About Foundation Builders
Foundation Builders International is a Nonprofit 501c3 educational corporation. Our EIN is 81-0704304. FBII-Kenya is also a registered NGO with the government of Kenya. In January of each year, Foundation Builders International provides an annual financial report to all our contributors.
.
MAIN COMPONENTS AND ACTIVITIES
Consistent with the above background, problem analysis, objectives, and coverage, the institute utilizes previous experience acquired by the organization over the years to implement similar project activities.
Small-scale Enterprise and Sustainability Development
Students with aptitude and interest in entrepreneurial activities take our business development courses. They can participate in the enterprise development of an SME (Small to Medium Size Enterprise) sponsored by the institute. The students will survey the market for enterprises and startups that suit the community's needs and students' vocational skills. They will develop the business plan, which the business school directors will approve. The students will secure the financial resources needed for production and develop the marketing strategy for the product produced by the enterprise.
With oversight from the Institute staff, the business students will manage the enterprise, and vocational students will be able to be employed at the manufacturing facility while attending classes. A portion of the profits from the manufacturing enterprise help cover the institute's operating costs.
An initial SME will start in the second year of the institute. The Nairobi, Kenya Institute enterprise will hire our past and present students to work and manage the plant to repurpose used sea containers into modular units for residential and commercial use.
The Manufacturing Enterprise will incorporate the classroom with the practical application of the student's vocational and business training. The vocational students will be able to apply skills learned in the classroom to on-the-job application with measured results.
Our business students gain experience by being involved with all company operations. As with the vocational training, the business students rotate through all the company positions, learning the economic side of operating a business and the operational management skills of Human Resource management, conflict resolution, and ethical interpersonal relationships in the workplace.
The Manufacturing Enterprise contributes to the institute's sustainability by providing income to support both the enterprise and the institute. The enterprise will help cover the cost of teachers, facilitators, and administration as those national staff members teach and facilitate the students producing the repurposed modules.
Through the FBII-Community Coordinator, the Manufacturing Enterprise provides the needed resources to the community while empowering our graduates to start and maintain their SMEs and support the community.
Vocational Skills Training
Students trained in vocational skills identified with existing opportunities. The following skills are considered options: Welding, carpentry, masonry, literacy, and numeracy skills built into the training program. The first cohort of students will focus on welding, metal fabrication, blueprint reading, and design.
Specific Activities:
Skills Training Options: Provide vocational training to improve the socio-economic base of youth through support in acquiring marketable skills to contribute to sustainable development through enterprise development, which is paramount in building a highly developed workforce.
Academic: As our analysis has shown, there is a low level of educational attainment. It is necessary to provide basic literacy and numeracy courses to identify measurement in the students' various skills and account for the development of small-scale business enterprises. Notwithstanding, awareness-raising, decision-making, and leadership courses are taught. The Institute students will receive training in basic economics and financial stewardship.
Workshops: Workshops are conducted for both trainers and students to build capacity. The institute will offer small-scale business skills seminars focused on small-scale business skills development. Enterprise development faculty will conduct student workshops regularly. The workshops aim to train a percentage of students as potential instructors at the institute. The institute will review the vocational and business skills curriculum to see if the courses meet our educational standards.
Equipment and Tools: The appropriate vocational tools/equipment and safety equipment are provided to the students. Vocational shops are equipped with machines needed for each particular trade.
Supervision: The Dean of Instruction oversees the instructional quality of the institute as set forth by FBII-Kenya.
Institute Staff: Both vocational instruction and business instruction have a Lead Facilitator. Instructors in training also work under the Lead Facilitator. A Lead Facilitator provides supervision to instructors who teach specialized training.
Stipend for Facilitator: The Lead Facilitator and Instructors receive a stipend according to their qualifications and responsibilities. US instructors are paid based on the average pay for US teachers. The TVET pay scale will determine the starting wage for all nationals working at the institute.
Facilitators Coordination Meeting: The Institute staff will meet with the Dean of Instruction monthly. The purpose of the FCM is to monitor the student's progress, review course applications, monitor student needs, monitor staff instructional quality, and discuss any other items that the Dean or Staff need to discuss. The COO of the Institute will receive reports of all meetings.
