Warning: Creating default object from empty value in /home/grencoda/public_html/wp-content/themes/empire/functions/admin-hooks.php on line 160

Student Assistance Programme (SAP)

GRENCODA’s Student Assistance Programme – formerly called Books and Uniform Programme was created by a decision taken by Directors under the Chairmanship of Mr. Lyden Ramdhanny to launch this programme in July 1986 and to use education as a tool for upward mobility and eventual eradication of poverty in Grenada. Two students from each parish based on need then benefited from books and uniform provided by this programme.

By 1996 ten years later this need driven programme had expanded to warrant name change from Books and Uniform to Student Assistance Programme providing

The programme currently (2012) provides support for:

  1. Books – direct payment to schools for books from Government Loan Scheme
  2. UNIFORM – direct payment to service providers, including women seamstress
  3. Transportation
  4. Guidance/counseling i.e. during reporting period and follow-up by LACC counsellors
  5. Meals – arrangements with school on a case by case basis
  6. Parenting training/workshops – held at parish level – St. John, St. Patrick etc.
  7. Educational Camp – annual one (1) week at NEWLO
  8. Most Outstanding student award – based on CXC results
  9. Motivational workshops for form five students – Pre CXC exams

 

Grencoda’s Youth and Children Empowerment Programme (GYCEP)

Youth and Children Empowerment Programme focuses on providing positive developmental activities for children and adolescents in rural communities with low socio-economic profiles. Children from over fifteen (15) communities between ages 7 – 17 yrs are engaged during the summer in educational and empowering programmes. Programming centres on a range of actions geared at engaging and supporting the positive development of children and adolescents identified as being particularly at risk due to their socio-economic status or particular social problems which they may be experiencing. It has five main components:

Summer Skills Programme (the components of the programme include): 

  1. Information and Communication Technology (ICT) Classes;
  2. Life Skills/Personal Development;
  3. Academic Classes in Reading, English Language, Mathematics;
  4. Enhancement of Cultural and Sporting Talents in Dance, Football, Cricket;
  5. Placement/attachment to workplace;
  6. Sports and Fun Day;

Activities offered by the programme during the summer include:

Plumbing, Auto Mechanics, Furniture Making, Catering/Restaurant, Baking, Sewing, Agriculture, Electrical, Maths, Reading, English, Craft, Acrobatics, Football/Cricket, Dance. Information Technology and Life skills or Personal Development are compulsory.

Summary of Participation in GYCEP (2008 – 2011)

Year          Male      Female     Total
2008       283           218            501
2009       282           258            540
2010       346           250           596
2011        361           237           598

picture5 slide5

After-school programme

The Rose Hill After School Class begun in 2007 with the community of Rose Hill as its focus. This was influenced by:

  • Level of poverty
  • Number of single parents
  • Large size of households
  • Evidence of high school dropouts, irregular school attendance/truancy.

After School Classes serves students/children between grades III – form V. It offers lessons in maths, English, reading and assistance in homework. There are in place Monday – Thursday weekly from 4:30pm – 6:00pm.
The community is very involved as meetings are held with parents, the teachers all come from the community and the venues are donated by churches in the community (Baptist and Adventist), the local infant school and for the last year the renovation and upgraded Rose Hill Community Centre.
The goal of the classes is to allow the students an additional opportunity to gain and use education to further social mobility and rise above poverty.
To make the After School class attractive and engaging, distinct from the methods and process of the normal classroom, GRENCODA has encouraged and exposed the teachers to training in the use of creative exercises and popular methods. Thus outdoor activities, public reading sessions, sports and nature walks are used.
Despite these negative factors, within the community there are also a number of persons willing to commit effort and skills to assisting children to improve their academic level. Indeed 95% of the teachers/resource persons have been drawn from Rose Hill.
Parent training/Parenting Programme

Grencoda has been conducting parenting sessions/education in rural communities since 1990s. These sessions have been done in some seven (7) rural communities in St. John’s, St. Mark’s and St. Patrick’s, the western – Northern parishes. Over three hundred (300) parents, mainly mothers/women, have been exposed to these sessions on parenting.
Objective:
The Parenting sessions aim to enhance parents ability to supervise, guide children and to improve parent/child relationship. The sessions also allow parents to share experience acquired in upbringing of children especially as it relates to coping with and addressing challenges encountered.

