother owns a small sewing shop. She works there but uses a different heavy-duty machine. When they can’t finish their projects in their shop, she brings them home and uses the GFF HELPS sewing machine to continue. They are happy about our visit, and they are proud to show their work to us. We will visit the remaining women once the holidays are over. We received news that they are spending the holidays with their families, but they said that they will inform us next year so we can pay a visit.


The Philippine Team compiled all the Monthly Newsletter to came up an Annual Report along with the heartful message for Sir Owen.We expressed how thankful we are for all the support that the Philippines have been receiving since 2018. They have been a great instrument of hope to my countrymen. Attached are the cards that were handmade by the children and teachers from our school partners.They were very grateful for all the projects we had here at schools and they are hoping that we could continue our projects with them in the coming year 2024. We then created a collage of all the photos and cards so that it would be in one small artbook, with all the messages and photos of each sender. We printed the cover pages with the sender and recipients so that it would be easier for us and the courier to track. We sent separately the cards and reports for Sir Owen Glenn, Madam Jen Connah, Mr. Chris Rumore, Mr. James Keir via DHL Courier and Mr. David Mackintosh and Mr. James Long via Philippines’ Post Office.


We successfully conducted the Basics in Effective Leadership Webinar for the GFF HELPS International Team to share the things that we learn from the Weminar we attended here in the Philippines last November 10th, Friday evening., 2023.

This webinar was actually conducted by a Private Educator, MSTConnect and Stef and I were approved by Sir Saom to attend. It was actually a 3-hour webinar which happened last November night, via ZOOM, and it was attended by less than 100 Filipino professionals all over the Philippines and Stef and I were able to gain something from it and we told sir Saom that we could give the whole GFF HELPS Team the gist of it. This was actually intended to teachers, young and leaders that are new in the Project Team or company.

On 21st December, atleast 12 participated, together with all the GFF Representatives, Volunteers and Interns and guests, during the 1-hour webinar, everyone was encouraged to express themselves. We prepared some activities for everyone to think of and each country contributed ideas for us to know every country’s setting. Because we differ from everything, we have different culture, language, work ethics and all.

From the kind of family we were raised, from the kind of government we have, from the kind of school we had, we are socially different and as well our mindsets .. But our heart has one common goal when we started to volunteer here at GFF HELPS. Because we are also envisioning Sir Owen’s vision and mission. And through this webinar, we can get ideas on how to effectively lead each country.



On 9th of December, Saturday, LPG Gas awareness safety program was held at Pudung SOGG Learning center. The program was held to generate awareness around safety measures one take while using the LPG Gas and Stove. Since a large number of people living in the rural village do not fully know all the mechanics of the LPG Gas, the program was very informative and productive. The residents of the village were very happy and grateful to be able to receive such a workshop in their village. The resource person was from David Gas Kalimpong and we were extremely lucky to have them agree to hold this awareness workshop again. Through the workshop we hope that the residents were able to get answers for their doubts preventing any mishaps at their homes.


One of the major areas GFF Helps works in is Skill Development as it enables a person to become more independent and increase their knowledge. GFF Helps India decided to hold a baking workshop at Bong, Pudung and Chibbo Village. Our resource person was Mr. Devi Ram Rai from Darjeeling who is a chef in trekking companies and has many years of experience. As baking requires many expensive utensils that are not available in many households, in our workshop the women were taught how to bake in a traditional and easy way using utensils present in each and every household.

This is what made our Baking Workshop very unique and accessible to all. Mr. Devi Ram taught the women how to bake cake, banana pie, pizza and spring rolls. The women were very happy to be able as they now learned that such items could be prepared easily at home. This made them more enthusiastic and paid their full interest in the baking workshop. There were around more than 50 participants in all the three day workshop, so the impact of this program was quite large as well.


Christmas is the time of joy and sharing love therefore it is also known as one of the happiest holidays. Every year GFF Helps India celebrates Christmas with our dear children of Bal Suraksha Abhiyan. This year too on 23rd of December the yearly Christmas celebration was held. We took a lovely Christmas cake for the children and also provided packet lunch for all the children, respected sisters and staff of Bal Suraksha Abhiyan. All of us gathered at the hall and sang wonderful Christmas songs and then the youngest children came forward to cut the cake. Our Project Director Mr. Saom Tshering Namchu also spoke about Sir. Owen and his love towards the young children. We ended the program by distributing the cake and wishing everyone of a wonderful Christmas.


Adult Literacy is an ongoing educational program that started from October 2nd 2023, with its orientation class held on September 26, 2023 and has reached its second month on December 26th 2023. Due to the month-long national holiday in Nepal, for the festival of Dashain and Tihar, the classes stopped. We continued the regular classes from November 27, 2023. From then, three to seven women participated in the program on a daily basis, all of whom come from the women’s school under Ward no. 12 of Budhanilkantha Municipality. The program was led by GFF Helps Nepal, whereby the teach the women group the basic alphabets of English in both capital and small letters.

On December 18 and 19, 2023, the seventh and eighth week, we prepared Meta Cards using chart papers and wrote individual capital and small alphabets. We introduced an activity named “Arranging the letters alphabetically through meta cards” and it was hugely successful with a total of five participants that week. The main goal of introducing this activity was to induce visual learning and stimulate their brain functioning. As a picture speaks a thousand words, and promotes memorization, this activity was successful to meet the goal. It also brought them together when they were divided into teams while also engaging thoroughly in this group activity. Hence, this activity and the regular classes helped them in recognizing the letters individually and also correct the other team members if they didn’t place the alphabets in order.


From November 30, 2023, GFF Helps Nepal started planning on making Christmas Cards and our annual report. The following week, we started making Christmas cards using colored papers and chart papers. We also coordinated with the students of Shree Balkumari School, Kapan to make cards for Sir Owen, Ms. Jen Connah, Mr. Chris Rumore, Mr. David Mackintosh and Mr. James Long. Since a beautiful festival was on the way, GFF Helps Nepal as well as the entire team of GFF Helps wanted to wish our supporting pillars on the occasion. We wanted to express our gratitude for supporting us on our attempts to give help to those in need, and let them know that their help has reached many homes and hearts. On December 10, 2023, we made three physical copies of the GFF Helps Nepal Annual Report 2023. We completed sending off the Christmas cards and the annual report via courier and post office services on the final week of December 2023.


