Education for Sharing

Before and after the pandemic, inequality has been a constant factor in access to the educational systeam in Latin America and the Caribean (LAC). In 2019, 13.9 million adolescentes between the ages of 15 and 24 were not enrolled in school or working. 

There is a clear lack of preparation for students transitioning into adulthood. Inequality was only heightened by the Covid-19 pandemic in the LAC region. On average, more than half the year was lost due to school closures in the region. 

Learning interruptions lead to not only more drop outs but lower levels of skill acquisition. This directly impacts an individual’s personal development in the community and future earnings potential. The pandemic magnified the low levels of access to education, lack of resources, and loss of human capital. 

It is clear the current traditional system not only needs additional resources to address inequalities but to focus on the needs students need to successfully continue their education or enter the workforce. To overcome this challenge, it is necessary that students, educators, parents and guardians and external community members have the tools to protect equal access to education. 

There are 6 recognized SES including: self-awareness, self-management, social awareness, responsible decision making, resilience and relationship skills. When students do not have the ability to regulate their emotions at school it begins to affect their academic performance negatively. Students who practice and develop these SES have a higher academic performance and have a higher rate of graduating from a university, and getting a good paying job. Studies have shown that social competencies in a team improves teaching and leadership in strong relationships, creating safe and healthy work environments. 

Beyond economic benefits, “...it has been observed that socioemotional learning leads to a better exercise of citizenship, as well as functioning as a protective factor against violence (Swartz, 1999; OECD, 2016). By focusing on personal development within the community, those who actively practice SES are becoming more active citizens as their actions are connected to those around them.

These tools empower not only the student, but all stakeholders in the educational environment to achieve the best results for the community. The traditional education system has stayed stagnant for too long and Education for Sharing (E4S) strives to redefine the educational space to prepare students as agents of change. E4S’s end goal is to create active global citizens responding to local and global problems. 

E4S provides students, educators, families and communities with the tools to grow personally and professionally by taking civic action to change their community and the world. There are three crucial components to the E4S methodology:

1. Learning through the power of play

2. Development of Social Emotional Skills (SES)

3. Forming key competencies for success using the framework of the United Nation’s Sustainable Development Goals (SDGs)

Given the post-pandemic context, there is a whole generation of students in need of the above-mentioned tools to build their futures with their community and global challenges in mind. 

E4S understands that all people learn differently and that is why the play-reflect-act methodology engages students in nontraditional methods to make the most impact. Students are given the responsibility to take an active role in their education and apply what they learn in real time. These problems are framed by the SDGs so that students see how every individual can impact the world around them. 

For example, while all our programs derive in a unique form based on meeting the needs of our communities and partners, Heroines and Heroes for the environment was inspired by an E4S student. Initiatives for Sharing, a program that empowers students to practice project management skills by designing a project to improve their community, inspired a student to come up with SuperTrash. SuperTrash is a superhero that helps students correctly sort out trash and recyclables. E4S developed this idea into an entire program based on empowering students to protect the environment through individual and collective action. Learning through play, generates a safe environment where children can share reflections, concerns, doubts and postures, in a non-coercive and freer way. 

Cooperative games become a disruptive solution to diverse problems, encouraging critical thinking and meaningful learning; turning the classroom into a space for actions. The E4S model works on the development of the citizen that is able to respond to challenges with all the confidence generated during the play process.  

E4S integrates essential competencies for the success of the individual through the framework of the SDGs, including:

1. Systemic thinking: Analysis and understanding of how systems interact and adapt to uncertainty with social, political, economic and environmental consequences (SDGs 8,13,16).

2. Ability to anticipate: Practice of anticipating how future risks and changes apply to an individual’s vision for structural change in the local and international system (SDGs 11,12). 

3. Normative thinking: Each person develops an ethical citizenship to mediate their conduct in favor of society and their planet, and thereby contribute to the eradication of harmful or unsustainable living habits (SDGs 12, 16).

4. Strategy: Development of skills and tools to implement collective action for sustainability at the local level. This emphasizes teamwork to build lasting institutions and vehicles for permanent change (SDG 16,17).

5. Collaboration: Teaching empathetic multilateral decision making where leadership is collaborative and active for conflict resolution (SDG 10,16). 

6. Critical thinking: Allows for open communication to ensure norms, ideas and practices are inclusive with respect to community members and the environment (SDG 5,10,11).

7. Self-awareness: Based on personal strengths and weaknesses individuals can assess what SDG they are more apt to address in their community. 