Caretakers and Security: The Institute will hire a caretaker to create an effective learning atmosphere and ensure the safety of materials and equipment. The institute will employ night security to avoid loss of valuable property,
Teaching Cost: Teachers coming from the US receive pay based on the US standard. Travel, lodging, and food costs are included in the total cost per non-local teacher. Local instructors' compensation is based on the local pay scale. All pay is based on qualifications and responsibilities.
Operational Cost: This constitutes facility cost, equipment cost, materials cost, utilities, administrative costs, uniforms for students and staff, and safety equipment
PROJECT STRATEGY
The strategy for the institute contains several vital components involving the students receiving vocational training and primary economic education. The second component is entrepreneurial skill development and enterprise development.
Cross-Cutting Strategy
Youth Involvement in Educational Strategies
Gaining life skills is equally essential to acquiring vocational skills. Each student starts with an aptitude test to assess their educational level and help them decide which vocational skill they will be most compatible with. The student's involvement in this process helps them identify their needs and support their choices. The information also helps the staff and students plan, implement, and control their development process. All these facets of the student's vocational training and economic courses build their self-esteem and confidence.
Involving Communities and Other Key Players
The second phase encompasses starting an SME once the institute is established. The SME develops a management team of Institute staff, business students, and local business leaders to develop emerging business leaders, manufacturing using students in vocational training, product quality, marketing, and distribution. The business students analyze the local community for business opportunities. From the data analysis, students and business instructors work with the local community to determine what SME best pairs the vocational skills available through the Institute students with the most immediate needs of the community. The SME team also works with governmental agencies focused on developing the local economy.
Consistent with the above background, problem analysis, objectives, and coverage, the institute utilizes previous experience acquired by the organization over the years to implement similar project activities.
Small-scale Enterprise and Sustainability Development
Students with aptitude and interest in entrepreneurial activities take our business development courses. They can participate in the enterprise development of an SME (Small to Medium Size Enterprise) sponsored by the institute. The students will survey the market for enterprises and startups that suit the community's needs and students' vocational skills. They will develop the business plan, which the business school directors will approve. The students will secure the financial resources needed for production and develop the marketing strategy for the product produced by the enterprise.
With oversight from the Institute staff, the business students will manage the enterprise, and vocational students will be able to be employed at the manufacturing facility while attending classes. A portion of the profits from the manufacturing enterprise help cover the institute's operating costs.
An initial SME will start in the second year of the institute. The Nairobi, Kenya Institute enterprise will hire our past and present students to work and manage the plant to repurpose used sea containers into modular units for residential and commercial use.
The Manufacturing Enterprise will incorporate the classroom with the practical application of the student's vocational and business training. The vocational students will be able to apply skills learned in the classroom to on-the-job application with measured results.
Our business students gain experience by being involved with all company operations. As with the vocational training, the business students rotate through all the company positions, learning the economic side of operating a business and the operational management skills of Human Resource management, conflict resolution, and ethical interpersonal relationships in the workplace.
The Manufacturing Enterprise contributes to the institute's sustainability by providing income to support both the enterprise and the institute. The enterprise will help cover the cost of teachers, facilitators, and administration as those national staff members teach and facilitate the students producing the repurposed modules.
Through the FBII-Community Coordinator, the Manufacturing Enterprise provides the needed resources to the community while empowering our graduates to start and maintain their SMEs and support the community.
Vocational Skills Training
Students trained in vocational skills identified with existing opportunities. The following skills are considered options: Welding, carpentry, masonry, literacy, and numeracy skills built into the training program. The first cohort of students will focus on welding, metal fabrication, blueprint reading, and design.
Specific Activities:
Skills Training Options: Provide vocational training to improve the socio-economic base of youth through support in acquiring marketable skills to contribute to sustainable development through enterprise development, which is paramount in building a highly developed workforce.
Academic: As our analysis has shown, there is a low level of educational attainment. It is necessary to provide basic literacy and numeracy courses to identify measurement in the students' various skills and account for the development of small-scale business enterprises. Notwithstanding, awareness-raising, decision-making, and leadership courses are taught. The Institute students will receive training in basic economics and financial stewardship.