We are continuously supporting our partner organization as per their need. This December, we engaged in assisting the health clinic. We assisted her in technical aspects as well, like helping her to create a first-aid box, documenting it on our devices and keeping a record of it on Google Drive. We also helped her in creating physical documents and proof-reading the physical documents of the list of visitors for the month.

Whenever the health clinic in-charge Mrs. Samikshya Tiwari was absent or busy in the daycare we would inform her about the patient and co-ordinate if we can provide some immediate relief. Otherwise, we assisted the patients with certain treatments such as putting ointment on the hand injuries, putting bandages, cleaning the wounded area, and providing medicines as per the instruction of Mrs. Samikshya. supported her in the clinic. Usually, the students of Balkumari school and people from the local community come to seek treatment.



We are continuously supporting our partner organization as per their need. This December, we engaged in assisting the health clinic. We assisted her in technical aspects as well, like helping her to create a first-aid box, documenting it on our devices and keeping a record of it on Google Drive. We also helped her in creating physical documents and proof-reading the physical documents of the list of visitors for the month.

The prevailing economic crisis in Sri Lanka has triggered a swift and alarming increase in vegetable prices, presenting a critical challenge to the accessibility of affordable and nutritious food for a significant portion of the population. This unfolding situation not only places individual households under considerable strain but also exposes community health and overall well-being. The economic hardships have resulted in a risky situation where many individuals face difficulties in affording essential vegetables, compromising nutritional security. As the need for urgent intervention becomes apparent, a viable solution emerges in the form of a sustainable home garden project. Such an initiative holds the potential to empower individuals, diminish dependence on fluctuating market prices, and strengthen food security and empower them economically by selling the excess.

In a laudable initiative, GFF HELPS Sri Lanka has taken strides to provide invaluable English language education to underprivileged children in rural areas. This program, conducted twice a week without any financial burden on the participants, is meticulously designed to cultivate essential language skills listening, speaking, reading, and writing in these young learners. The core aim is to bridge educational disparities prevalent in rural communities and equip students with a comprehensive set of tools to enhance their overall language proficiency. By adopting a holistic approach that covers all aspects of language development, including effective communication and text comprehension, these sessions not only impart language skills but also foster a well-rounded language learning experience. Beyond linguistic capabilities, this initiative holds the promise of empowering children to broaden their horizons and seize new opportunities, recognizing the significant role English proficiency plays in the globalized landscape.


A weekly mobile library initiative unfolds in Ekiriyagala, catering specifically to rural students. The primary objective is to instill a passion for reading English storybooks among these young learners. This mobile library, a recurrent event, seeks to bring the world of literature closer to the students, fostering not only a love for reading but also an engagement with the English language. Through this ongoing effort, the aim is to cultivate a habit of exploration and discovery through the pages of diverse stories, enhancing the students’ language skills and overall cognitive development. In essence, the mobile library stands as a beacon of knowledge and imagination, reaching out to the rural students of Ekiriyagala with the transformative power of literature.

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On the 30th of October, Art Exhibition was held at Yusuko Ono Preschool, in collaboration with GFF Helps Sri Lanka. The respected Reverend Wimalaratana, Vice Chancellor of SANASA Campus, graced the occasion as the Chief Guest. The presence of Dr. Kiriwandeniya, the Chancellor, and his wife, Mrs. Kiriwandeniya, added a touch of prestige to the event. SANASA Campus lecturers and the devoted parents of the preschoolers joined hands in support, creating a warm and encouraging atmosphere.

In the previous months, the young talents at the preschool had attentively poured their creativity into crafting remarkable pieces of art. The exhibition appeared as a grand stage for these budding artists to showcase their skills and imagination to a wider audience. It became a platform for them to unveil their talents to the world. As a token of appreciation, certificates were given upon each participant, acknowledging their contribution to the art exhibition. The joy that radiated from the students was intense, as many of them received certificates for the first time.

In a sign of gratitude, a Bluetooth speaker was presented to the preschool on behalf of the students, a thoughtful gift for future activities facilitated by GFF Helps. The ceremony continued with a mixture of fun, as the students presented dances and songs. The use of the Bluetooth speaker added an extra layer of novelty, enhancing the overall experience.

Expressions of thanks echoed through the preschool as students and teachers alike extended their gratitude to GFF for arranging a day filled with joy and appreciation. It was indeed a memorable day, celebrating the blossoming talents and the spirit of unity at Yusuko Ono Preschool.



English Language Day was organized by GFF Helps Sri Lanka at Akiriyagala Preschool on November 3rd. During this event, the focus was on celebrating and promoting the English language in a fun and interactive way. The day likely included various activities and programs aimed at engaging the preschoolers and fostering an interest in English. The principal of Akiriyagala School, The chairman of Akiriyagala SANASA society graced the occasion as chief guests. Parents and well-wishers also joined with us. The event involved Language games, songs and dramas perhaps even some basic language lessons to make learning English enjoyable for the young participants. Such initiatives help create a positive environment for language acquisition, laying the foundation for future language skills.

English Language Day at Akiriyagala Preschool, facilitated by GFF Helps, likely contributed to creating a supportive and enriching educational experience for the children, emphasizing the importance of language development in their early years. A certificate was awarded to appreciate and acknowledge the participation of the students. This recognition likely served as a way to encourage and commend the efforts of those involved, fostering a sense of achievement and motivation.



The initiative aimed at underprivileged children in Akiriyagala and Paragammana, directed by GFF Sri Lanka, is a transformative educational attempt conducted twice a week, spanning over two days to ensure a consistent and impactful learning experience. The program is exactly structured with a well-rounded curriculum that covers the essential language skills of listening, speaking, reading, and writing. These activities are thoughtfully designed to create a comprehensive language learning environment, offering a balanced and immersive approach to language acquisition.

One of the program’s distinctive features is its strong emphasis on enhancing grammar and vocabulary through a variety of engaging exercises. By incorporating diverse learning methods, the program not only helps students gain proficiency in English but also facilitates a deeper understanding and appreciation for the language. The carefully created activities aim to make the learning process both enjoyable and effective, fostering a positive attitude towards language acquisition.

