Attach to Form 990 or Form 990-EZ.
Information about Schedule A (Form 990 or 990-EZ) and its instructions is at www.irs.gov/form990.
| (i)Name of supported organization | (ii) EIN | (iii) Type of organization (described on lines 1- 9 above or IRC section (see instructions)) | (iv) Is the organization listed in your governing document? | (v) Amount of monetary support (see instructions) | (vi) Amount of other support (see instructions) | |
|---|---|---|---|---|---|---|
| Yes | No | |||||
| Total | ||||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") .... | 86,995,832 | 58,798,051 | 75,100,186 | 97,794,197 | 84,352,318 | 403,040,584 |
| 2 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf....... | ||||||
| 3 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 4 | Total. Add lines 1 through 3 | 86,995,832 | 58,798,051 | 75,100,186 | 97,794,197 | 84,352,318 | 403,040,584 |
| 5 | The portion of total contributions by each person (other than a governmental unit or publicly supported organization) included on line 1 that exceeds 2% of the amount shown on line 11, column (f).. | ||||||
| 6 | Public support. Subtract line 5 from line 4. | 403,040,584 | |||||
Calendar year
(or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 7 | Amounts from line 4.. | 86,995,832 | 58,798,051 | 75,100,186 | 97,794,197 | 84,352,318 | 403,040,584 |
| 8 | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources... | 349,670 | 444,608 | 462,925 | 434,002 | 565,273 | 2,256,478 |
| 9 | Net income from unrelated business activities, whether or not the business is regularly carried on.. | ||||||
| 10 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.).. | ||||||
| 11 | Total support Add lines 7 through 10. | 405,297,062 | |||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 1 | Gifts, grants, contributions, and membership fees received. (Do not include any "unusual grants.") . | ||||||
| 2 | Gross receipts from admissions, merchandise sold or services performed, or facilities furnished in any activity that is related to the organization's tax-exempt purpose...... | ||||||
| 3 | Gross receipts from activities that are not an unrelated trade or business under section 513.. | ||||||
| 4 | Tax revenues levied for the organization's benefit and either paid to or expended on its behalf... | ||||||
| 5 | The value of services or facilities furnished by a governmental unit to the organization without charge.. | ||||||
| 6 | Total. Add lines 1 through 5. | ||||||
| 7a | Amounts included on lines 1, 2, and 3 received from disqualified persons... | ||||||
| b | Amounts included on lines 2 and 3 received from other than disqualified persons that exceed the greater of $5,000 or 1% of the amount on line 13 for the year. | ||||||
| c | Add lines 7a and 7b.. | ||||||
| 8 | Public support (Subtract line 7c from line 6.) | 0 | |||||
Calendar year (or fiscal year beginning in) ![]() |
(a) 2010 | (b) 2011 | (c) 2012 | (d) 2013 | (e) 2014 | (f) Total | |
|---|---|---|---|---|---|---|---|
| 9 | Amounts from line 6... | ||||||
| 10a | Gross income from interest, dividends, payments received on securities loans, rents, royalties and income from similar sources.. | ||||||
| b | Unrelated business taxable income (less section 511 taxes) from businesses acquired after June 30, 1975. | ||||||
| c | Add lines 10a and 10b. | ||||||
| 11 | Net income from unrelated business activities not included in line 10b, whether or not the business is regularly carried on. | ||||||
| 12 | Other income. Do not include gain or loss from the sale of capital assets (Explain in Part VI.) .. | ||||||
| 13 | Total support. (Add lines 9, 10c, 11, and 12.).. | ||||||
| Section A - Adjusted Net Income | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Net short-term capital gain | 1 | ||||
| 2 | Recoveries of prior-year distributions | 2 | ||||
| 3 | Other gross income (see instructions) | 3 | ||||
| 4 | Add lines 1 through 3 | 4 | ||||
| 5 | Depreciation and depletion | 5 | ||||
| 6 | Portion of operating expenses paid or incurred for production or collection of gross income or for management, conservation, or maintenance of property held for production of income (see instructions) | 6 | ||||
| 7 | Other expenses (see instructions) | 7 | ||||
| 8 | Adjusted Net Income (subtract lines 5, 6 and 7 from line 4) | 8 | ||||
| Section B - Minimum Asset Amount | (A) Prior Year |
(B) Current Year (optional) |
||||
| 1 | Aggregate fair market value of all non-exempt-use assets (see instructions for short tax year or assets held for part of year): | 1 | ||||
| a | Average monthly value of securities | 1a | ||||
| b | Average monthly cash balances | 1b | ||||
| c | Fair market value of other non-exempt-use assets | 1c | ||||
| d | Total (add lines 1a, 1b, and 1c) | 1d | ||||
| e | Discount claimed for blockage or other factors (explain in detail in Part VI): | |||||
| 2 | Acquisition indebtedness applicable to non-exempt use assets | 2 | ||||
| 3 | Subtract line 2 from line 1d | 3 | ||||
| 4 | Cash deemed held for exempt use. Enter 1-1/2% of line 3 (for greater amount, see instructions). | 4 | ||||
| 5 | Net value of non-exempt-use assets (subtract line 4 from line 3) | 5 | ||||
| 6 | Multiply line 5 by .035 | 6 | ||||
| 7 | Recoveries of prior-year distributions | 7 | ||||
| 8 | Minimum Asset Amount (add line 7 to line 6) | 8 | ||||
| Section C - Distributable Amount | Current Year | |||||
| 1 | Adjusted net income for prior year (from Section A, line 8, Column A) | 1 | ||||
| 2 | Enter 85% of line 1 | 2 | ||||
| 3 | Minimum asset amount for prior year (from Section B, line 8, Column A) | 3 | ||||
| 4 | Enter greater of line 2 or line 3 | 4 | ||||
| 5 | Income tax imposed in prior year | 5 | ||||
| 6 | Distributable Amount. Subtract line 5 from line 4, unless subject to emergency temporary reduction (see instructions) | 6 | ||||
| 7 | Check here if the current year is the organization's first as a non-functionally-integrated Type III supporting organization (see instructions) | |||||
| Section D - Distributions | Current Year | |
|---|---|---|
| 1 Amounts paid to supported organizations to accomplish exempt purposes | ||
|
2
Amounts paid to perform activity that directly furthers exempt purposes of supported organizations, in excess of income from activity |
||
| 3 Administrative expenses paid to accomplish exempt purposes of supported organizations | ||
| 4 Amounts paid to acquire exempt-use assets | ||
| 5 Qualified set-aside amounts (prior IRS approval required) | ||
| 6 Other distributions (describe in Part VI). See instructions | ||
| 7Total annual distributions. Add lines 1 through 6. | ||
|
8
Distributions to attentive supported organizations to which the organization is responsive (provide details in Part VI). See instructions |
||
| 9 Distributable amount for 2014 from Section C, line 6 | ||
| 10 Line 8 amount divided by Line 9 amount | ||
| Section E - Distribution Allocations (see instructions) |
(i) Excess Distributions |
(ii) Underdistributions Pre-2014 |
(iii) Distributable Amount for 2014 |
|
|---|---|---|---|---|
|
1
Distributable amount for 2014 from Section C, line 6 |
||||
|
2
Underdistributions, if any, for years prior to 2014 (reasonable cause required--see instructions) |
||||
| 3 Excess distributions carryover, if any, to 2014: | ||||
| a From 2009.......X | ||||
| b From 2010.......X | ||||
| c From 2011.......X | ||||
| d From 2012.......X | ||||
| e From 2013....... | ||||
| fTotal of lines 3a through e | ||||
| g Applied to underdistributions of prior years | ||||
| h Applied to 2014 distributable amount | ||||
|
i
Carryover from 2009 not applied (see instructions) |
||||
| j Remainder. Subtract lines 3g, 3h, and 3i from 3f. | ||||
| 4Distributions for 2014 from Section D, line 7: | ||||
| $ | ||||
| a Applied to underdistributions of prior years | ||||
| b Applied to 2014 distributable amount | ||||
| c Remainder. Subtract lines 4a and 4b from 4. | ||||
|
5
Remaining underdistributions for years prior to 2014, if any. Subtract lines 3g and 4a from line 2 (if amount greater than zero, see instructions) |
||||
|
6
Remaining underdistributions for 2014. Subtract lines 3h and 4b from line 1 (if amount greater than zero, see instructions) |
||||
|
7 Excess distributions carryover to 2015. Add lines 3j and 4c. |
||||
| 8 Breakdown of line 7: | ||||
| a From 2010.......X | ||||
| b From 2011.......X | ||||
| c From 2012.......X | ||||
| d From 2013....... | ||||
| e From 2014....... | ||||
| Facts And Circumstances Test |
|---|
| Return Reference | Explanation |
|---|
| Software ID: | 14000261 |
| Software Version: |
Attach to Form 990 or 990-EZ.