Content and Methodology:

Delivery of the session utilizes a highly interactive approach which encourages participation and sharing by the parents. Facilitators also use power point presentation and graphic audio visual which stimulate discussion. Usually sessions run for 1 ½ – 2 hrs and the norm is to have three (3) sessions on back to back days.
The range of topics used includes:

  • Role and responsibility of a parent (job description).
  • Communication – parent/child;
  • Building self esteem
  • Understanding adolescence
  • Managing resources – budgeting and planning
  • First Aid and Emergencies
  • Disciplinary punishment and incentives
  • More!

Impact: Almost universally parents who attended, in feedback for a have said the sessions helped. Many cite their use of incentives and/or denial of privileges instead of beatings, corporal punishment; their greater, better communication, less obscene language; their greater understanding of the changes in children as they grow older; the greater confidence they now have in speaking with children on former taboo subjects – sex, where they some from, HIV/AIDS and more; stay up with children at night while they study and where it is possible giving assistance in homework and assignments.
The vast majority who attended are women coming from single parent households. The absence of men has brought about special sessions for men, fathers only. In three (3) communities the men, fathers have responded quite well.

Leadership training – Emerging Youth Leaders

GRENCODA supported Emerging Youth Leaders programme was formed in 2008 based on the agency’s engagement with youth in various activities. The youth leaders programme receives support from UNICEF to attend a Youth Vibes Caribbean Healthy Life Style Programme held annually in different countries in the Caribbean. Six (6) young men/women are afforded the opportunity each year to attend the youth leadership training. For the last four consecutive years they receive the top awards.

Young Male Outreach Programme (YMOP)

GRENCODA’s engagement with rural communities brings its personal face to face on a daily basis with issues and challenges faced by the most vulnerable members of our society. Issues faced by young males have been part of the agency’s agenda over the years. The agency tried to intensify its response due to significant increases in gang violence, drug related offences, school dropout and high unemployment.
GRENCODA while providing support mainly through its Legal Aid and Counselling Clinic to youth in conflict with the law opted to take a preventative approach to the issue of young male marginalization.
The Young Male Outreach Programme basically provides at risk young males with psychosocial support and counseling sessions including exploring Life skills, Gender roles, talent opportunities, attitude and discipline, Sports, sexuality and Reproductive Health etc. to assist them in dealing with various negative issues they may be faced with daily.
In 2009/2010 GRENCODA initiated and facilitated in collaboration with Mac Donald College and St. Mark’s Football team a series of psychosocial sessions for over 150 males in secondary schools in the communities of Grand Roy, Coast Guard, the athletics team of Mac Donald College and football players in Victoria.
During this period too GRENCODA conducted a training of trainers workshop for persons, males involved in daily professional and volunteer work with young males – teachers, coaches, youth leaders, persons of clergy. This bore very good fruit one instance being on role in facilitating a first ever pre exam/pre graduation Retreat at Mac Donald College for its form five in 2011. The teacher who requested this of GRENCODA came out of the training of trainers workshop of 2010 and was successful in having for the first time in many years more boys (over 50) than girls (40+) in the graduating class.
GRENCODA will continue to work with young males in the communities of Grand Roy/Coast Guard and hopes to extend this programme to neighboring communities including Rose Hill and Chantimelle.
Poverty Reduction and Capacity building for rural women & Livelihood for rural women programme:
Amidst the severe economic constraints facing rural people, women in particular shoulder great hardships as persons singly responsible for households they head. GRENCODA interfaces with these women almost daily in rural communities of St. John’s, St. Mark’s and St. Patrick’s.
Having found resources in 2010 to implement a youth empowerment and training programme for fifty (50) young persons between ages 16 – 25 GRENCODA was confronted by older women, 26-45 years advocating for an intervention to favor them. They argued that amongst that age group of women – 26 – 45, are larger numbers of dependents and children within the home – some priority should be given.
GRENCODA responded, sought and received financial support from UNIFEM to address the training and skills requirements of these rural women, some thirty (30) of whom were targeted.

 

Ursula Baptiste Child Development Centre:

 

picture3Ursula Baptiste Child Development Centre formerly known as Grand Roy Child Development Centre became a reality on September 16, 1991 after several years of GRENCODA’s engagement with the community of Grand Roy and constant request by young mothers for a stimulating environment for their children, three (3) months to three (3) years, while they seek employment opportunities and training.
The centre has enrolled over three hundred children from Grand Roy and surrounding areas since its establishment. The Ministry of Social Development has provided technical assistance and training to staff and has also provided monthly subventions and support towards running cost. Today (2010), there are Nineteen (19) Children enrolled at UBCDC, six (6) full time staff and two (2) trainees.