One of the program’s distinctive features is its strong emphasis on enhancing grammar and vocabulary through a variety of engaging exercises. By incorporating diverse learning methods, the program not only helps students gain proficiency in English but also facilitates a deeper understanding and appreciation for the language. The carefully created activities aim to make the learning process both enjoyable and effective, fostering a positive attitude towards language acquisition. Beyond language skills, the program reflects GFF Sri Lanka’s commitment to the holistic development of these rural children. The thoughtful design of the program goes beyond the conventional methods of language instruction, demonstrating a dedication to empowering young learners for a brighter future. It recognizes the unique needs of underprivileged children and addresses them through a program that not only imparts language proficiency but also encourages a sense of confidence, curiosity, and a love for learning.

GFF Sri Lanka’s dedication to the education of these underprivileged children is evident in the thoughtful design of the program, reflecting a commitment to breaking down barriers to education and providing a pathway for these young learners to overcome challenges and succeed in their academic journey. This initiative stands as a ideal of hope, illustrating how education can be a powerful tool for empowerment and positive transformation in the lives of underprivileged youth.


The weekly Drama Club for the students of Akiriyagala serves as a dynamic platform aimed at cultivating essential communication skills and fostering a sense of confidence in using the English language. Held once a week, this initiative is a dedicated effort to create an engaging and interactive space where students can freely express themselves through the medium of drama. The primary objective of the Drama Club is to provide students with a creative outlet that not only makes learning English enjoyable but also encourages them to overcome inhibitions and express themselves with confidence.

During the sessions, students actively participate in practicing simple dramas, demonstrating an enthusiastic approach to the creative process. These drama exercises serve as a practical and immersive way for students to apply and reinforce their language skills in real-life scenarios. Through the portrayal of characters, dialogues, and storylines, students not only enhance their linguistic abilities but also develop a deeper understanding of the distinctions of the English language in a appropriate setting.

Furthermore, the Drama Club contributes significantly to building the students’ confidence in using English fluently. By engaging in dramatic performances, students learn to articulate their thoughts, ideas, and emotions effectively, breaking down communication barriers and gaining a sense of accomplishment. This holistic approach to language learning not only enhances their language proficiency but also instills valuable life skills that extend beyond the boundaries of the classroom. The Drama Club stands as a evidence to the commitment to providing a well-rounded and engaging educational experience for the students of Akiriyagala, empowering them to navigate the world with confidence and proficiency in the English language.


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The Mid-Year vacation is over, and we’re back with our Remedial Classes in schools. In this new school year, we started the first session with two schools: Sigcay Elementary School and Lapnag Primary School. The students recognized us in schools, and they greeted us just like they greeted their teachers. The first session was fruitful, as well as the second session. We have a new school partner, Polo Elementary School, and we will start the remedial lessons in the fourth week of September. We are so happy with the support of the teachers. We are also happy to see the gradual improvements in students. We spent last school year with a different set of students, and we are looking forward to more memories with this new set of students from our partner schools.

Working together to support and strengthen students’ learning.

The schools reopened again for the new school year on the last week of August. We started the month of September by visiting schools where we conducted our remedial classes and sports project. We visited first the Sigcay Elementary School and Lapnag Primary School. We brought our Letter of intent with the schedule and time. We talked with the teachers if our schedule fits their schedule and they said ‘yes’. They signed the letters and we officially started our remedial lessons and sports project on the second week of September. The teachers were grateful that we continued the project in their schools. We posted our school visitation pictures on our Facebook page and the head teacher of Polo Elementary School commented that they would like to have the same projects in their school. We arranged a visitation schedule and went to the school on September 12th. The Head Teacher, Ma’am Emma Intano, accommodated us. She also served us some refreshments. We went to the classrooms and she introduced us with the teachers. Our schedule was approved by Ma’am Intano and we can start right away depending on our schedule. We are so happy with our new school partner and we are thankful with the kindness of the teachers. The school also is a cozy place.



A refreshing tour was organized for the students of Shrijanshil School on the 25th of September. This unique event brought together not only the students but also their dedicated teachers and project participants. The successful execution of this initiative was the result of numerous meetings and collaborations with the esteemed Principal of Shrijanshil School, along with the diligent coordination of Saom Sir, the GFF Asia Pacific Coordinator.

The program proved to be highly effective in fostering stronger connections between parents and their children. Often, in the hustle and bustle of daily life, parents are engrossed in their responsibilities, both at home and at work. This tour provided them with a precious opportunity to step out of their routine and celebrate quality time with their beloved offspring. The highlight of the event was witnessing the deep emotional bonds between children and their parents. Games were thoughtfully incorporated into the itinerary to encourage parents to express their feelings toward their children. These activities served as a medium through which parents could convey their love, care, and support, strengthening the parent-child relationship. Furthermore, the program featured a short but impactful awareness session on parenting styles for children wellbeing, facilitated by Namrata Bhattrai, which offered valuable tools for parents to enhance their parenting skills, leading to more profound bonds and attachments with their children. This session proved to be enlightening and empowering for all in attendance. In conclusion, the refreshment tour for students of Shrijanshil School was not merely a recreational outing but a meaningful endeavor to bring families closer together. It provided a platform for parents to connect with their children on a deeper level, fostering mutual understanding and love. Through games, shared experiences, and insightful parenting guidance, this event was a significant step toward building stronger, more harmonious family relationships.

Handing over essential materials designed to improve children’s gross and fine motor skills to Shrijanshil School is a significant step towards fostering their holistic development. These materials play a pivotal role in nurturing the physical and cognitive growth of the students, leading to happier, healthier, and more confident children.

Firstly, these resources encourage active engagement, helping students develop better hand-eye coordination and dexterity through activities like puzzles, building blocks, and art supplies. Secondly, they facilitate the refinement of fine motor skills, which are crucial for tasks such as writing, drawing, and buttoning clothing. This, in turn, can boost students’ academic performance and self-esteem.

Moreover, materials that promote gross motor skills like sports equipment and play structures encourage physical fitness and teamwork, contributing to overall physical health and social development. The importance of these materials extends beyond the immediate benefits, as they provide students with opportunities for creative expression and physical activity, promoting a well-rounded and fulfilling educational experience.

Ultimately, witnessing the joy on children’s faces as they engage with these resources underscores the invaluable role, they play in shaping the future generation’s development and happiness.


English for Village

GFF Sri Lanka, in its unwavering commitment to uplifting rural communities, hosts the “English for Village” program on two days every week. This initiative is specially designed to cater to the educational needs of underprivileged children living in rural areas, empowering them with vital English language skills. The program provides them with a comprehensive educational experience encompassing listening, speaking, reading, and writing skills.