8. Problem resolution: Practice of understanding local problems from diverse perspectives and decision-making to enact change in one’s community (SDG 8,9,11).

E4S’s unique ability to provide these tools to students, parents, educators and community members is essential to its holistic approach. The community can pick and choose what works for them to ensure the integration into their core curriculum.

All of E4S’s beneficiaries experience challenges and vulnerabilities. While everyone faces the challenges present in the SDGs, E4S acknowledges that they manifest themselves differently across communities. 

That is why E4S provides tools, strategies, skills and frameworks for participants to apply to their daily lives how they see fit. These training empower the individual to see themselves as a determined agent of change capable of resolving personal and community problems through collective action. A key value to see this change is a greater amount of empathy. That is why empathy is a key E4S value and in 2022, through an E4S program, the declared practice of empathy by children increased by 22%.

In every program, competencies for sustainable development and SES are practiced in a safe environment through the play-based sessions. These solutions can differ from community to community but the results are the same–a newly empowered community of agents of change. In these sessions, participants take what they need.

Recently, in a workshop called “A Healthy Life” in Chihuahua, training was offered around the topics of healthy foods, being active, addiction prevention for families and educators. One of the participants had recently lost her husband and she came to see how she could be a better mom for her kids. E4S does not have a program designed for grief yet the session she attended allowed her to reflect on her circumstances and what was in her power to make life better for her and her kids. 

In 2021, E4S ran a program called Club 2030 sponsored by Telefonica foundation to promote the SDGs and sustainable competencies to achieve them. This program was unique because everyone who participated volunteered to be there. One of the students had an intellectual disability and the team was able to integrate her as well as provide the educator with tools to integrate students with intellectual disabilities after the program ended. Not only did this provide skills for the educator but also made the mother so proud to see her daughter participate because she is not always given the chance to be involved.

In both these examples E4S fills the gaps of the community. Each E4S program manifests itself through what the participants take away. E4S has countless indicators to measure values such as respect, responsibility and gender equality. However, the crucial value E4S adds to the lives of participants is the process of self-actualization to problem-solve collaboratively. Sessions can act as reminders to show individuals the power they hold. Beneficiaries range from titles of student, parent, guardian, educator or community member, but each of these individuals is prioritized in order to create systemic change

E4S’s success in adapting its methodology to Mexico and 11 other countries comes from its ability to work with local communities and partners every step before, during and after implementation. There is no strict rule book in the E4S methodology. At its core, the essence of E4S games is a conversation between local partners, beneficiaries and E4S agents.

The community as well as our private and public partners also have the space to share and integrate their views in the program co-construction. Program implementation is based on a partner’s mission and capacity to work in a region. For example, the Starbuck’s Foundation works in increasing financial literacy to prepare students for the workforce. Therefore E4S found a vulnerable high school in Mexico City to carry out Finance for Sharing, a program designed to equip students to navigate personal and professional finances for a sustainable future. When working with AT&T, E4S adapted to their mobile classrooms to provide E4S programs to underserved populations in rural communities. There is no one path to how E4S works with partners and that allows us to reach the most number of beneficiaries with a quality education.

The first interaction between E4S and a potential school partner begins with the Informative Session. During this time E4S representatives meet with the school and present the E4S objectives, methodology, trajectory, and impact, along with other relevant information. Within this first interaction, E4S begins relationship building on the basis of trust with the school directors and educators. 

As E4S is first meeting the school, the organization is also recruiting and training a local facilitator. Facilitators are young college graduates that receive comprehensive training that develops the knowledge and skills necessary to replicate the play-based methodology with teachers. The local facilitator is someone from the school’s community who is familiar with its needs and challenges. This allows the standard E4S methodology to be incredibly adaptable and flexible to political, social, cultural, environmental, and economic needs of the community. 

The facilitator becomes the face of E4S in that community and for the educators, they help train and support during the entire implementation. E4S project leaders check-in for monitoring and follow-ups. These sessions are designed to help ensure programs are running smoothly and address any questions educators are having. These feedback sessions help educators to share how the methodology is interacting with their core curriculum. Real trust takes time and by seeing our methodology in action we gain the support of teachers who initially were skeptical of our solution. 

Additionally, E4S completes an entire qualitative and quantitative evaluation process to see how the program affected the school, strengths and areas of opportunity. Students, educators and family members participate in entry and exit surveys to see what skills and habits they learned and feel confident in reinforcing with their students. These evaluations also outline what worked really well in the community and learning opportunities for future implementations. 