Information about Schedule O (Form 990 or 990-EZ) and its instructions is at| Return Reference | Explanation |
|---|---|
| Other | ******PLAN INTERNATIONAL USA,INC. MISSION STATEMENT****** |
| Other | Plan strives to achieve lasting improvements in the quality of life of vulnerable children in developing countries by (1) Enabling children, their families and their communities to meet basic needs and to increase their ability to participate in and benefit from their societies; (2) Fostering relationships to increase understanding and unity among people of different cultures and countries; and (3) Promoting the rights and interests of the world's children. |
| Pt VI, Line 11b | The Form 990 is provided electronically to each member of the |
| Pt VI, Line 11b | Plan International USA Audit Committee. The Audit Committee |
| Pt VI, Line 11b | then meets with Plan International USA's CEO and CFO to review the |
| Pt VI, Line 11b | Form 990 in detail. Once the 990 has been approved by the Audit |
| Pt VI, Line 11b | Committee, it is sent electronically to the full Board of |
| Pt VI, Line 11b | Directors for review and comment. Once the comment period is over, |
| Pt VI, Line 11b | either the Board approves or delegates the authority to the |
| Pt VI, Line 11b | Executive Committee of the Board to approve the Form 990. |
| Pt VI, Line 11b | Once approved, it is filed with the IRS and posted to the |
| Pt VI, Line 11b | Organization's website for public disclosure. |
| Pt VI, Line 12c | On an annual basis, the officers, directors and all employees |
| Pt VI, Line 12c | receive a copy of and review Plan International USA's Conflict |
| Pt VI, Line 12c | of Interest disclosure questionnaire. Each of them signs that |
| Pt VI, Line 12c | questionnaire where they must disclose any actual or |
| Pt VI, Line 12c | potential conflicts of interest. All questionnaires with any |
| Pt VI, Line 12c | actual or potential conflicts are then reviewed by either the |
| Pt VI, Line 12c | Chair of the Audit Committee, Board Chair, V.P. of Human Resources |
| Pt VI, Line 12c | or the Ethics & Compliance Officer depending on the position |
| Pt VI, Line 12c | of the person whose questionnaire has a disclosure. |
| Pt VI, Line 12c | Appropriate action is taken as needed. During the year, if |
| Pt VI, Line 12c | potential conflicts arise, they must be disclosed promptly and |
| Pt VI, Line 12c | in writing to the appropriate person (as noted above). |
| Pt VI, Line 12c | If there are any potential conflicts of interest relating |
| Pt VI, Line 12c | to a particular vote that the Board is taking, the |
| Pt VI, Line 12c | Board member(s) must declare the potential conflict and |
| Pt VI, Line 12c | abstain from voting. This is then recorded in the minutes |
| Pt VI, Line 12c | of the Board meeting. |
| Pt VI, Line 15a | Every summer, the Talent Management Committee of the Board ("TMC") |
| Pt VI, Line 15a | leads the annual CEO performance review process. The TMC requests |
| Pt VI, Line 15a | and reviews a CEO evaluation feedback form that is received |
| Pt VI, Line 15a | from each Board member as well as from members of the Executive |
| Pt VI, Line 15a | Team. Based on that feedback, the TMC prepares the performance |
| Pt VI, Line 15a | review for Board approval. The discussion with the CEO is |
| Pt VI, Line 15a | conducted by the Board Chair and the Chair of the TMC. Based |
| Pt VI, Line 15a | on the CEO's performance against objectives and a comparison |
| Pt VI, Line 15a | to external market factors for CEO's in similar locations |
| Pt VI, Line 15a | and of similar size, an increase (if applicable based on the |
| Pt VI, Line 15a | aforementioned factors) is recommended by the TMC and brought |
| Pt VI, Line 15a | to the Board for approval typically around the time of the |
| Pt VI, Line 15a | September Board meeting. The TMC retains documentation with |
| Pt VI, Line 15a | respect to the process, deliberations, external data and |
| Pt VI, Line 15a | the decisions made regarding CEO compensation. The process |
| Pt VI, Line 15a | includes a regular review of benchmarks with periodic consultation |
| Pt VI, Line 15a | with a compensation specialist to ensure the CEO salary and |
| Pt VI, Line 15a | those of other positions in the organization are within the |
| Pt VI, Line 15a | market range of comparable positions at similar organizations |
| Pt VI, Line 15a | in similar markets. |
| Pt VI, Line 15b | For current staff, including officers and key employees, |
| Pt VI, Line 15b | but with the exception of the CEO (as described in reference |
| Pt VI, Line 15b | above to Pt VI, Line 15a), the annual performance reviews |
| Pt VI, Line 15b | are conducted in the summer/fall following each fiscal year-end. |
| Pt VI, Line 15b | At that time, managers determine compensation increases for |
| Pt VI, Line 15b | staff based on merit and the availability of funds based on |
| Pt VI, Line 15b | the budget and corresponding organizational performance. |
| Pt VI, Line 15b | As needed, positions at Plan International USA are market |
| Pt VI, Line 15b | priced with an outside consultant to determine if the pay ranges |
| Pt VI, Line 15b | for each job are in line with those in other like positions |
| Pt VI, Line 15b | in similar geographic locations. When changes to the job |
| Pt VI, Line 15b | descriptions are made, Human Resources staff have a process |
| Pt VI, Line 15b | for determining the grade level and salary. For instances where |
| Pt VI, Line 15b | the compensation for a position is in question, HR have an |
| Pt VI, Line 15b | external compensation specialist to consult with. Documentation |
| Pt VI, Line 15b | is kept regarding each employee's salary. Officers and Key |
| Pt VI, Line 15b | employees are reviewed by the CEO and any salary changes are |
| Pt VI, Line 15b | approved by the CEO. |
| Pt VI, Line 19 | Plan International USA's audited financial statements are made |
| Pt VI, Line 19 | available publicly on our website at: www.planusa.org and |
| Pt VI, Line 19 | also on other websites such as Guidestar. In addition, financial |
| Pt VI, Line 19 | information as well as governing documents and our Conflict |
| Pt VI, Line 19 | of Interest Policy are available upon request. |
| Pt XI | Other Changes in Net Assets (Part XI, Line 9) |
| Pt XI | Change in value of perpetual trusts $(27,823) |
| Pt XI | Change in value of split-interest agreements (110,122) |
| Pt XI | Net income from non-operating lease 2,240 |
| Pt XI | Net impairment loss on Investments (151,297) |
| Pt XI | Impact of Fundraising Event 218,916 |
| Pt XI | ----------- |
| Pt XI | Other Changes in Net Assets(non-operating) $(68,086) |
| Other | PLAN INTERNATIONAL USA, INC. |
| Other | PROGRAM SERVICE ACCOMPLISHMENTS |
| Other | Plan International USA, Inc. is the United States member |
| Other | organization of Plan International Inc. (PII) along with 20 other member organizations around the world. Plan International |
| Other | USA implements the vast majority of its international activities |
| Other | through PII which is also a non-profit organization registered |
| Other | in the United States. Plan has been working for more than |
| Other | 75 years to break the cycle of poverty. Today, we support |
| Other | children, youth, families, and communities in 52 low and |
| Other | middle-income countries across Africa, Asia, and the Americas |
| Other | to strengthen the health, knowledge, and resilience of millions |
| Other | of children, which results in lasting change for families, |
| Other | communities, and ultimately, nations. |
| Other | We focus on ensuring that the children who are most marginalized |
| Other | receive the education and protection to which they have a |
| Other | right, and that they are not excluded from services or decision-making. |
| Other | We carry out our work by partnering with communities, local |
| Other | and national governments, and civil-society organizations. |
| Other | We are independent, with no religious, political, or governmental |
| Other | affiliations. |
| Other | A. PROGRAM AND TECHNICAL SUPPORT |
| Other | Program and Technical Support Funding of $79,804,203 (for |
| Other | the fiscal year ended June 30, 2015) represents funds received |
| Other | by Plan International USA from sponsors, donors, and other entities |
| Other | (such as the U.S. government, corporations, foundations, etc.), |