Through the “English for Village” program, GFF Sri Lanka aims to bridge educational gaps and empower rural, economically disadvantaged children with a valuable set of language skills. This initiative not only enriches their lives but also opens doors to better educational and career opportunities in the future, ultimately contributing to the holistic development of the community.

Mobile library

The Mobile Library initiative played a vital role in nurturing the development of the students. By offering them access to books, it fostered a culture of reading, prompting the children to explore paragraphs and encounter unfamiliar words. This process of encountering challenging vocabulary led to meaningful discussions, ultimately resulting in the expansion of their language skills. Additionally, the Mobile Library featured engaging storytelling sessions, providing students with an interactive and immersive experience related to expand vocabulary.

Art Session

Every week, GFF Sri Lanka organizes an art session for preschool students of Yusuko Ono. This special session is designed to help these young kids become more creative and improve their motor skills.

The impact of these art sessions is remarkable. The children get to explore their artistic side, using colors and materials to make beautiful creations. Not only does it make learning fun, but it also helps them become more skilled at using their hands and fingers for various tasks. Overall, these art sessions are making a positive difference in the lives of these preschool students, helping them grow and develop in exciting ways.

Drama Club

The Drama Club has begun as a vital component within the English for Village program, organized by GFF Sri Lanka, with the primary objective of strengthening participants’ English language skills.

It is purposefully designed to address the common fear of using English as a second language among the students. Recognizing that confidence plays a vital role in fluent communication, this initiative seeks to empower individuals to articulate themselves effectively.

Every week, GFF Sri Lanka allocates half an hour of valuable learning time to the Drama Club sessions. During these engaging gatherings, participants actively engage in practicing dramatic scenes and singing songs. These activities not only make language learning enjoyable but also serve as a powerful tool for building language skills.

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The Phillippines Team managed to create amd conduct a health seminar related to Hepatitis and Diabetes Awareness in a Indigeneous Tribe here in Aklan, Philippines. It is in partnership with the Rural Health Unit of Numancia Town and it was approved by the Municipal Health Doctor, and the Resource Speakers for Diabetes Awareness are Mrs. Melanie Aguirre, a Registered Midwife and for Hepatitis Awareness, Mrs. Femy Tejada, Registered Nurse. It was also approved by the Town Mayor and Village Chieftain, Mrs. Alicia Javellana. According to her, the seminar was very timely as her members are almost senior and needs to be educated about it. They now also know to maintain healthy and clean lifestyle. She is very thankful to this initiative by the GFF HELPS and the Numancia Health Workers.



On the 28th of September, an orientation session for women’s literacy classes was conducted with the aim of empowering their learning process, literacy equips women with knowledge and skills, enabling them to make informed decisions, pursue employment, and engage in their communities. Additionally, adult literacy fosters gender equality by enabling women to assert their rights, participate in social and political activities, and contribute to the advancement of gender equality and overall societal progress. In essence, adult literacy classes for women serve as a catalyst for positive change, promoting empowerment, equality, and sustainable development. During this session, several important matters were discussed, including the starting date of the class, the class timings, and the participants’ field of interest for learning.

The orientation program spanned a duration of 2 hours, during which participants actively engaged in the discussions. After thorough deliberation, it was mutually decided that the literacy program would officially commence on October 2nd. The classes will be conducted for 2 hours each session, twice a week. The primary focus will be on teaching English, mathematics, and Nepali.

This commitment to prioritize English, mathematics, and Nepali instruction reflects our dedication to providing women with valuable skills that will empower them in various aspects of life.


LPG Gas Safety Awareness Workshop

On 21st of September GFF Helps India conducted a LPG Gas Fire Safety Awareness Workshop at Deorali, Lower Bong village.

For this workshop we collaborated with David Gas, Kalimpong who brought in the resource person for this workshop. This awareness program for safety around LPG Gas was especially requested by the residents of this village.

The resource person explained in detail all the safety measures that is to be taken while using the stove and LPG Gas cylinders, giving examples of casualty cases that have taken place. He also showed the new type of LPG cylinder available in the market that are extremely safe and do not burst. The villagers were unaware of this and got knowledge about this new cylinder. At last, a question answer session where the all the queries of the villagers were answered and resolved.

District level NBCRN Consultation meeting with the CACL Forum

CACL (Campaign Against Child Labor) is a national level civil society forum. They had organised a consultation meeting with NBCRN (North Bengal Child Rights Network) on the 15th of September at Siliguri. Since we are a part of the core committee member of NBCRN, GFF Helps India Local Representative Ms. Surabhi Subba and Pudung area coordinator Mr. Suk Tshering Lepcha travelled all the way to Siliguri and attended the meeting. Many NGO’s and organizations from North Bengal working of child rights attended the program, where we got to learn a lot about the current situation and nature of child labour in these various districts. It was a great opportunity for us to share our works and learn from each other. NBCRN as a whole also decided to collaborate with CACL Forum in programs against child labour in North Bengal.


Health Awareness Program on non-communicable diseases

On the 24th Sunday, a significant event took place at the Bulluruppa Community Hall, organized by GFF Sri Lanka. This event served as an educational awareness program aimed at educating the local community about non-communicable diseases. The primary objective was to equip the public with knowledge about these prevalent health issues, given the alarming rise in non-communicable diseases attributed to unhealthy lifestyles and dietary habits.

In current society, a considerable number of individuals over the age of forty find themselves handling with non-communicable diseases such as diabetes, heart attacks, cancers, and kidney diseases. To address this concerning trend, Dr. Rajapaksha, the esteemed Medical Officer of Kegalle Hospital, graced the occasion with his presence.

Through this insightful session, the rural community received vital information that can empower them to take charge of their health and make informed choices. The attendees were highly engaged and displayed gripped attention as they absorbed the wealth of information presented. They expressed their gratitude to GFF for organizing this invaluable program, recognizing the immense significance it held in enhancing their understanding of non-communicable diseases and their preventive measures. The heartfelt thanks from the participants emphasized the program’s success in providing them with the knowledge and tools needed to prioritize their health and well-being.

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The sport’s project Scrabble and Chess this month embraced the knowledge and skills to the hearts of the students. As we guided and played with them, they were enjoying and learning at the same time. We’re fond and comfortable with each other’s presence that’s why they’re treating us with humble respect and admiration. We can see the progress happening to them not only with the socialization they had created upon playing with each other but also the cooperation, teamwork, and dedication to fulfill their part in the game. We, as their mentors or their teacher believes that these young students will gain more learnings and experiences that will play a great role in shaping their nature, helping them nurture their talents and skills, and fulfilling their eagerness, perseverance and opportunities to learn.