E4S has grown exponentially in the past 16 years. To increase this rate of growth over the next 16 years, E4S needs to reassess what has been working and areas of opportunity to ensure the model continues to adapt to a changing society. For the next 3 years, E4S has a 3 year plan to optimize current operations to reach more beneficiaries while maintaining low-costs. This includes focusing on 3 different crucial areas: operations, evaluation and financial development. 

Operations: As E4S transitions from growth to scale, there is an increased need to increase the efficiency of the operational model. E4S wants to invest in low-cost, eco-friendly technology to carry out internal tasks more efficiently including: legal, fiscal, labor and administrative tasks. Along with maximizing efficiency in daily operations, E4S wants to reinvest in our operational teams through external training to equip the team with the most recent strategies for success. 

Evaluation: In terms of the E4S solution, the second part of the plan would be to reimagine the evaluation process to be a more useful tool for not only educators but for entire communities. By investing in a community-based evaluation system, E4S hopes to provide more valuable data for communities to see strengths and areas of opportunity within their community. 

Development: Lastly, E4S’s development component focuses on improved fundraising and communication approaches. In terms of fundraising, E4S wants to diversify current income by looking to more international partners and increasing the number of individual donors. MIT Solve network would allow E4S to have increased access to international donors based in the U.S. As E4S is continuing to cross borders, the E4S brand must incorporate a more global perspective. That is why E4S is looking for support in how to transform their current image from primarily forming better citizens from childhood in Mexico to globally. These actions work hand in hand to recognize and solidify the current and future international E4S programs. 

With external support and investment, over the next three years  E4S estimates to reach more than 250,000 beneficiaries annually. The personalized support from the  MIT Solve staff and cross-sector social impact community can help E4S during this scaling process to identify the best strategies for strengthening where E4S currently operates while expanding efforts to enter new markets. The MIT Solve team will provide an external perspective key to providing pragmatic feedback. 

E4S is ready for the new stage and understands that for the next 16 years to be successful, there must be collaboration. The organization has learned many lessons and now is the time to apply that to continue to grow.

E4S has four crucial differentiators that make its innovation unique and powerful. The following four factors reimagine who and what is part of the educational process to engage all members of the community into agents of change.

1. The E4S Formula: At the core of every E4S ludic session, 5 components must be present. Civic values, social emotional learning, the SDGs, key competencies for sustainable development are taught through the power of play. That is the key formula that has had success in Mexico and around the world. As E4S adapts to each individual's local context, these components remain intact. Play is what brings these factors together because that is the brain’s favorite way to understand and accept new information. Through play E4S participants learn how to problem-solve collaboratively to address personal and community problems. 

2. Systemic Solution: Along with the formula, the success of E4S is due to the wide range of beneficiaries. Students and educators are the direct beneficiaries but through the family and agent of change sessions, families and community members become indirect beneficiaries. Parents and guardians are seen as crucial members in the educational framework of their children and that is why E4S equips them with the same tools as educators to reinforce school lessons at home. The agents of change usually represent a member of the community that can offer their experience, mentorship and advice to the students. These agents of change are chosen based on the needs of the school and through this process the community member learns from the students aswell. In order to transform the education system, all key players must be involved.

3. E4S team: E4S practices what they preach. From the first interaction with facilitators and the schools to the final operational reports, the E4S teams practice the same values and skills that they share with the community. The Operational team utilizes an immense amount of patience, flexibility and diplomacy when working with the community, ensuring they feel comfortable and confident with all the material. Each individual on the E4S team must have empathy and the conscientiousness to see the world around them and the ambition to change it for the better.3

4. No one left behind: Finally, E4S was created to include those who have been at the periphery for far too long. E4S practices inclusion in every sense of the world. From intellectual and physical disabilities to rural and underresourced communities, these are the typical populations E4S supports on a daily basis. Protecting native languages or creating an in-person and virtual component, E4S adapts to whatever political, cultural, economic and social context to bring the power of play. 

Through these four components the E4S solution democratizes information to everyone in the educational space and expands the definition of an educator. E4S sees everyone as an agent of change no matter where they come from

E4S has grown exponentially, reaching every state in Mexico and 11 other countries. The following initiatives are three key impact goals E4S is investing in the next five to ten years. 

1. Strengthening and expanding E4S chapters: Since the last MIT Solve application E4S submitted, the organization has expanded to 2 more countries. As E4S continues to explore regions in Asia and Africa it is crucial to continue to invest in current chapters throughout Latin America and the U.S. That is why E4S recently invested more resources in this area by creating a Global Director of Operations. This new role allows for the operations team to still maintain their focus on established chapters while investing equal resources in building new chapters across the world. 