| Other | $7,617,512 of which was used on programmatic activities conducted |
| Other | directly by Plan International USA, and $72,186,691 of which |
| Other | more than 99% was transferred to Plan International Inc. ("PII") |
| Other | and combined with the funding received from the other 20 |
| Other | donor countries around the world. The combined funds are |
| Other | then managed at PII and used to support field programs in |
| Other | more than 85,000 communities in 52 developing countries. |
| Other | Plan's field programs are focused on the following six core |
| Other | areas described below: |
| Other | 1. EDUCATION |
| Other | Plan's goal: Children and youth will realize their right |
| Other | to quality education. |
| Other | Education is one of the most powerful tools available to |
| Other | ensure children are able to fulfill their potential. Every |
| Other | child has the right to education, but many are excluded |
| Other | because of poverty, gender, disability, geographical remoteness, |
| Other | or language or cultural barriers. |
| Other | We work to promote free, equal access to quality education |
| Other | for all children, as well as learning and life-skills training. |
| Other | We promote child-friendly learning environments; develop |
| Other | teaching skills and teaching materials; provide life-skills |
| Other | training; and help communities become more involved in how |
| Other | schools are run. |
| Other | We work with national and local governments to help improve |
| Other | the laws and public policy on education, and we take part |
| Other | in local, national, and international campaigns to support |
| Other | quality education for all. |
| Other | In fiscal year 2015, Plan International USA's expenditures |
| Other | in education totaled approximately $5,747,283, with $4,863,332 |
| Other | transferred to PII for our overseas programs. Examples of |
| Other | Plan's FY15 projects in this area include: Nepal Early Grade |
| Other | Reading Program; Niger Education and Community Strengthening |
| Other | (NECS); Zambia Read To Succeed (RTS); and South Sudan Room |
| Other | to Learn (RtL). |
| Other | NEPAL EARLY GRADE READING PROGRAM |
| Other | This $2.8 million, USAID-funded Early Grade Reading (EGR) program is implemented by a consortium led by RTI, International (RTI). It aims to provide reading instruction in grades 1-3 and to enhance community engagement in education and school planning. Plan leads the third component, providing guidance and support to parents, community organizations and Nepali non-governmental organizations (NGOs) to promote reading practice at home and in the community. Plan is responsible for developing a strategy and tools for community mobilization and overseeing small grants to NGOs and community based organizations (CBOs) working at the community level. |
| Other | NIGER EDUCATION AND COMMUNITY STRENGTHENING (NECS) |
| Other | This $7.6 million, USAID-funded project's goal is to improve |
| Other | educational opportunities for children while strengthening |
| Other | links between schools and community and state structures. |
| Other | NECS uses a comprehensive approach to improve educational |
| Other | opportunities available to children, while strengthening links |
| Other | between local communities and state structures. Building |
| Other | on previous successes of the USAID-funded IMAGINE project |
| Other | in Niger, Plan employs a two-pronged approach to encourage |
| Other | student-friendly schools and to enhance the quality of |
| Other | education through improved local language reading instruction. |
| Other | The project aims to increase access to quality education |
| Other | through achievement of two intermediate results: 1) an |
| Other | improved physical and social environment for students; |
| Other | and 2) an increased community participation in education. |
| Other | At the same time, NECS aims to increase student grade reading |
| Other | achievement through improved reading instruction in primary |
| Other | schools and promoting a culture of reading in communities. |
| Other | Implemented in all seven regions of Niger, the project includes |
| Other | cross-cutting strategies to strengthen school relationships |
| Other | with state structures, foster school-community relationships, |
| Other | promote gender equity, and build local capacity. Working |
| Other | with local organizations, Plan collaborates closely with the |
| Other | Ministry of National Education, Literacy, and Promotion of |
| Other | National Languages (MEN/A/PLN); the Ministry of Health and |
| Other | Population; and the Ministry of Hydraulics and Environment. |
| Other | Local authorities and community leaders are key actors in |
| Other | project implementation. |
| Other | ZAMBIA READ TO SUCCEED (RTS) |
| Other | The Read to Succeed project is funded by USAID to increase |
| Other | learning in reading, math, and English in 1,300 government |
| Other | basic schools in six provinces in Zambia. Implemented in |
| Other | partnership with the Zambian Ministry of Education, Science, |
| Other | Vocational Training, and Early Education, the project aims |
| Other | to improve the effectiveness of schools so that students |
| Other | can acquire essential academic and life skills. Taking a |
| Other | "whole school, whole teacher, whole child" approach, the |
| Other | project views schools as centers of learning, care, and |
| Other | support. Read to Succeed addresses five key elements that |
| Other | influence school effectiveness: learning, teaching, management, |
| Other | parental/community participation, and responsiveness to |
| Other | children's needs. |
| Other | Given the project's holistic approach to schools, teachers |
| Other | and students, Read To Succeed includes a strong focus on |
| Other | community, parental, and government engagement to ensure |
| Other | the sustainability of the project work. Plan works with local |
| Other | NGOs, leading efforts to link communities with school effectiveness, |
| Other | learner performance, reading, girls' education, support for |
| Other | orphans and vulnerable children (OVC), and HIV/AIDS preventative |
| Other | activities. |
| Other | ROOM TO LEARN SOUTH SUDAN (RtL) |
| Other | Room To Learn South Sudan (RtL) is a five-year program funded |
| Other | by USAID that aims to expand education opportunities that |
| Other | are inclusive and promote social cohesion. Plan International |
| Other | is an implementing partner of the project under Winrock |
| Other | International. RtL aims to implement activities that offer |
| Other | safe access to quality education for over 800,000 children |
| Other | and youth, with special focus on increasing access to the |
| Other | most disadvantaged groups such as out-of-school children, |
| Other | girls, Internally Displaced Persons (IDPs) in host communities, |
| Other | pastoralists, returnees, people with special needs, and other |
| Other | marginalized groups that suffer from lack of education or |
| Other | poor quality, disrupted, unsafe access to education. The |
| Other | program components include: |
| Other | 1. Improvement and expansion of safer education services |
| Other | for children and youth; |
| Other | 2. Enhancement of relevancy of education and promotion |
| Other | of learner well-being; and |
| Other | 3. Improvement of the quality of education system management |
| Other | through local education authorities. |
| Other | Plan's role focuses on the emergency preparedness of schools |
| Other | and the psychosocial well-being of learners. Plan is committed |
| Other | to ensuring that all children receive a quality education |
| Other | within a safe learning environment in times of emergency |
| Other | and post-crisis recovery. Plan will actively participate |
| Other | in the RtL community entry process and the formation of |
| Other | school-level emergency preparedness sub-committees, as well |
| Other | as deliver trainings focused on supporting teachers to address |
| Other | the psychosocial well-being of pupils and support school |
| Other | community emergency preparedness. These trainings provide |
| Other | a solid foundation on how to identify issues in the classroom, |
| Other | using practical examples drawing on the South Sudan context. |