Workshops: Workshops are conducted for both trainers and students to build capacity. The institute will offer small-scale business skills seminars focused on small-scale business skills development. Enterprise development faculty will conduct student workshops regularly. The workshops aim to train a percentage of students as potential instructors at the institute. The institute will review the vocational and business skills curriculum to see if the courses meet our educational standards.
Equipment and Tools: The appropriate vocational tools/equipment and safety equipment are provided to the students. Vocational shops are equipped with machines needed for each particular trade.
Supervision: The Dean of Instruction oversees the instructional quality of the institute as set forth by FBII-Kenya.
Institute Staff: Both vocational instruction and business instruction have a Lead Facilitator. Instructors in training also work under the Lead Facilitator. A Lead Facilitator provides supervision to instructors who teach specialized training.
Stipend for Facilitator: The Lead Facilitator and Instructors receive a stipend according to their qualifications and responsibilities. US instructors are paid based on the average pay for US teachers. The TVET pay scale will determine the starting wage for all nationals working at the institute.
Facilitators Coordination Meeting: The Institute staff will meet with the Dean of Instruction monthly. The purpose of the FCM is to monitor the student's progress, review course applications, monitor student needs, monitor staff instructional quality, and discuss any other items that the Dean or Staff need to discuss. The COO of the Institute will receive reports of all meetings.
Caretakers and Security: The Institute will hire a caretaker to create an effective learning atmosphere and ensure the safety of materials and equipment. The institute will employ night security to avoid loss of valuable property,
Teaching Cost: Teachers coming from the US receive pay based on the US standard. Travel, lodging, and food costs are included in the total cost per non-local teacher. Local instructors' compensation is based on the local pay scale. All pay is based on qualifications and responsibilities.
Operational Cost: This constitutes facility cost, equipment cost, materials cost, utilities, administrative costs, uniforms for students and staff, and safety equipment
PROJECT STRATEGY
The strategy for the institute contains several vital components involving the students receiving vocational training and primary economic education. The second component is entrepreneurial skill development and enterprise development.
Cross-Cutting Strategy
Youth Involvement in Educational Strategies
Gaining life skills is equally essential to acquiring vocational skills. Each student starts with an aptitude test to assess their educational level and help them decide which vocational skill they will be most compatible with. The student's involvement in this process helps them identify their needs and support their choices. The information also helps the staff and students plan, implement, and control their development process. All these facets of the student's vocational training and economic courses build their self-esteem and confidence.
Involving Communities and Other Key Players
The second phase encompasses starting an SME once the institute is established. The SME develops a management team of Institute staff, business students, and local business leaders to develop emerging business leaders, manufacturing using students in vocational training, product quality, marketing, and distribution. The business students analyze the local community for business opportunities. From the data analysis, students and business instructors work with the local community to determine what SME best pairs the vocational skills available through the Institute students with the most immediate needs of the community. The SME team also works with governmental agencies focused on developing the local economy.
Advocacy
The ongoing development of the institute includes networking and collaborating with TVET and other partners to maintain a standard that prepares students to take the certification test administered by Government agencies and other certifying organizations. The institute collaborates closely with certifying agencies while working with our graduates to ensure they receive their certification. The institute develops linkages and alliances with government institutions, agencies, and NGOs in vocational/business training. The community network improves leverage, advocacy, and employment for youth receiving vocational and business training.
The ongoing development of the institute includes networking and collaborating with TVET and other partners to maintain a standard that prepares students to take the certification test administered by Government agencies and other certifying organizations. The institute collaborates closely with certifying agencies while working with our graduates to ensure they receive their certification. The institute develops linkages and alliances with government institutions, agencies, and NGOs in vocational/business training. The community network improves leverage, advocacy, and employment for youth receiving vocational and business training.