On the 25th of August, the Chess project was introduced with the objectives to help and motivate the students to think critically, build confidence to influence students to believe in themselves, and develop confidence in their strengths. Also, they could work on their weakness. Chess is a mentally demanding game that needs intense concentration. In addition, since every choice made affects how the game will go, it is also a game of life. So, it was commencement by a national-level chess player Shurshut Dahal. A total of Seventy-six students from classes 7,8 and 9 participated in the first session along with school coordinator Mr. Bikash and principal Indra Bahadur Rai. Mr. Dahal started the program with motivational videos along with the technique of chess. Almost all students show their interest in the game and play with enthusiasm.

The second session was conducted on the 15th of September which was on Friday from 1 P.M. to 4 P.M. every four consecutive Fridays. Chess to students offers numerous advantages. This intellectually stimulating game enhances critical thinking, problem-solving, and strategic planning, contributing to cognitive development. As per the students, it has improved concentration and decision-making skills and also taught them to be patient and perseverance in the face of challenges. It enhances memory, encourages strategic thinking, and provides stress relief. Moreover, chess promotes sportsmanship, social interaction, and time management skills.


Introducing Scrabble to over 50 enthusiastic students, alongside their English teachers, has proven to be a valuable addition to their educational journey. This classic word game offers a multitude of benefits that extend beyond the confines of the classroom. Firstly, it acts as a potent tool for enhancing vocabulary, as students are motivated to explore and employ a diverse range of words. Moreover, Scrabble contributes significantly to improved spelling skills, reinforcing the importance of accurate and effective communication.

Furthermore, the game’s strategic nature fosters critical thinking skills as students meticulously plan their moves, make decisions, and adapt to changing circumstances on the board. Scrabble also serves as a platform for nurturing creativity, challenging participants to form meaningful words from a limited set of letters, thus igniting their imaginations. In addition to enhancing cognitive abilities, Scrabble aids in memory development, as players must commit words to memory and recall them during the game.

Through active participation, students have become more confident in using the English language, resulting in improved fluency and articulation. Beyond these academic benefits, Scrabble promotes social interaction, allowing students to bond with peers and teachers over a shared interest while instilling valuable life skills such as sportsmanship, resilience, and the appreciation of effort. Ultimately, Scrabble transforms education into an enjoyable and memorable experience, preparing students for academic success and the challenges they will encounter in the real world, equipped with a rich vocabulary, strategic thinking abilities, and effective communication skills.


Taekwondo Foundation Day & Teachers Day Celebration at Chibbo SOGG Learning Center

Chibbo SOGG Learning Centre celebrated their teacher’s day along with celebrating their 5th Foundation day of the Taekwondo club on 16th of September. SOGG (Sir Owen G Glenn) Learning and Centres are our partner Glenn Project in India. The Chibbo taekwondo club has partnered with Chibbo SOGG Centre, where the children from the village are able take lessons and pursue Taekwondo. The presence of the Taekwondo club in the village had made a very positive impact in the village as children have learned to live a disciplined life by incorporating the values of this sport. GFF Helps India extended their support in the Chibbo Taekwondo Club Foundation Day and has been supporting them since its inception. The event started from 10 a.m. and the students where they performed dances and songs for the teachers and managing committee members. The teachers also gave motivational and encouraging speeches to the students.

Debanjan Girls Academy Share Football Cup

Debanjan Girls Academy is a residential place for girls from underprivileged background and nurture them in the field of football. GFF Helps has been actively partnering with Debanjan Girls Academy for the past two years through our various projects of Mobile Library, Newspaper Project and awareness programs on health & hygiene. Debanjan Girls football academy, share football club and Darjeeling Football association had organised an all-girls free football league for girls from marginalised communities. The finals of football tournament were held at Carmichael ground on the 20th of September. In the DSGA Football Champions Cup, several girl groups from Darjeeling, Pokhrabung, Gorubathan had come to compete in the football match where they got the opportunity to compete in a bigger platform and gain more exposure. Therefore, our help and presence in the event was very essential. GFF Helps supported them organize this program and attended it too. It was a wonderful experience watching young girls pave their way into the field of sports.

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First Aid Training workshop

The First Aid Training Workshop was conducted on 5th August Saturday from 8.30am to 4.30pm by Mr. Wimalasena, Officer of First Aid Society, Kegalle at SANASA Campus Kegalle. The community members of Akiriyagala, Students of Vocational Training Institution, Kegalle and SANASA Campus participated in.

The training consisted of; Introduction to First aid and Incident Management, Disorders of respiratory system, Unconsciousness and CPR, Wounds and bleeding Management, Bone and musculoskeletal injuries, Medical Emergencies and Lifting and transporting of causality management. During the Introduction to first Aid and Incident Management training, participants were aware of the First aid and how the immediate and initial assistance provided to a person who has been injured or suddenly taken ill. It is a crucial skill that can make a significant difference in preserving life, preventing further harm, and promoting recovery until professional medical help arrives. First aid training equipped individuals with the knowledge and skills needed to respond effectively in emergency situations.

Next the training was done by explaining the importance of CPR and how it can help maintain blood flow to vital organs when the heart stops beating emphasizing that CPR buys time until professional medical help arrives. The participants were also taught how to recognize the signs of cardiac arrest, including unresponsiveness, absence of normal breathing, and lack of pulse. The participants practiced performing chest compressions. Compressions involve using the heel of the hand to push down hard and fast in the center of the chest, between the nipples.

It’s great that the participants learned about how to provide assistance to a person who has been rescued from drowning. The trainer demonstrated and participants practiced the method. The trainer used visuals and demonstrations to show participants the correct technique for the Heimlich maneuver and allowed them to practice on models or training aids. In addition to practicing on models, participants also engaged in scenario-based training. This involved simulating choking situations using role-playing or scenarios to help participants practice the Heimlich maneuver in a more realistic context. Proper wound care, immobilization of fractures, and how to mobilize a fractured person was demonstrated involving the participants.

The participants actively participated in the workshop, and demonstrated in groups what they learned. The participants thoroughly equipped the knowledge provided by the workshop because they participated in demonstrating the training activities.

