Search or browse below to see past Field of Interest grants. You may search by recipient organization name, project name, or city. Additionally, in the sidebar you may filter the grants displayed by year, interest or grant amount.

North Shore Disability Resource Centre Association (NSDRC)

InclusionWorks North Shore

This innovative program assists and prepares young adults with developmental disabilities to transition from an inclusive high school experience to a more independent adult community based life, family governed and community supported. Not agency run, it unfolds the way life does, with skill enhancing activities in community settings (libraries, community centres, businesses, work sites, recreation facilities). Young adults participate in a “campus” type of experience that is flexible and serves a wide range of skill development, both part time or full time or on a “one course at a time” basis. Highly skilled coaches and educators provide support and instruction. CLBC currently funds some programs through North Shore agencies, however they are somewhat limited in nature, often operating in more self-contained settings outside the general community. Even those limited programs regularly face budget cuts and it is time to find a new, sustainable way to provide the education, social, recreational and employment skills programs that foster the growth young adults achieved during their high school years. Because these groups can be small and flexible, programming needs can change as needs of participants change, and they can be life-long learners and contributors to their communities through employment and/or volunteer work where they will be known by all its citizens, not just those with disabilities. This innovative and inclusive model is sustainable, economical and replicable.

North Shore Multicultural Society


NEONOLOGY 2.0 emerged from the success of the NEONOLOGY Initiative. Under the direction of NSWAC (NS immigrant planning table - 17 orgs), NSMS developed NEONOLOGY as a model of best practices in diversity and anti-oppression education. NEONOLOGY has engaged more than 3000 grade 10 students in workshops exploring power, privilege, stereotypes, and the underlying causes of discrimination. Over 80% of these students indicated that the workshops increased their understanding of discrimination and its impact on the community. Students and teachers urged NSMS staff to offer a similar workshop to younger students, saying that students need to understand issues of diversity before entering high school. Research confirmed discrimination and isolation as risk factors for NS children preparing for high school1. In response to this need NSMS will deliver NEONOLOGY 2.0, a program engaging grade 6/7 students in developmentally appropriate anti-oppression and anti-bullying themed workshops in their classrooms. Students in grades 10-12 will be trained to provide mentorship to the grade 6/7 student.

Ocean Wise Conservation Association

The Great Canadian Shoreline Cleanup—Curriculum Models for Schools

For one week each September, thousands of volunteers gather in many communities across Canada to clean up kilometers of shoreline. With its elements of science, geography, civics and other subjects, teachers have been asking for a curriculum to bring the Great Canadian Shoreline Cleanup into the classroom. This project will create a school curriculum based on the Great Canadian Shoreline Cleanup.

Okanagan College Foundation

Gateway to the Trades for Youth At Risk

School District 22 North and Okanagan College would replicate Central Okanagan model by offering an annual cohort for a trial period of three years, starting with the school year 2016-17. Annual cohorts of 15-20 at-risk students in grades 10-12 would participate for a 12-week Gateway to the Trades program encompassing the four progressive stages. The aim of each stage is to help at-risk youth acquire the necessary skills to be successful at each level. Students would begin by taking a 5 week Pre-Gateway program at a school to be determined in Vernon. (Pre-Gateway focuses on readiness skills including time management, communication, problem solving, trades math and team building).. Those students who are successful in completing Pre-Gateway will go to camp (stage 2) for social connection and self development. Stage 3 involves exploring a variety of trades for an extended 10 week period at the OC Vernon Trades Centre. In stage 4 students will select a specific trade and enter a Dual Credit Foundation Studies program for an extended 20-40 weeks depending on the trade selection. The program provides a pathway to education/career opportunities to a cohort of youth facing significant barriers to post-secondary attainment. The program in this region supports at youth risk in the region with the opportunity to change behaviors and habits into forward momentum and building capacity to learn and transition to further education.

Aboriginal Access and Service Project

This pilot project is a culturally relevant, proactive program of support for first year Aboriginal students enrolled in university-level courses. It is a multidimensional support system that seeks to maintain cultural integrity to enhance Aboriginal student success. The program aims to provide individualized support, recreate the family dynamic, and monitor student progress. It is based on existing research and best practice examples. Aboriginal students voluntarily register for the program. Once registered, they are engaged one-on-one in order to co-create a program of support tailored to their needs, otherwise known as an Achievement Plan. This allows the learner to take ownership of their learning. Support is monitored and provided in a holistic fashion ensuring that physical, intellectual, emotional, and spiritual supports are available as needed. Each student uses a Passport to Achievement to record their interactions as per their Achievement Plan. Upon completion, students will have their passport evaluated to ensure they are eligible for the completion bursary.