SPECIFIC STRATEGY
Small Scale Enterprise Development
The youth Enterprise development support comprises financial and economic assessments and small-scale business management training. The Enterprise management team is self-managed based on systems and procedures jointly developed with the Institute of Business, local business leaders, and community leaders. The SME uses the skills and knowledge taught at the institute. Students work at the enterprise in both management and production. Income generated by the enterprise helps cover operating costs, including payroll for those working there. The institute uses a percentage of the profit to cover some of the cost of operating the institute. The Board of Directors regularly monitors the operation of the enterprise for the institute.
Vocational and Business Skills Training
This component will follow formal and informal approaches to skills development based on needs assessment and skills audit activities. The main emphasis of vocational training is to prepare the student to pass the certification test associated with their skill. Placement of the student in the local community practicing the skills they have acquired is an integral part of the student's development. Existing businesses offering relevant services are outlets for student placement. Businesses that hire an Institute student in an apprentice program will receive help from an Institute facilitator to ensure the student is a good fit for the company and acclimates to the work environment.
Institutes constructed at identified strategic locations serve as multi-purpose centers to train youth from other satellite communities. Each institute provides skills training based on recognized and preferred needs (e.g., welding, metal fabrication, carpentry, masonry, and concrete/concrete form ). The institute provides students with essential training tools and materials during the training. Students who complete the institute's courses and receive a certificate of completion are encouraged to take the TVET certification test. The Institute staff will work with them to ensure they obtain the certification.
Students interested in starting their businesses work with a mentor who helps them through the startup process. The institute maintains an ongoing relationship with these entrepreneurs. Through the network developed by the institute, the businesses are encouraged to form Co-ops around the vocational skills they have learned to leverage their production and market share. Accessing micro-loans for business development will be a feature of the Business Institute.
We welcome your financial support to empower our students to achieve vocational and economic success. We appreciate our monthly supporters and invite you to join this group of donors. You can make your donation and become a monthly supporter at https://foundationbuilders.networkforgood.com/projects/214891-your-support-helps-empowering-students
If you prefer to donate by check
Foundation Builders International Inc.
8033 Iona Way
Milford, DE 19963
The youth Enterprise development support comprises financial and economic assessments and small-scale business management training. The Enterprise management team is self-managed based on systems and procedures jointly developed with the Institute of Business, local business leaders, and community leaders. The SME uses the skills and knowledge taught at the institute. Students work at the enterprise in both management and production. Income generated by the enterprise helps cover operating costs, including payroll for those working there. The institute uses a percentage of the profit to cover some of the cost of operating the institute. The Board of Directors regularly monitors the operation of the enterprise for the institute.
Vocational and Business Skills Training
This component will follow formal and informal approaches to skills development based on needs assessment and skills audit activities. The main emphasis of vocational training is to prepare the student to pass the certification test associated with their skill. Placement of the student in the local community practicing the skills they have acquired is an integral part of the student's development. Existing businesses offering relevant services are outlets for student placement. Businesses that hire an Institute student in an apprentice program will receive help from an Institute facilitator to ensure the student is a good fit for the company and acclimates to the work environment.
Institutes constructed at identified strategic locations serve as multi-purpose centers to train youth from other satellite communities. Each institute provides skills training based on recognized and preferred needs (e.g., welding, metal fabrication, carpentry, masonry, and concrete/concrete form ). The institute provides students with essential training tools and materials during the training. Students who complete the institute's courses and receive a certificate of completion are encouraged to take the TVET certification test. The Institute staff will work with them to ensure they obtain the certification.
Students interested in starting their businesses work with a mentor who helps them through the startup process. The institute maintains an ongoing relationship with these entrepreneurs. Through the network developed by the institute, the businesses are encouraged to form Co-ops around the vocational skills they have learned to leverage their production and market share. Accessing micro-loans for business development will be a feature of the Business Institute.
We welcome your financial support to empower our students to achieve vocational and economic success. We appreciate our monthly supporters and invite you to join this group of donors. You can make your donation and become a monthly supporter at https://foundationbuilders.networkforgood.com/projects/214891-your-support-helps-empowering-students
If you prefer to donate by check
Foundation Builders International Inc.
8033 Iona Way
Milford, DE 19963
Click on one of the images below to enlarge it further