English for Village & Mobile Library

Every week English for village program is conducted in two days, on Tuesday and Thursday. During these days listening, speaking, reading and writing activities were conducted. Students were encouraged to talk about giving different information. This interactive approach encouraged active participation, enhancing their English speaking skills and strengthening their confidence in using the language.

Small children were asked to make words using given set of letters. Through this activities they learned the formation of words.

A Drama was also introduced during the program. Students were divided into groups and pairs to read the drama script, which featured the humorous adventures of Andare. Each group was assigned specific characters to read. After reading the script, participants gathered in smaller groups to practice their assigned roles. They focused on improving their reading and speaking skills. The mobile library initiative played a key role in expanding the students’ language growth. By providing them with books, they were encouraged to read a paragraph and meet unfamiliar words. These challenging words were then discussed, leading to an expansion of their vocabulary. Storytelling sessions were also conducted with relation to the Mobile Library.

Art Session

The Art Session at Yusuko Ono preschool is conducted on every Tuesday for one hour. Session began with a communicating introduction to different themes related to the lessons on preschool.. They were encouraged to share their knowledge and experiences related to what they learned at class and reinforcing them through coloring.

The impact of the session was evident through the active participation and enthusiasm displayed by the students. Moreover, the color mixing activity provided a multidimensional learning experience, development creativity and thinking skills.

The storytelling sessions also conducted with relation to the Art sessions. Following the storytelling, the participants were provided with coloring sheets featuring an outline of a lion. They were encouraged to use a combination of colors to bring the lion to life and let their creativity shine. The coloring activity aimed to develop their artistic skills, color recognition, and attention to detail.

The participants displayed high levels of engagement throughout the activities. They actively listened to the story, eagerly asked questions, and expressed their thoughts.

Reading Club

Reading Club is conducted every Saturdays and Sundays as a voluntary service to enhance students’ reading skills. During the session, students were instructed to read at least one chapter from a given book and extract answers to specific questions provided. Once the reading task was completed, the students engaged in a collaborative discussion, sharing their answers and addressing any challenging vocabulary encountered

Following the question and answer exchange, the students were asked to provide a summary of the material they had read. This exercise encouraged them to not only comprehend the content but also extract it into a brief and clear form.

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Shape the Future

Many of the undergraduates of SANASA Campus come from rural communities, it is important to ensure their successful future. These driven individuals secure their education through government loans, but upon entering the job market, they often encounter significant challenges in finding employment. To address this issue, it becomes crucial to equip these students with the essential tools and skills necessary for a successful career. By providing comprehensive support and resources, we can bridge the gap between education and employment, enabling them to thrive in the competitive job market. To fulfill this gap GFF implemented the Shape the Future Program in Collaboration with Global Shapers Community Kandy Hub and SANASA Campus.

By implementing these comprehensive measures, we can equip the undergraduates of SANASA Campus with the necessary tools and confidence to overcome job market challenges and secure a prosperous future. Empowered with relevant skills, practical experience, and a strong support system, these graduates will not only enrich their own lives but also contribute significantly to the development of their rural communities and the nation as a whole.

The aim of this project is to empower the undergraduates of SANASA Campus, with the essential tools, skills, and support they need to successfully transition from education to the job market.

The goal is to bridge the gap between education and employment for these students, contributing to their personal growth, the development of their communities, and the overall socioeconomic progress of the region.


Discovering yourself -Miss Shamilka Karunanayaka

Mental Wellbeing/ Mental health session – Miss Nalanga Hettiarachchi

Confidence building and Language proficiency – Toast Masters

Digital Literacy – Mr. Kasun Sankalpa

Financial Literacy – Mr. Kavindu Kahanda

Responsible Global Citizenship – Miss Niroshini Nugawela

World and Local affairs – Mr. Devminda Abeinayaka

Career Guidance – Miss. Desika Hirukaduwa

Interviews/Networking/Etiquette – Mr. Navodya Samamarasekara

Leadership and Team Building – Mr. Ruwantha Katugaha

First day- 15th June 2023

Two programs were conducted, focusing on Logo Designing and self-confidence vs. Charisma. The logo design activity aimed to highlight the importance of self-confidence and charisma in personal and professional development. Students collaborated to create unique logos, expressing their individual qualities. The subsequent activity on self-confidence involved a speech followed by one-minute speeches by randomly selected students, boosting their self-confidence. Both activities were enthusiastically received, fostering creativity and meaningful connections among the students. Overall, the programs successfully promoted self-confidence, creative thinking, and the showcasing of unique qualities. Active participation and enjoyment were evident throughout the projects.

Second Day- 22nd June 2023

This week’s lessons covered three essential topics: the debt crisis and its effects, the rights and duties of citizens, and financial wellbeing. The students actively engaged in discussions, problem-solving activities, and group presentations, enhancing their knowledge and skills.

These lessons have equipped them for creative thinking with valuable insights for a successful future. These lessons provided valuable knowledge, empowering them to become knowledgeable and responsible citizens.

Third Day -1st July 2023

Students gained essential knowledge and skills for their future careers through three main lessons: stress management, critical thinking in the digital age, and effective LinkedIn and CV building. The stress management lesson delved into crucial topics such as Depression, Anxiety, and Chronic Stress, aiming to raise awareness among students. They prompted students to consider whether they would be able to revive their hobbies and discussed the potential benefits. Emphasizing the importance of managing stress, students were encouraged to engage in activities such as traveling, trying new foods, and listening to music, all of which have been shown to alleviate stress. The session concluded with an interactive discussion, where students collaboratively devised creative solutions to help one another overcome stress.

The final session focused on equipping students with the necessary tools for professional networking. Students were guided on creating LinkedIn profiles and utilizing them effectively to connect with companies and professionals in their chosen fields. The facilitators emphasized the importance of presenting oneself professionally and showcased strategies to promote individual strengths and achievements. Students also received valuable insights into crafting impressive CVs and cover letters,

Fourth Day-8th July 2023

The first session also aimed to enhance personal effectiveness through various skills. Students were encouraged to develop self-organization skills to effectively manage their time, tasks, and priorities. Commitment and dedication were highlighted as essential traits for achieving success in any chosen pursuit. Relationship building skills were discussed to emphasize the importance of fostering connections with others, as these connections can often lead to unforeseen opportunities. Additionally, the significance of effective communication skills was emphasized to enhance one’s ability to convey ideas, collaborate with others, and build mutually beneficial relationships.