| Other | 2. HEALTH |
| Other | Plan's goal: Providing the tools, training, and resources |
| Other | for communities to raise healthy children. Children and |
| Other | youth will realize their right to sexual and reproductive |
| Other | health, including HIV prevention, care and treatment. |
| Other | Plan supports a range of programs that reduce newborn and |
| Other | maternal mortality, increase child survival, and support |
| Other | the healthy development of children into adulthood. These |
| Other | interventions include initiatives to prevent and combat |
| Other | specific avoidable childhood illnesses. |
| Other | We promote good nutrition, early child development, and |
| Other | early education, providing support for parents and caregivers. |
| Other | We work with our partners to help mothers, children, and |
| Other | young people access quality primary health care and social |
| Other | services. We also support quality, age-appropriate reproductive |
| Other | and sexual health education and services for children and |
| Other | young people. We challenge the beliefs and attitudes that |
| Other | maintain inequality between the sexes. We also advocate |
| Other | for more effective policies and actions that respect and |
| Other | protect the rights of children living in a world with HIV. |
| Other | These include the right to be protected from HIV and, for |
| Other | those affected, to receive care and support. This work |
| Other | includes advocating for children orphaned by AIDS to live |
| Other | with family members. In FY15, Plan International USA's |
| Other | expenditures for health totaled approximately $49,564,651, |
| Other | $46,836,200 of which was transferred to PII. Examples of |
| Other | Plan's FY15 projects in this area include Targeted States |
| Other | High Impact Program (TSHIP); Ghana Systems for Health; |
| Other | Health Policy Project; Development Innovation Ventures |
| Other | (DIV)-supported "Pregnant Women's Groups: An Integrated |
| Other | Approach to Reduce Maternal and Neonatal Deaths in Nepal |
| Other | and Tekponon Jikuagou: Addressing Unmet Need for Family |
| Other | Planning Through Social Networks. |
| Other | TARGETED STATES HIGH IMPACT PROGRAM |
| Other | Plan is a consortium partner on USAID-funded TSHIP, led by |
| Other | John Snow International (JSI). Implemented in Sokoto and |
| Other | Bauchi states in northern Nigeria, the scope of the project |
| Other | is to increase the use of high-impact interventions in maternal, |
| Other | newborn, and child health (MNCH), as well as family |
| Other | planning/reproductive health (FP/RH). TSHIP focuses on |
| Other | technical areas of MNCH/FP/RH, health systems strengthening, |
| Other | and policy advocacy. Plan leads the community engagement |
| Other | component, including strengthening household education, |
| Other | awareness, and grassroots advocacy to increase demand for |
| Other | and use of MNCH/FP/RH services. Plan has provided leadership |
| Other | in the development of a community mobilization strategy |
| Other | that is designed to effectively engage and empower communities; |
| Other | enable collective problem-solving and action; promote dialogue |
| Other | and partnerships among multiple stakeholders; and sustain |
| Other | positive behavior change at the family and individual levels. |
| Other | GHANA -- SYSTEMS FOR HEALTH |
| Other | The Systems for Health Project is supporting reductions in |
| Other | preventable child and maternal deaths, in unmet need for |
| Other | family planning, and in childhood mortality and morbidity |
| Other | from malaria, as well as improving nutritional status for |
| Other | pregnant women and children under 5. These objectives are |
| Other | accomplished by strengthening vital health systems building |
| Other | blocks, while promoting community mobilization for |
| Other | Community-based Health Planning and Services (CHPS) facilities, |
| Other | strategic behavior change communication, and targeted demand |
| Other | generation to maximize service delivery coverage. The project |
| Other | is working in five regions of Ghana: Greater Accra, Central, |
| Other | Western, Volta, and Northern Region. The Ghana Systems for |
| Other | Health Project Consortium is led by University Research, |
| Other | Co. (URC) with partners including PATH, Plan International, |
| Other | and Results for Development Institute (R4D). The project |
| Other | works in joint partnership and collaboration with the |
| Other | Ministry of Health, Ghana Health Service, and local Ghanaian |
| Other | partners. Plan's role on the project is to increase demand |
| Other | for services by an empowered population and to ensure |
| Other | integration of gender across the project. |
| Other | HEALTH POLICY PROJECT (HPP) |
| Other | USAID-funded HPP aims to strengthen policy, advocacy, governance, |
| Other | and financing for strategic, equitable, and sustainable |
| Other | health programming in developing countries. HPP strengthens |
| Other | the capacity of policymakers, planners, and advocates to |
| Other | gather, analyze, and use data to inform advocacy, decision-making, |
| Other | monitoring, and accountability. It develops host-country |
| Other | capacity to design evidence-driven policies and guidelines; |
| Other | builds the capacity of civil society organizations to hold |
| Other | governments accountable; and promotes the capacity of health |
| Other | stakeholders to forge partnerships, facilitate dialogue, |
| Other | and foster cooperation among the public sector, private |
| Other | sector, and civil society. Plan contributes to the project |
| Other | by providing expertise and best practices in the areas of |
| Other | women-centered leadership, advocacy, capacity-building, and |
| Other | program management. The project is managed by USAID's |
| Other | Bureau for Global Health Office of Population and Reproductive |
| Other | Health and is implemented by Futures Group, in collaboration |
| Other | with Plan, Futures Institute, Partners in Population and |
| Other | Development Africa Regional Office, Population Reference |
| Other | Bureau, Research Triangle Institute International, and the |
| Other | White Ribbon Alliance for Safe Motherhood. |
| Other | DEVELOPMENT INNOVATION VENTURES (DIV) supported "Pregnant |
| Other | Women's Groups: An Integrated Approach to Reduce Maternal |
| Other | and Neonatal Deaths in Nepal" |
| Other | The USAID Development Innovation Ventures (DIV) supported |
| Other | "Pregnant Women's Groups: An integrated Approach to Reduce |
| Other | Maternal and Neonatal Deaths in Nepal" project is scaling |
| Other | up Plan's Pregnant Women's Group (PWG) approach to 15 districts |
| Other | of Nepal from 2014 to 2017. This $1.5 million project builds |
| Other | upon Plan's previous work under the USAID-supported Local |
| Other | Innovation for Better Outcomes for Neonates (LIBON) project. |
| Other | The project, implemented in 12 Terai (plains) and three hill |
| Other | districts, has a quasi-experimental component and involves |
| Other | rigorous monitoring and evaluation to test the effectiveness |
| Other | of PWGs. PWGs will target the most disadvantaged women in |
| Other | Nepal, and the selection of the Village Development Committees |
| Other | in each district will provide the "treatment" and the "control" |
| Other | villages. The treatment villages/wards will be compared to |
| Other | control villages/wards in the same district for analysis of |
| Other | PWG impact on reduction of maternal and neonatal mortality |
| Other | in project districts. To ensure rapid start-up, district |
| Other | selection was completed in consultation with Government of |
| Other | Nepal stakeholders. A rigorous baseline survey was also |
| Other | conducted within the first three months of the project start-up |
| Other | in select districts. Project district coordinators are placed |
| Other | at the District Health Office in each district to provide |
| Other | routine support and ongoing collaboration with government |
| Other | and community organizations for project implementation. |
| Other | Tekponon Jikuagou: Addressing Unmet Need for Family Planning |
| Other | Through Social Networks |
| Other | This USAID-funded $1.1 million project focuses on assessing |