2. Investing in communities in new ways: E4S is constantly looking for innovative ways to support educators with new resources. Currently, E4S is working with two separate organizations on two different projects to support early childhood educators in Mexico. 

   1. Growth for Sharing (G4S) with the FEMSA Foundation: E4S learns and adapts from every program implementation. However, these lessons are not always shared between different communities. That is why E4S wanted to fill the gap and launch a virtual community for educators in early childhood across Mexico. This first pilot will be launched with the E4S early childhood program, G4S. In the following years, this resource will be available to other countries and other E4S programs based on the trajectory of the original pilot. This way educators from different communities can interact and share what has worked well for them. 

   2. Acreditation project: The second project E4S is spearheading with the and international corporation and the Ministries of Education across Mexico, is a training for preschool and primary teachers, principales, superintendents, as well as technical and pedagogical advisors. The main focus is the learning through play model to train educators on cooperative and collaborative practices. The pedagogical content answers the questions why, how and under what conditions humans are essential for cooperation and collaboration in relation to education to develop skills for the 21st century. The final training will be provided to educators by the secretaries of education of each state to ensure all teachers have access to these strategies. 

3. Transition E4S from being a regional to a global reference for citizenship: Each E4S program plants a seed in the community for personal and professional development. Additionally, the skills E4S equips participants with foster collaboration and cooperation to address pertinent issues to society. The E4S formula therefore leaves beneficiaries with the opportunity and skills to become better global citizens. In the next 5 years, E4S hopes that civil society, governments and the traditional education system will see E4S as a reference for global citizenship. By increasing the E4S presence internationally, more individuals and institutions will see the long term effects of the E4S innovation. 

The E4S formula includes the SDGs as a reference for how the organization operates externally and internally. As an organization, E4S always looks externally for methods to evaluate our internal team. This past year E4S was awarded the “Great place to work” title for 2022-2023. E4S continues to strive to practive civic values and the SDGs not only in the product but throughout every organizational action. 

Along with the SDGs, the evaluation team is dedicated to measuring and evaluating the performance of every E4S workshop, program or special project. This evaluation process for any project begins with a single objective. It is important to identify what concept is going to be transmitted to the beneficiary through the project.

The evaluation team asks for what population is the project? What age group? These questions help determine what activities will be appropriate to address the objective. No matter the concept that is chosen, the evaluation team looks to incorporate social emotional learning as a problem solving tool to resolve the conflict within the activity. 

The indicators are then derived from a collaboration between the evaluation and operational team resolving the previously mentioned questions. For example, if the objective is for 10 year old students to learn about taking care of water, the underlying themes are science and the environment. The game in which the students learn about this topic could be Telephone, where students start with one phrase about water conservation and through word of mouth end up with another phrase. The social emotional skill practiced is listening to others. Afterwards, the evaluation team would create specific indicators about students comprehension of the topic of water conservation and the environment but also their listening skills to their fellow classmates. 

The process of how the evaluation team creates impact reports is as crucial as the collection of the data. Before implementation begins, students, educators and families are asked through qualitative and quantitative questionnaires about their beliefs, habits and skills. This same study is conducted at the midpoint as well as the conclusion of implementation. In addition to these surveys, the team conducts in person follow-ups and monitoring throughout implementation. 

This form of evaluation makes the students feel like they have a voice while collecting data on the performance of the program. Each program is different but a wide range of indicators are evaluated from social emotional learning to the understanding of SDGs and practice of team work. 

The E4S Theory of Change is based on the purpose of contributing to the integral development of students and the expression of their maximum potential, from a key stage of life such as early childhood, through positive parenting and the development of their competencies to face the SDGs. E4S arises from the need to activate children's interest in knowing, participating and collaborating in matters related to their development, the environment in which they live and the world around them.

E4S incorporates all stakeholders to provide the quality education for their students. These stakeholders include multi-sector collaborations involving the governmental, private and civil sectors, as well as key actors in the training of children, such as educators, caregivers and families, to create a network of ambassadors to promote public policies for early childhood.

The long term goal is for  children to become global citizens with habits, attitudes, skills and behaviors that contribute to sustainable development, practice values for healthy coexistence (such as empathy and tolerance), have a solid development of their socioemotional skills and become involved individually and collectively in actions and initiatives for global and local wellbeing.