The second session explored into the crucial do’s and don’ts of creating a personal brand through effective communication and presentation. Participants were educated on the significance of cultivating an authentic personal brand that reflects their values, strengths, and unique qualities. The session emphasized the importance of consistent and clear communication to establish a strong and memorable brand identity.

Furthermore, the session stressed the value of building and sustaining connections that contribute to personal growth. Students were encouraged to network actively and establish meaningful relationships with individuals who can support and guide them on their chosen path. Leadership qualities were also discussed.

Fifth day- 15th July 2023 -The end of the Program

In the morning, the students eagerly participated in two impactful sessions that simulated real-world scenarios. The first session focused on presentations, where students collaborated in groups to develop innovative new brands. The students showcased their ideas, marketing strategies, and unique selling plans each group presented their brand to the audience, who provided constructive feedback to enhance their skills further.

The morning sessions involved practical activities, including brand presentations and mock interviews, where students gained valuable skills in teamwork, communication, and problem-solving. They presented a brand and they faced an interview. The Shape of the Future program was a transformative experience for the participating students. They expressed their gratitude for the opportunity to develop critical skills and build their confidence in a supportive environment.

The second session involved mock interviews, designed to prepare students for the challenges they may encounter in actual job interviews. With a sense of excitement and nervous anticipation, the students faced a panel of interviewers who assessed their readiness, communication skills, and ability to handle pressure. The mock interviews provided a realistic simulation of the interview process, allowing students to experience the dynamics firsthand. The interviewers posed challenging questions, evaluated the students’ responses, and provided valuable feedback to help them refine their interview techniques. Through this exercise, the students gained a deeper understanding of the expectations and demands of professional interviews.

The evening commenced with a warm welcome from the program organizers, expressing their gratitude to the guests and GFF representatives for their support throughout the program. There was a warm speech from Mr. Tharaka Munidasa (GFF International Advisor) virtually. From SANASA Campus Mrs. Oshadi Dodangoda also made a valuable speech. The work done by the Shape the Future Team for students’ personal growth and the importance of nurturing the talents and potential of the youth was emphasized.

Feedback from the students

All students participated in at least one session, and any instances of missing sessions were due to unforeseen circumstances or isolated incidents. Importantly, there were no complaints about the scheduled time slots, indicating that they were suitable for everyone’s availability.

The students thoroughly enjoyed the sessions because they were interactive and conducted in a non-traditional classroom format, which made the learning experience engaging and enjoyable. However, a few students expressed that they occasionally faced challenges in understanding and absorbing information when presented in English compared to their native language, Sinhala. They expressed a desire to learn strategies for overcoming this language barrier in future modules. This feedback suggests that when conducting sessions in the future, it might be beneficial to incorporate language support or provide additional resources to aid comprehension for those who primarily speak Sinhala.

It’s noteworthy that Tamil-speaking students actively participated in the program and did not encounter any issues with language comprehension.

Another factor contributing to occasional absences on Saturdays was the majority of students living outside of Kegalle, who returned home during weekends. Only a few students stayed in their boarding places during this time. Taking this into consideration, future planning could be adjusted to accommodate the weekend commitments of these students.

The program received a positive feedback from all participants, with only a few challenges mentioned that can be addressed for an even more effective and inclusive learning experience in future sessions.

The program received positive feedback from all the students. Eight of them praised the structure of the program, considering it to be good, while two found it to be average. Additionally, six students felt that the modules covered were appropriate, and four students thought they were very appropriate. Moreover, seven students acknowledged the usefulness of the skills trained through the program, while three found them to be very useful. It is noteworthy that none of the students had any negative responses regarding the program. Overall, the feedback indicates that the program was well-received and beneficial to the students’ learning experience.

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Curriculum Vitae for Higher secondary level students

Curriculum Vitae for Higher secondary level students

The curriculum covered various essential aspects, including the concept of a CV, resume, authentic job portals, and cover letters. Participants gained a comprehensive understanding of the significance of these documents in employment, their specific requirements, and the common errors to avoid.

GFF Helps Nepal want to thank Shree Janakalyan Higher Secondary School and Mr. KB Adhikari for their exceptional cooperation and flexibility in hosting this event. Their support has been instrumental in ensuring its success Furthermore, we extend our heartfelt thanks to the facilitators, Mr. Anish Regmi and Mr. Sujan Ramdam, for their tireless efforts and enlightening presentations. Their expertise and insightful guidance have empowered the students with valuable knowledge and skills to create impactful CVs.

By equipping students with the ability to create compelling curriculum vitae, we are confident that they will be well-prepared to navigate the competitive job market and present themselves effectively. We look forward to witnessing their future success and accomplishments.

“Enabling Spaces: Empowering Differently-Abled Children”

On July 10th, we visited Shrijanshil School to help autistic children understand their environment through art. We used uncolored drawings of fruits, vegetables, trees, and more. After showing them a picture, like a mango, we asked questions and then let them color the picture based on their preferences. Some children finished coloring in 10 minutes, while others took 45 minutes. Each child expressed their own interests and preferences through their coloring choices.

After our project, we engaged in additional activities with the children. One of the activities involved teaching them the Nepali alphabet, called “Barnamala.” We used puzzle cards to make the learning process fun and interactive. For example, we showed them a picture of an umbrella and taught them how to spell the word “umbrella” in Nepali, which is called “chata.” We pointed to the letters “cha” and “ta” in the puzzle card, and they followed along. Overall, the project aimed to provide an opportunity for autistic children to engage with their environment through art and to express themselves creatively.

Visit ward 12 of Budhanilkhantha Municipality

On the 20th of July, GFF Helps Nepal Team had the privilege of visiting Ward 12 municipality to address pressing social issues affecting the residents within their homes and the broader community. Our initial discussion was with Miss Kamala, the esteemed counselor of Ward 12, who provided valuable insights into the challenges the community members face. Following our fruitful conversation with Miss Kamala, we were introduced to the remarkable Ward Chief, Shambhu Bhattarai. He passionately shared with us information about 35 female groups that are actively working within the ward. These dedicated groups form a powerful network that we can collaborate with to create a significant impact.

Through this collaborative effort, we have identified key areas of focus, including Gender-based Violence, Domestic Violence, and other related issues. These sensitive topics demand urgent attention and require a multifaceted approach to bring about lasting change and empower the affected individuals.