| Other | the influence of men and women's social networks on their |
| Other | attitudes, beliefs, desires, intentions, and behaviors regarding |
| Other | fertility and reproductive health. The project also seeks to |
| Other | design and test interventions that activate key individuals |
| Other | within these networks in order to reduce negative determinates |
| Other | and strengthen positive influence on attitudes and behaviors. |
| Other | Finally, the project aims to expand successful social networks |
| Other | interventions to additional communities throughout Benin, |
| Other | and if possible, West Africa. Under the project, Georgetown |
| Other | University's Institute for Reproductive Health is the primary |
| Other | implementing organization, while Plan and CARE provide technical |
| Other | resources for testing and implementing network-based |
| Other | interventions that address unmet need for family planning. |
| Other | 3. DISASTER & CONFLICT |
| Other | Plan's goal: Children and youth will realize all of their |
| Other | rights in emergency situations. |
| Other | In times of disaster, children are particularly vulnerable. |
| Other | Separation from families and friends causes uncertainty, anxiety, |
| Other | and shock, with a significant impact on children's emotional |
| Other | well-being. Our initial disaster response work focuses on |
| Other | children's urgent needs, such as shelter, food, and water. |
| Other | We then prioritize child protection and education to help |
| Other | re-establish a sense of security and normalcy. An important |
| Other | part of our response involves developing child-friendly spaces |
| Other | that help protect children from harm and exploitation, and |
| Other | aid emotional healing. |
| Other | We also use a disaster risk reduction approach, to reduce |
| Other | the risk of harm from disasters. Employing an innovative |
| Other | child-centered lens, we help children develop the skills they |
| Other | need to keep themselves safer and to make their communities |
| Other | better prepared and more resilient. |
| Other | Plan International USA's expenditures on disasters in FY15 |
| Other | totaled approximately $9,128,953; $8,853,022 was transferred |
| Other | to PII. Examples of Plan's FY15 projects in this area include: |
| Other | Building Back Better in Tacloban: Post Haiyan Community |
| Other | Rehabilitation; Combating Ebola Outbreak in Guinea through |
| Other | Intensified Social Mobilization and Improved Contact Tracing; |
| Other | and Community Care Centers to Combat Ebola Virus Disease in |
| Other | Liberia. |
| Other | BUILDING BACK BETTER IN TACLOBAN: POST-HAIYAN COMMUNITY REHABILITATION |
| Other | This 15-month $3.94 million, USAID-funded project supports |
| Other | the residents of Area 4 (Barangays 62 and 62A), Tacloban City |
| Other | (Eastern Visayas, Region VIII, Philippines) to rebuild their |
| Other | Typhoon Haiyan-impacted community through improved transitional |
| Other | shelter and water, sanitation, & hygiene (WASH) facility rehabilitation complemented by |
| Other | integrated community Disaster Risk Reduction (DRR) and Protection |
| Other | elements. Applying an integrated approach to community rehabilitation, |
| Other | the project resulted in the establishment of Area 4 as a model |
| Other | for other areas to emulate in seeking to build back better in |
| Other | the wake of the devastating Typhoon Haiyan. |
| Other | COMBATING EBOLA OUTBREAK IN GUINEA THROUGH INTENSIFIED SOCIAL |
| Other | MOBILIZATION AND IMPROVED CONTACT TRACING |
| Other | This nine-month, $2.1 million, USAID-funded project supports |
| Other | the ongoing effort to combat Ebola transmission in Guinea |
| Other | through intensified social mobilization and improved contact |
| Other | tracing in four Regions, covering the cities of Conakry, |
| Other | Nzerekore, Gueckedou, Macenta, Yomou, Kissidougou, Coyah, |
| Other | Forecariah, Dubreka, and Telimele. Reaching a total of over |
| Other | 1 million Guineans in 10 key prefectures through increased |
| Other | inter-personal and media messaging and improved contact tracing, |
| Other | the project supports the Government of Guinea's ongoing effort |
| Other | to break the cycle of Ebola transmission and prevent new infections. |
| Other | COMMUNITY CARE CENTERS TO COMBAT EBOLA VIRUS DISEASE IN LIBERIA |
| Other | This nine-month, $1.27 million, USAID-funded project established |
| Other | Community Care Centers (CCC's) to provide complementary care |
| Other | to address the Ebola epidemic in Liberia's Montserrado, Bomi, |
| Other | and Lofa Counties. Undertaken in collaboration and partnership |
| Other | with Liberia's Ministry of Health and Social Welfare (MoHSW) |
| Other | and the County Health Teams (CHTs), the project supports the |
| Other | capacity of Liberia's public health system to implement critical |
| Other | community-based care programming as a component of the effort |
| Other | to reduce Ebola-related morbidity and mortality. |
| Other | 4. PROTECTION |
| Other | Plan's Goal: Providing a safe place for children to live and |
| Other | grow to their full potential. |
| Other | Plan works to ensure that all children are safe and protected |
| Other | from abuse, neglect, exploitation, and violence. We provide |
| Other | services designed to prevent abuse, neglect, and exploitation |
| Other | of children and to help victims recover. We campaign for and |
| Other | promote adequate legal protection at all levels, as well as |
| Other | advocate for strong support within families and communities. |
| Other | In addition, we raise public awareness of, and respect for, |
| Other | the right of all children to protection, and we help young |
| Other | people access the skills and knowledge that will enable them |
| Other | to protect themselves. |
| Other | Expenditures from Plan International USA in this area totaled |
| Other | approximately $3,086,660 for FY15, $2,529,225 of which was |
| Other | transferred to PII. Examples of Plan's FY15 projects in this |
| Other | area include: Protecting Human Rights in Bangladesh (PHR); |
| Other | Community-Led Action for Children (CLAC2) in Kenya and Mozambique; |
| Other | and Improved Services for Vulnerable Populations. |
| Other | PROTECTING HUMAN RIGHTS (PHR) |
| Other | PHR is a $12.7 million USAID-funded project that uses a comprehensive |
| Other | set of interventions to combat domestic violence, which is |
| Other | highly prevalent in many parts of Bangladesh and often condoned |
| Other | even by the women who experience it. Plan's response comprises |
| Other | five interconnected components: building the capacity of |
| Other | Bangladeshi civil society organizations (CSOs) to advocate for stronger legislation and |
| Other | enforcement; building the capacity of duty-bearers -- including |
| Other | personnel in law enforcement, the judicial system and the media -- |
| Other | to better understand laws and employ gender-sensitive approaches; |
| Other | increasing access to justice and helping survivors make informed |
| Other | choices by providing pro-bono legal support and information, |
| Other | including through "doorstep" legal counseling; strengthening |
| Other | direct services to survivors, including medical, shelter, and |
| Other | livelihood support; and public awareness campaigns to |
| Other | inform people of domestic violence laws and shift attitudes |
| Other | towards harmful practices. Working closely with the |
| Other | Bangladesh National Woman Lawyers' Association (BNWLA), |
| Other | the International Center for Research on Women (ICRW), and |
| Other | 18 local NGOs, PHR has seen major success, such as signing |
| Other | into law the Rules of Domestic Violence (Prevention and Protection |
| Other | Act), as well as building long-lasting community-based protection |
| Other | mechanisms, such as Social Protection Groups. |
| Other | COMMUNITY-LED ACTION FOR CHILDREN (CLAC2) |
| Other | CLAC2, a $2.3 million project funded by the Conrad N. Hilton |
| Other | Foundation, is the second phase of the Community-Led Action |
| Other | for Children project that is reaching children in communities |
| Other | affected by the HIV/AIDS pandemic in Kenya and Mozambique. |
| Other | With additional financial support from the Finnish Ministry |