Okanagan Indian Educational Resources Society

Syilx Indigenous Land-based Learning Project, Phases 3 4: Multi-Year 2013-2015

The Syilx Indigenous Land-Based Learning Project offers memorable, meaningful and transformative land-based learning experiences that feature Syilx (Okanagan) aboriginal perspectives and practices as part of enhanced curriculum for K-12 learners from public schools and band-operated schools throughout the Okanagan region. To-date, 15 land-based lesson plans that combine provincial curriculum requirements and hands-on outdoor activities relating to sustainability, life sciences, arts, social studies, social justice, leadership, and aboriginal culture and language, have been co-created by school staff and Syilx knowledge keepers, elders, and educators as part of project Phases 1 & 2 (in-progress). Implementation and evaluation of completed lesson plans (Phases 3 & 4), including collaborative creation of additional lesson plans for new subject areas, is proposed over the next 3 years with new and existing partners. Lesson plan delivery will occur at the ECOmmunity Place Locatee Lands outdoor 'living classroom' and at other culturally significant sites throughout the region.

Syilx Indigenous Land-based Learning Project

This project proposes to create land-based learning experiences that incorporate Syilx (Okanagan) aboriginal perspectives to deliver enhanced K-12 curriculum for all learners in priority classes in public and band-operated schools throughout the Okanagan region. This 1-year proposal covers Phases 1-2 of this multi-phase project, including: - creation of at least 15 site-specific outdoor learning experiences that deliver enhanced K-12 curriculum in sustainability, life sciences, arts, social studies, social justice, leadership, and aboriginal culture and language. Teaching units will be co-created through professional development workshops and collaborative processes involving school staff, Syilx knowledge keepers, elders, and students; - a completed budget, schedule, and evaluation plan for subsequent multi-year delivery and evaluation of teaching units (Phases 3-4) to be delivered at ECOmmunity Place: an 82 acre living classroom bordering the City of Penticton. Completion of Phases 1-2 is required before a multi-year proposal for delivery of Phases 3-4 can be developed.

Old Massett Village Council

Saving the Haida Language one hour at a time

The main goal of this project is to improve the Haida language capacity on Haida Gwaii to ensure our endangered Haida language survives. 10 adult language learners who already have some basic language skills and who are teachers in some capacity will take part in a master-apprentice program with 4-6 fluent elders all over the age of 80. The Apprentices will learn from the elders once/day. The Apprentices will also volunteer to create resources and to study another hour/day and teach others. We will create our own Master-Apprentice monitoring and evaluation forms for all learners and elders to use based on Leanne Hinton's resources. We will host a Master-Apprentice workshop to teach people how to use the Haida language even if not fluent. The Total Physical Response, TPR will show learners and elders how to stay in the language when trying to learn. Lastly, we will record the Elders for future educational projects and then create a Lesson-Learned video to share our project with others.

Our Community Bikes (OCB)

PEDAL Bicycle Industry Training (PBIT) Program

The PBT Program is a unique pre-employment and life skills training program for youth and people with barriers to employment. Through low-cost tuition and subsidized programs, PBMT Program will empower people to become bike mechanics and a part of the broader cycling community. Delivered in a community-bike shop setting through an anti-oppression education model the students will receive both technical and life skills training to be job ready for employment or participation in the bicycle repair industry. The PBIT Program is a unique pre-employment and life skills training program for youth and people with barriers to employment. Through low-cost tuition, PBIT Program will empower trainees to become employed in the bicycle industry and a part of the broader cycling community. Delivered in a community-bike shop setting through an anti-oppression education model, the students will receive both technical and life skills training, to be job ready for employment or participation in the bicycle industry. Technical training will focus on basic and advanced bicycle repair knowledge and will give students a basic understanding of a bicycle retail operation. Life skills training will encourage students to use effective communication and to present themselves as confident and forthright individuals. Students will gain skills in pre-employment preparations, leadership, peer support, and foundations in social justice. PEDAL will work with the bicycle industry to provide i