Additionally, we aim to raise awareness about these problems throughout the community, promoting education and empathy to combat misconceptions and harmful behaviors. By working hand-in-hand with the female groups within Ward 12, we are confident that we can implement effective programs, support systems, and resources tailored to meet the specific needs of the individuals affected. Through counseling, workshops, and community outreach initiatives, we strive to empower survivors, promote gender equality, and encourage respectful relationships. Our collective efforts will not only address immediate crises but also lay the groundwork for a sustainable and inclusive future. By nurturing empathy, understanding, and cooperation within the community, we hope to create a ripple effect of positive change.

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“Dynamic and engaging learning experiences that promote skill development, problem-solving abilities, and personal growth.”

The GFF HELPS Philippines Team has been conducting activities in schools most of the time, and we seldom visit the group of kids in different villages. We made sure that this month, we can visit them at least once. We chose the dates of the holidays because we are sure that the kids are in their houses. The team was divided into two: LP in Laserna Village and Stef and Intern Erica in Ugsod Village. These two villages were located in different towns and were far away from each other. LP conducted activities about waste segregation because most of the kids were in primary school. Stef and Erica distributed worksheets in English subjects because most of the kids were in Elementary School. Every time we visit them, we can see in their eyes how much they miss us. They are always looking forward to the day that we can visit them.

Teaching geography is essential because it equips individuals with the knowledge and skills to understand the world, appreciate its diversity, make informed decisions, and contribute to a more sustainable and interconnected global community. The workshop in geography focuses not just on its meaning but also on exploring, locating, and naming places on the map of the Philippines. They participated in guessing the names of tourist attractions in the country, shared their thoughts about it, and where they wanted to visit in the future. Maps are given to each of the participants. They learned about the different regions of the Philippines and memorized some of them for a short period of time. They answered the given activity where they have to write the names of the different provinces located in each region. They had fun locating places on the map.


Teaching poem writing is important because it nurtures creativity, improves language skills, fosters emotional intelligence, encourages critical thinking, and allows students to connect with others through meaningful expression. It enriches their personal and academic lives, providing lifelong tools for effective communication and self-discovery. Participants learned what poem writing is all about, the things to consider in writing, and the essence of creating their piece. Most of them said that they have written poems in school without knowing the rules or the guidelines for writing. We let them read and understand some examples of poems, and they wrote their pieces after. Each of them has their themes to which they wanted to dedicate their poems. Most of them expressed gratitude towards their beloved parents, their family, favorite teacher, and friends. Some of them dedicated their piece to their crush, special someone, or their inspiration. No matter what’s their theme in writing poems it’s limitless just like their various thoughts about poetry.


This Science Experiment in Muguing Village presents volcanoes through the making of volcano models. This was taught because of the ongoing eruption of one of the active volcanoes in the Philippines, the Mayo Volcano. Together with the 20 children, we had successfully reached the goal of this day which was to learn about volcanoes by making a volcano model.The children will also be fascinated with the eruption aspect of volcanoes wherein, they will be able to observe how the eruption changes the original form of their volcano model.

Why is it important for children to learn this? It is important for children to learn through this activity because most of them have not seen a volcano first hand. Many children may be unfamiliar with what volcanoes are.

What will they take away from this? They will take away the learnings from these experiments as some of them will be learning the experiments in their later years at school. They will get familiar on why and how the volcanoes erupt.

“This is my first time joining in a workshop and I am so proud
that I was able to make a miniature volcano and learn how it erupts, and how it affects the people surrounding it.”

Zion Cristoff Apolinario, a Grade 2 pupil


Teaching elements of a story to students is crucial for several reasons as it lays the foundation for their understanding and appreciation of literature and communication. It is easy to forget these elements and one may lose appreciation of stories if this happens. We included the Elements of a Story in the Mid-Year Workshop for Teenagers. We first conducted this activity in Muguing Village. The 14 teenagers learned about the three main Elements of a Story, identified the elements in a story, and make their own story with the three elements. They already learned this topic in high school, so they have prior knowledge. They made good stories and read them aloud. We also conducted this activity in GFF HELPS Philippines Office for selected ten teenagers from the town of Banga and Kalibo. Most of them already know the elements and easily identified them in the given stories. The parents of the teenagers send messages to thank us for the learnings.


The Philippine Teams achieved the goal of this workshop which was to make the teenagers aware of the language used by our special friends like the deaf-mute individuals. Learning sign language is a bit hard but it could be a great way for the participants to build up connection with the deaf kids/adults whenever they found one.

Lady Peace taught more than 100 basic words in American Sign Language, including self introduction, family, emotions, greetings, and many more. This would help the children expand their social life as they learn how to communicate with the deaf.

Meanwhile, Miss Pia, an invited newswriter, shared her knowledge on newswriting and newspaper labeling to teenagers. They were inspired to become a news writers in the future.


Every Thursday, we have our free coaching to participants for them to pass the national exam and get a stable job in the government in the future. What we always do is to study every area of the exam, divide it between Stef and I and sometimes hire a Guest Coach especially connected to a particular area, like Miss Pia, she is a Biology Graduate and she explains well the Environmental Protection and Issues in the Philippines that is one of the parts of the examination.

Helping our fellow Aklanons to become eligible to work in the Philippine government offices.


“Enhancing the opportunity of access to library resources.”
“Engaging students in authentic reading experiences”


In order for a middle-schooler to be accepted in the university, they have to pass the interview with random questions. The Team conducted an orientation via ZOOM, with 5 students one-on-one, and we throw them a lot of questions that is commonly asked during a school entrance interview. We taught them the proper behavior, proper arranging of thoughts, and techniques in answering interview questions. The 5 participants have passed and the university interview. They surpassed the other 68 aspiring students.


Students in Lapnag Primary School show great progress in playing Scrabble. Every Tuesday, during school days, we regularly visit the school and conduct sports project. We alternately play Chess and Scrabble every week. In the early weeks of the project, students can only make short and basic words. They still don’t know how to make use of bonus tiles and how to get high scores. Now, they can already make longer words, make use of bonus tiles, and think of how to make their scores higher. They always get excited to get bonus points and double their scores.

We also introduced Chess in Sigcay Elementary School before the school closed for vacation. They learned about the Chess pieces and the different moves. In Lapnag Primary School, they always play in groups with four to five members. They help each other to make different moves. Some of them still forget the movement of each piece, but we are always there to assist them. These children are becoming quick-witted not only in playing chess but for having tactics on how to move the chess pieces rightly for their advantage and to win the game.

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