| Other | of Foreign Affairs and management support from Plan Finland, |
| Other | this three-year effort aims to provide pre-school-aged children |
| Other | with a healthy and strong start in life through an array of |
| Other | interventions. These encompass parenting education, including |
| Other | a focus on male caregiver engagement; early learning centers; |
| Other | transitioning to primary school; strengthening community |
| Other | referral systems; and policy advocacy and partnerships to put |
| Other | in place strengthened national and sub-national Early Childhood |
| Other | Care and Development (ECCD) policies, using a strong evidence base. |
| Other | IMPROVED SERVICES FOR VULNERABLE POPULATIONS (ISVP) |
| Other | Plan is a member of a consortium led by Global Communities |
| Other | to implement the Improved Services for Vulnerable Populations |
| Other | (ISVP) program, a USAID-funded project that aims to assist the |
| Other | members of 50,000 vulnerable households in 12 districts of |
| Other | Rwanda to build their self-reliance in a way that promotes |
| Other | mutual support. The program capitalizes upon USAID support |
| Other | to the Government of Rwanda and civil society partners to |
| Other | facilitate these vulnerable populations' access to health and |
| Other | social services that enable them to live productive lives. |
| Other | Program objectives include reducing the risk and impact of |
| Other | HIV/AIDS and other health conditions on the most vulnerable |
| Other | populations in Rwanda and increasing the capacity of families |
| Other | and communities to provide better care for vulnerable individuals. |
| Other | ISVP supports access to education for vulnerable people as a |
| Other | core element for improving the protection of vulnerable populations |
| Other | against adverse circumstances over the long term. Plan provides |
| Other | technical leadership to ensure that gender is mainstreamed |
| Other | in the project, including work in helping men re-think what |
| Other | it is to be a male, and involving boys and men as well as girls |
| Other | and women in accessing sexual reproductive health information |
| Other | and services. Plan also provides technical leadership in early |
| Other | childhood development activities that support positive parenting |
| Other | skills and community Early Childhood Development (ECD) centers. |
| Other | 5. WATER, SANITATION & HYGIENE |
| Other | Plan's goal: Children and youth will realize their right |
| Other | to safe, reliable, and affordable drinking water supplies; |
| Other | to hygienic sanitation; and to live in a clean environment. |
| Other | Plan's water, sanitation, and hygiene programs are reaching |
| Other | a growing number of people, and we are one of the leading |
| Other | proponents of community-led total sanitation. This rights-based |
| Other | approach involves encouraging communities -- often children and |
| Other | young people -- to take the lead in improving their sanitation |
| Other | and to champion the benefits of hygiene and sanitation to their |
| Other | peers, families, and neighbors. We train and support the community |
| Other | to maintain water supplies and latrines and reinforce behaviors |
| Other | such as hand washing with soap. We work alongside government, |
| Other | communities, and local groups to ensure that our impact is |
| Other | sustainable in the long term. |
| Other | Plan International USA expended approximately $5,307,867 on |
| Other | water, sanitation, and hygiene in FY15, $4,189,021 of which |
| Other | was transferred to PII. Examples of Plan's FY15 projects in |
| Other | this area include: Testing Modified Community-Led Total Sanitation |
| Other | (CLTS) for Scalability; Cambodia Rural Sanitation and Hygiene |
| Other | Improvement Program (CRSHIP); and Nepal Promoting Agriculture, |
| Other | Health, and Alternative Livelihoods (PAHAL). |
| Other | TESTING MODIFIED COMMUNITY-LED TOTAL SANITATION FOR SCALABILITY |
| Other | This four-year $7 million project funded by the Bill & Melinda |
| Other | Gates Foundation aims to advance rural sanitation programs in |
| Other | Kenya, Ethiopia, Ghana, and worldwide by analyzing and improving |
| Other | the cost-effectiveness and scalability of the Community-Led |
| Other | Total Sanitation (CLTS) approach through increased engagement |
| Other | of local actors (natural leaders, teachers, and district officials). |
| Other | This goal is achieved by collecting, critically evaluating, |
| Other | and disseminating practical lessons learned that address challenges |
| Other | to implementing CLTS at scale. The project is based on systematic |
| Other | applied research from pilot interventions in Kenya, Ghana, |
| Other | and Ethiopia that are embedded in broader knowledge generation |
| Other | activities. In line with the CLTS approach, the project applies |
| Other | community-led solutions to address both demand for and supply |
| Other | of sanitation, to help communities eliminate open defecation |
| Other | and maintain and improve sanitation status over time. The |
| Other | project is led by Plan, with key support from the Water Institute |
| Other | at the University of North Carolina-Chapel Hill and local |
| Other | implementing partners. To date, the project has |
| Other | completed a range of scheduled activities: |
| Other | rigorously assessing CLTS operating context in all three countries; |
| Other | reviewing literature worldwide to inform the project approach; |
| Other | community-based implementation of CLTS (treatment vs. control |
| Other | groups) in pilot countries; conducting rapid assessments of |
| Other | CLTS programming in nine comparison cases worldwide; and completing |
| Other | process-learning focused workshops with regional stakeholders |
| Other | in Africa and Asia. |
| Other | CAMBODIA RURAL SANITATION AND HYGIENE PROGRAM (CR-SHIP) |
| Other | The $12 million CR-SHIP program is funded by the Global Sanitation |
| Other | Fund (GSF), a unique financing mechanism for sanitation programs, |
| Other | and targets rural villages in 10 provinces: Kampong Cham, |
| Other | Kampong Speu, Takeo, Kandal, Svay Rieng, Kampong Chhang, |
| Other | Kampong Thom, Kratie, Kampot, and Prey Veng. The goal of the |
| Other | CR-SHIP program is to increase access to improved sanitation |
| Other | and promote proper hygiene practices in rural communities |
| Other | of Cambodia and to strengthen the capacity of the government, |
| Other | local authorities, and local NGOs in promoting improved sanitation |
| Other | and hygiene. The program utilizes and delivers its services |
| Other | through non-hardware subsidized approaches that have proven |
| Other | successful in enhancing sanitation access within the poorest |
| Other | groups in society and includes components of capacity building, |
| Other | advocacy, knowledge management, and monitoring and evaluation. |
| Other | PROMOTING AGRICULTURE, HEALTH, AND ALTERNATIVE LIVELIHOODS |
| Other | (PAHAL)- NEPAL |
| Other | Under the leadership of Mercy Corps for this $37 million, |
| Other | USAID/Food for Peace-funded comprehensive program, Plan, |
| Other | Development Enterprises (DE), Tufts University's Feinstein |
| Other | International Center (FIC), and Nepalese partners NTAG, |
| Other | Rupantaran, RIMSNepal, and SAPPROS work at a systemic level |
| Other | to address both the symptoms and root causes of food insecurity, |
| Other | targeting individuals, households, communities, and systems |
| Other | to build resilience. As the technical lead for the sanitation |
| Other | component of the program, Plan is implementing community-led |
| Other | total sanitation and sanitation promotion for post-open |
| Other | defecation free (ODF) communities in the 14 target districts |
| Other | of the Far West and Mid-West Regions. By furthering the |
| Other | Government of Nepal's strategy of eliminating open |
| Other | defecation throughout the country, Plan's ODF programming |
| Other | will reduce the prevalence of diarrhea and contribute to |
| Other | overall nutrition in children and their families. |
| Other | 6. YOUTH AND ECONOMIC EMPOWERMENT |
| Other | Plan's goal: Young adolescents and youth will live in communities |
| Other | that value their participation and provide opportunities for |