In order to achieve this, the main problems identified are:

1. Educational systems that do not respond to the current social challenges and that do not contemplate the development of competencies for sustainability in the educational curriculum.

2. Educators who lack teaching methods to make learning a channel that responds to the needs and characteristics of their students

As one of the main challenges in our society, gender equality and the empowerment of girls and women are the main are at the core of E4S’s methodology; they permeate the objectives of all programs.

The following is necessary for E4S to generate the desired impact:

1. Authorization from the education ministries and ministries of education to access educational centers, a process that is handled by the Education for Sharing team.

2. Low turnover and non-attendance of educators and caregivers trained in the program.

3. Educators feel prepared to implement the program at the end of their training

4. Families with an active presence in the training of children, who have the time required to implement positive parenting strategies and to develop competencies for sustainability in children.

E4S has a series of management indicators to ensure compliance with the inputs, activities and outputs mapped in the causal chain of the theory of change, as well as strategic indicators to evaluate the achievement of the intermediate and final results proposed. 

The E4S formula is the key technology powering the entire organization. The combination of play, civic values, competencies for sustainable development, SDGs and social emotional learning is seen throughout all E4S projects. 

The pedagogic development team has innovated time and time again to create tailor-made programing focused on varied topics such as sports, the arts, science, finance and entrepreneurship; always striving to respond in a healthy, inclusive, meaningful way to some of the most pressing civic challenges by utilizing civic values and the SDGs as guideposts towards creating effective student-centered learning environments. 

Participants become the owners of the tools to imagine, play and/or experiment while engaging in meaningful reflections and acting to become local agents of change.

The E4S technology is based on socio-constructivism that sees learning as not the ability to replicate knowledge but to discover for oneself knowledge through social interaction. Psychologist Jean Piaget sees play as the base for cognitive and socio-moral development where children can reflect on emotions, experiences, dreams and aspirations without fear of repression and fear of error. 

In the past 16 years E4S has adapted to bring its methodology virtually through the #AlsoAtHome program reaching more than 5 million beneficiaries. Looking to the future, E4S will include more technology to reach as many communities as possible.

E4S has a systemic approach to incorporating diversity, equity and inclusion internally and externally. Three of our founding values include tolerance, gender equality and fairplay which permeate throughout our programs, how we operate with schools and partners as well as our internal operations. E4S is built to meet people where they are at and provide them with the tools to be an agent of change in their communities.

To celebrate E4S’s 15th anniversary, the organization released the “Inclus-o-meter” and 15 additional games for free to anyone who wants to play. The Inclus-o-meter is provided in an online and printable version in both English and Spanish for individuals to see how inclusive they are. The game allows for anyone to practice self-reflection on inclusive practices they already incorporate in their daily life and opportunities to be more inclusive. These games celebrate the E4S mentality to think of how one’s own actions impacts the people around you. These online games transcend borders and are accessible to those where E4S does not have current operations. 

With respect to E4S operations, each project brings us closer to the mission of creating a better global citizenship. In 2021, E4S co-created a project with AbbVie Mexico, a bio pharmaceutical company, in Yucatán for preschool and primary students. In addition to creating new games based on E4S methodology, the E4S team worked with Colectiva Jats’uts T’aan to translate the final booklet of games to mayan. This project adapted to the cultural context by protecting one of many indigenous languages in Mexico. E4S strives to be accessible to all communities and realizes the importance of empowering students in their native language.  

E4S always has and will continue to be accessible to all students regardless of any form of disability. In 2022, E4S worked with Asceeje Ascebi, a local non-profit in Brazil that provides programs for deaf students. The organization worked with the E4S team to adapt Sports for Sharing, which engages students in team work activities focusing on healthy lifestyle habits for their students. The ability to adapt also provides educators with the tools and inspiration to be able to modify their curriculum to the changing needs of their students. There is no right way to learn and E4S encourages educators to think of innovative teaching methods to engage all students. To create a positive impact in our communities a diverse range of perspectives must be included. That is why the games are built for everyone and designed to empower every individual to see themselves as an agent of change. 

Beyond the methodology, E4S works not only in schools but public parks, shelters and non-typical educational centers. This allows the team to reach those without access to education to still participate in games. 

Internally, 80% of our Board of Directors are women as well as the majority of our Executive leadership. The E4S sees the beauty in our differences and works to integrate all our diverse voices in our final product.