| Other | their leadership and economic empowerment. |
| Other | Plan currently works with youth in 72 countries around the world. |
| Other | Through Plan's community-based, gender-sensitive approach, |
| Other | our programs engage marginalized youth to build their productive |
| Other | assets and prepare them with appropriate skills to manage their |
| Other | transition to work and adulthood. Our holistic programming |
| Other | targets very young adolescents (10-14), adolescents (15-19),and |
| Other | youth (20-29). |
| Other | Plan International USA expended approximately $6,968,789 on |
| Other | youth and economic empowerment in FY15, $4,915,891 of which |
| Other | was transferred to PII. Examples of Plan's FY15 projects |
| Other | in this area include: Women and Youth Saving for Empowerment (WYSE); |
| Other | Lifelong Learning Education Project; and Safer Cities for |
| Other | Girls. |
| Other | WOMEN AND YOUTH SAVING FOR EMPOWERMENT |
| Other | The WYSE project, which will run until 2017, funds the expansion |
| Other | of savings groups (SGs) in three West African countries -- |
| Other | Benin, Burkina Faso, and Togo -- and uses them as drivers for |
| Other | social and economic development. WYSE aims to engage over |
| Other | 39,000 women and youth members in more than 1,700 savings groups. |
| Other | The project reflects Plan's Child-Centered Development |
| Other | approach, through which marginalized groups of women and |
| Other | youth generate increased assets (personal, social, financial, |
| Other | and physical) and access to quality services for themselves |
| Other | and their children. Expanding beyond the typical savings |
| Other | group model, WYSE uses savings groups as platforms for learning |
| Other | and skills building. By participating in enhancement activities |
| Other | to develop skill sets such as literacy, leadership, enterprise |
| Other | development, and entrepreneurship, members strengthen their |
| Other | financial management and maximize investment of savings and |
| Other | dividends. Many SG members participate in the Enterprise |
| Other | Your Life program, co-developed by Plan and Making Cents |
| Other | International, to bring self-employment opportunities to |
| Other | marginalized youth and women. The short, targeted training |
| Other | sessions incorporate visual aids and learning activities |
| Other | and are conducted at the end of the regularly scheduled SG |
| Other | meetings. As the modules are supplemented by on-going coaching, |
| Other | participants develop the entrepreneurial mindset necessary |
| Other | for business success. The 12-week experiential curriculum |
| Other | teaches SG members how to start and succeed in small business. |
| Other | With increased savings and improved income from micro-businesses, |
| Other | women provide their families with greater access to health |
| Other | care services and educational opportunities. Youth members |
| Other | gain exposure to this simple and low-risk financial system, |
| Other | inculcate a savings habit, develop their money management |
| Other | skills, and have the opportunity to invest in small economic |
| Other | activities. |
| Other | GUATEMALA-LIFELONG LEARNING PROJECT |
| Other | This project is led by Juarez and Associates, in partnership |
| Other | with Child Fund and Plan International, to improve education |
| Other | quality and access for underserved populations in Guatemala |
| Other | through two main components: Component A) Learning to Read; |
| Other | and Component B) Education for Employment and Lifelong Learning. |
| Other | Plan is partnering with school communities to increase parents' |
| Other | and communities' awareness of education, especially for girls. |
| Other | To begin, Plan led a participatory study with parents in the |
| Other | Western Highlands to better understand educational challenges |
| Other | facing their communities and to develop viable solutions to |
| Other | address issues of quality education, literacy, and intercultural |
| Other | bilingual education. As a result of the findings, Plan developed |
| Other | an action plan for increased involvement of parents and community |
| Other | members in education, including activities to build their |
| Other | capacity through an awareness campaign on quality education. |
| Other | Additionally, through Aulas para Padres, or Classrooms for Parents, |
| Other | Plan is engaging parents and community members more in their |
| Other | children's education and issues that impact them. Through |
| Other | this work, Plan and the Aulas para Padres have identified |
| Other | hundreds of young people who have not continued their studies, |
| Other | and who are now being supported to reintegrate into the education |
| Other | system. |
| Other | Plan also works to create alliances in each of the 12 target |
| Other | communities among key youth service providers, thereby maximizing |
| Other | resources for more effective and complementary service provision |
| Other | to local youth. Partners include training providers, employers, |
| Other | community-based organizations, parent and youth associations, |
| Other | and local and national government officials. Plan supports |
| Other | these networks to generate and coordinate projects for |
| Other | out-of-school youth, improving their capacities and their |
| Other | conditions for a better quality of life. |
| Other | Under this subcontract, Plan International conducted numerous |
| Other | assessments, including a Participatory Youth Assessment, to |
| Other | understand the constraints of youth access to formal and |
| Other | alternative education, vocational training, and civic engagement. |
| Other | The methodology integrated qualitative and quantitative data |
| Other | collection that will continue to inform the project's strategies |
| Other | to increase opportunities for out-of-school youth to attend |
| Other | school programs and develop marketable skills for employment. |
| Other | The results produced a database of approximately 1,300 variables, |
| Other | indicating a high level of apathy among youth, high levels of |
| Other | unemployment, and reports of extensive gender discrimination. |
| Other | SAFER CITIES FOR GIRLS |
| Other | The Safer Cities for Girls project in Cairo is part of the global |
| Other | Because I Am A Girl Urban Program, which seeks to build safe, |
| Other | accountable, and inclusive cities for girls in five countries |
| Other | around the world. This $700,000 project will engage adolescent |
| Other | girls under age 18 in the informal settlement of Ezbet Khairallah |
| Other | in Cairo, in order to promote girls' access to safe public |
| Other | spaces; their meaningful participation in urban development and |
| Other | governance; and their autonomous mobility throughout the city. |
| Other | In addition to activities for adolescent girls to build their |
| Other | life skills and participation, this project works with families |
| Other | and communities, institutions, local government, and transport |
| Other | authorities to build a safe environment for girls to thrive. |
| Other | B. BUILDING RELATIONSHIPS |
| Other | As part of our mission, we promote learning and understanding |
| Other | among people of different countries and cultures. Our child |
| Other | sponsorship program -- through which a sponsor in the U.S. is |
| Other | linked with a child in need -- encourages children and sponsors |
| Other | to exchange letters, cards, and photos as a way to better understand |
| Other | each other's cultures. Through our website and sponsor communications, |
| Other | we frequently urge sponsors to send email communications or |
| Other | letters to their sponsored children. These cross-cultural |
| Other | exchanges provide the foundation for the sponsor/child relationship. |
| Other | Plan also provides various program communications to sponsors |
| Other | throughout the year. Sponsors are introduced to their children |
| Other | through the initial materials in their Sponsorship Guide. |
| Other | The "Sponsored Child Introduction" provides information on |
| Other | the child and his or her family, along with a photo. This |
| Other | background information is accompanied by an "Area Overview" |
| Other | that provides information relevant to activities in the sponsored |