E4S’s mission is to form better global citizens through the power of play. This has been sustainable because of the following business model:

Key Partners: 

1. Governments: E4S has worked with both the federal, state and local level of the Mexican government. The Ministry of Education granted E4S permission to enter public schools to complement the standard curriculum. Along with domestic agencies, E4S has worked with international development agencies such as the U.S. Agency for International Development (USAID).   

2. Private Sector: In addition to public funds and partnerships, E4S works with the corporate social responsibility, executives, human resources and marketing teams to find an E4S program for them. 

3. Academia and Research organizations: 

4. International Foundations: E4S has worked with and been recognized by international foundations such as the Qatar Foundation, LEGO Foundation, hundrED and Ashoka for its educational innovation. 

Revenue Streams:

E4S receives income from the following sources: Institutions, foundations and companies, governments, private schools, parents, research studies, seminars, conferences and training.

Cost Structure:

All E4S expenditures fall into the following categories:

1. People: (administrative tasks, sales, operations, communication, and executive team)

2. Public Relations and Marketing

3. Legal (trademarks and partnership agreements)

4. Physical office and associated fixed costs

5. Information and Technology

6. Team training

7. Memberships

Channels

E4S has the capacity to operate in-person at schools for training and follow-up monitoring, at distance (on and offline) and a hybrid model depending on the needs of the participants. 

Key Activities

1. Program design based on ludic and meaningful methodology

2. Implementation of one or more of E4S’s 8 educational programs

3. Design and implementation of corporate social responsibility activities and strategies

4. Teacher training

Key Resources

1. Teacher networks

2. School networks

3. Proven play-based methodology and pedagogical tools

4. Awards and recognitions

5. Videos for Change / Symphony

Value Proposition

1. Forming teachers who are better prepared to create global citizens inspired and capable of taking action

2. State-of-the-art quality education to develop Social emotional learning skills and civic values in a fun, meaningful way

3. Delivering pertinent content according to the community’s needs

4. Learning through play methodology that is flexible, replicable, fun, meaningful, age and adaptable to any region

5. Redefining the role of educations in the most vulnerable contexts

6. Accessible trainings and tools for all teachers (free of charge for educators)

Customer Segments

Paid (those who pay for E4S services):

1. Private sector, governments and international agencies

Free (those who benefit from E4S without payment):

1. Parents, teachers and youth

This business model allows E4S to provide essential tools, strategies and training to underserved communities without burdening them with the costs.

E4S has a nonprofit status and allows for non-taxed charitable donations. To be more accessible to international organizations, E4S is legally recognized in the U.S., New Zealand, Guatemala and Argentina. This allows for E4S to adapt to the payment most convenient for the partner and overall increases accessibility to work with a range of civil society actors. This leads to diversification of income and has helped establish E4S’s financial stability. 

Along with diverse partners, E4S is transforming itself from a one-time service to a learning framework to be adopted by entire educational systems. E4S seeks multiannual partnerships across different regions, by adjusting to the needs of the community, to not only provide a better service but be financially sustainable. 

To build on E4S’s economic sustainability, the organization is looking for more international donors to complement domestic revenue. As E4S programs continue to cross borders it is natural for more international donors to look at E4S as a solution for their community. 

E4S must strengthen and concentrate on the current model and with international investment the E4S new growth strategy will invest 2-3.5 million USD into the evaluation model, organizational development, and operational model over the next 3 years. 

Since 2007, E4S’s funding strategy has changed dynamically through trial and error. To adapt to changing government policies and political leaders, E4S built relationships with the private sector to balance their dependency on unreliable government funding. In addition, the strategic alliances team has secured more multianual and recurring contracts to grow programs. 

E4S has established recurring funds from the following organizations on a monthly basis. Even the strategic alliances team itself has grown three times its size over the past 16 years to secure a greater number of funding. The team has focused on what strategies realistically bring in the most amount of income. 

Throughout 2022, E4S continued its work in Mexico, Argentina, Brazil, Colombia,

Denmark, and the United States through hybrid, face-to-face, out-of-school, and volunteer modalities. In 2022, E4S had surpassed that goal, securing 10% more than the original objective. 

The E4S team always follows up on an idea, project or partnership, walking potential partners through the process step-by-step. While each year E4S creates new partnerships with global organizations, E4S maintains historic alliances. These  allow for the solutions E4S constructs with its partners to grow and thrive, adapting to the needs of the community. 

Below is a list of confirmed alliances in the 3rd quarter of 2022:

*The following amounts are in USD

1. International Foundations: : $213,737.00

2. National Foundations: $122,792.00

3. Private sector funds: $24,073.00

4. Government funds: $21,185.00