| Other | child's community. Our "Annual Update" specifically details |
| Other | programs or projects within a child's community or program area. |
| Other | This update is accompanied by new photographs of the sponsored |
| Other | child and his or her family members. |
| Other | Building relationships is a reciprocal process, and we constantly |
| Other | encourage two-way communications. We contact all new sponsors |
| Other | to welcome them to Plan and encourage them to write to their |
| Other | sponsored child. To support sponsors in writing to their |
| Other | sponsored children consistently, we provide turn-around stationery |
| Other | several times throughout the year. In addition, we remind |
| Other | sponsors of their children's upcoming birthdays and encourage |
| Other | them to send birthday cards. |
| Other | The cost of $658,542 associated with these cross-cultural |
| Other | exchanges is known as "Building Relationships." During the |
| Other | year ended June 30, 2015, there were more than 100,000 instances |
| Other | of communications between sponsors, sponsored children and families, |
| Other | and the child's local Plan office. These communications are |
| Other | processed through a centralized communications and mail area |
| Other | at Plan International USA offices in Warwick, RI. |
| Other | C. DEVELOPMENT EDUCATION AND ADVOCACY |
| Other | As part of its mission, Plan International USA conducts educational |
| Other | outreach programs in the U.S. with youth, educators, donors, |
| Other | sponsors, and the public about issues affecting children and |
| Other | families in the developing world. Development Education programs |
| Other | enhance the public's understanding of the causes and conditions |
| Other | of poverty in developing countries and the role that Plan has |
| Other | in the development process. Development Education is one of |
| Other | the key tools Plan uses to strengthen relationships with and |
| Other | between individual children, adults, groups, organizations, |
| Other | and institutions. |
| Other | Plan International USA brings messages to the public through |
| Other | its country information briefs, cross-cultural communications, |
| Other | website updates, monthly e-newsletter, and education toolkits. |
| Other | Information about issues affecting children is regularly posted |
| Other | on our website and through social media channels. Youth group |
| Other | activities and speaking engagements by staff also play a key |
| Other | role in the delivery of these messages. |
| Other | The Youth Engagement and Action (YEA) team at Plan International |
| Other | USA works directly with students and teachers in an effort to |
| Other | increase awareness of the challenges and barriers that children |
| Other | and youth in the developing world face. Specifically, our youth |
| Other | network -- Youth United for Global Action & Awareness (YUGA) -- |
| Other | gives young people a voice by helping them organize meetings, |
| Other | school activities, retreats, and events that bring attention |
| Other | to children affected by poverty, HIV/AIDS, child trafficking, |
| Other | and other issues. |
| Other | The Youth Advisory Board (YAB) is another body of young people |
| Other | from around the U.S. striving to vocalize the needs of youth |
| Other | by serving as ambassadors to Plan International USA. The YAB creates |
| Other | and nurtures a network between Plan's international youth and |
| Other | organizational decision-makers in order to reinforce Plan's |
| Other | mission of empowering children across the world. Its role |
| Other | ranges from participating in discussions with the Board of Directors |
| Other | to collaborating with other Plan Federation members' youth |
| Other | advisory groups, and growing a network of youth across the |
| Other | U.S. dedicated to supporting the work of Plan. |
| Other | Additionally, Plan International USA facilitates engagement |
| Other | through group meetings, development of school curricula, and |
| Other | advocacy that reinforces our communications around poverty and |
| Other | community development. Plan International USA is an active |
| Other | partner and/or member of groups and coalitions that support |
| Other | these issues, such as the Sanitation and Water for All Partnership |
| Other | (SWA), Alliance for International Youth Development, and InterAction. |
| Other | Plan International USA is also a founding member, chair, and |
| Other | coordinator of the Orphans and Vulnerable Children Task Force. |
| Other | Regular meetings between CEOs and senior staff of organizations |
| Other | with similar missions help to give all of us a stronger voice. |
| Other | For the fiscal year ended June 30, 2015, the total Development |
| Other | Education and Advocacy expenses were $1,168,497. During the fiscal year |
| Other | ended June 30, 2015, Plan International USA initiated over 750,000 |
| Other | mailed or emailed communications, and participated in various |
| Other | presentations, activities, and forums. |
| Other | Other important elements of Plan's outreach are the initiatives |
| Other | and partnerships we develop to increase awareness about challenges |
| Other | in the developing world. Plan and Nickelodeon International's |
| Other | Together For Good is a global initiative to empower kids to |
| Other | make positive changes in the world around them. Together For |
| Other | Good serves as Nickelodeon's international platform to inspire |
| Other | its audiences to get involved in their communities, provide |
| Other | the resources and education to get the job done, and celebrate |
| Other | the impact they're making every day. Plan is Nickelodeon's |
| Other | inaugural partner for this initiative. The international-only |
| Other | campaign launched July 21st outside of the U.S across Nickelodeon |
| Other | platforms in 150 countries and territories. Youth can log on |
| Other | to the dedicated microsite (good.nickelodeon.tv) to read inspirational |
| Other | stories about kids who are already making a change in their |
| Other | communities, provide information on how they can get involved, |
| Other | and offer various activities and challenges to help them make |
| Other | an impact - big or small. |
| Other | Plan also has an ongoing partnership with Glamour magazine, which |
| Other | announced its newest charitable initiative in 2014: the Girl |
| Other | Project. The Girl Project was conceptualized and started in part |
| Other | because of recent world events highlighting the dangers girls |
| Other | face going to and staying in school. Along with three other |
| Other | non-profit partners, Plan is benefiting from money raised from |
| Other | the print campaign and broader outreach, including advocacy |
| Other | and awareness-raising events featuring First Lady Michelle |
| Other | Obama and other notable changemakers. Plan youth ambassadors |
| Other | from Vietnam, the Philippines, and El Salvador have spoken |
| Other | at high-level events promoting international support of making |
| Other | sure girls can safely go to school. |
| Other | A different type of partnership -- celebrity engagement -- has been |
| Other | extremely helpful in leveraging our brand and raising awareness. |
| Other | Celebrities are able to lend their voices to Plan International |
| Other | USA's causes and to amplify our messages to various audiences, |
| Other | particularly through print, on-air and social media channels. |
| Other | Through donor communications, sponsor meetings, website publications, |
| Other | and public gatherings, Plan International USA will continue |
| Other | to reach out to the public and invite them to engage with us |
| Other | and make a lasting difference for children around the world. |
| Other | We have found that once people understand these issues, they |
| Other | are willing to take action. Our task is to help bring these |
| Other | issues to light. |
| Form 990EZ, Part I, Line 16 | PROFESSIONAL CONSULTING FEES MARKETING/MEDIA MISCELLANEOUS |
| Form 990EZ, Part II, Line 24 | PLEDGES RECEIVABLE - NET GRANTS RECEIVABLE - NET PREPAIDS INVESTMENTS |
| Form 990EZ, Part II, Line 26 | ACCOUNTS PAYABLE & ACCRUED EXPENSES |
| Software ID: | 14000261 |
| Software Version: |