Pacific Autism Family Centre Society

GO Group

The GO Group strategy seeks to address the gap in employment equity services, with a focus on providing relevant vocational skills building and tangible work experience. Given our internal capacity, PAFC is uniquely able to implement a robust social enterprise strategy to fulfill operational needs. GO Group is a multi-venture social enterprise with a vocational development backbone; the GO Group ventures are: 1) GO Café, 2) GO Custodial, 3) GO Landscaping, 4) GO Business Solutions and 5) GO Innovation. GO (Goal Oriented) positions are paid, part-time employment positions, with a term ranging from 6 months to 2 years, based on person centered intake process, planning and goal acquisition. The intent of the GO position term is for individuals to articulate specific goals within a skill development framework focused on a position/industry they are interested in. When goals are achieved, individuals will be referred to an employment placement agency. PAFC will then assist the agency in securing the GO employee mainstream community employment. All operations would be inclusive, the ratio of neuro-typical staff to individuals with diverse abilities will depend on the business specific requirements of each venture. All GO employment is intentionally supportive with in house job coaching and support staff, specialized learning tools and peer mentorship components, all run through a standardized tracking and reporting method, such as the Open Badges learning management software.

Pacific Community Resources Society

Learning Is First (LIFT)

This after-school program helps young people succeed in high school and beyond. Using over 60 LIFT-trained volunteer tutor-mentors, they provide integrated tutoring, mentoring and recreation to 150 youth in Grades 6 to 10. Their volunteers are university students, professionals and often aspiring or trained teachers. At least 50 per cent of their participants are at-risk based on academic, behavioral or socioeconomic criteria. Working with service providers, LIFT is able to provide a level of after-school support that schools do not have the resources to provide.

Partnership Afghanistan

British Columbia's Young Afghans (BCYA)

BCYA is committed to provide guidance to at-risk youth on how to reach their personal and academic goals through tutoring, mentoring or holding academic workshops. In line with BCYA's purpose to further the education of immigrant youth in the Lower Mainland, BCYA launched Afghan Free Tutoring and Open Workshops, or 'AFTOW' in early 2011. The project aims to support at-risk immigrant high schools students to achieve their academic goals. High school students are provided with a common study area every Sunday from 12pm to 4pm at the Burnaby Youth Hub. Volunteer tutors are available to provide one-on-one support to students with specific homework related questions. Tutors are available to help in a variety of high school subjects including Math, Physics, Biology, Chemistry, Social Studies, History and English. In addition to tutoring services, students also have the option to attend weekly workshops on topics such as, "How to Set and Achieve Goals" and "How to Prepare for and Excel on your Exams'

Pathways to Education Canada

Pathways to Education Vancouver: A Graduation Strategy Partner

In the last year, several organizations from the health, education and social services sectors launched The Graduation Strategy, a plan to provide the supports and services children need to graduate from high school. The strategy arose after community reports identified that inner city children are failing to graduate from high school and make successful transitions from elementary to secondary and post-secondary school. Community organizations identified the urgent need to complement current services with a comprehensive, place-based program focused on high school students. PCRS was invited to deliver the Pathways to Education program as a critical piece of the Strategy. The population that we intend to serve is high-school aged youth living in the V6A postal code. We anticipate that approx. 80 students will be eligible for enrollment in the first Pathways cohort. After five years, 400 youth will be eligible for the program. Through community partnerships, Pathways will provide students with a comprehensive set of academic, financial and social supports to help them graduate.

Peace It Together Conflict Transformation Society

Building Bridges through Film and Dialogue

This project will empower ten Canadian university students (alongside 10 israeli and 10 Palestinian students) to use dialogue and filmmaking to inspire thousands of Canadians to build bridges between Jewish, Muslim, and Arab communities within Canada (and throughout the world). These students will participate in a 4-week dialogue and filmmaking program with visiting Palestinian and Israeli students. They will gain a deep understanding of the Palestinian/Israeli conflict in a professionally facilitated environment of dialogue and creative exploration, and then in mixed cultural groups they will co-create short films about the conflict, from conception to final editing. Their films will premiere at a screening of over 600 people at the end of the summer program. In the year following the summer program, these ten Canadian students will become Project Leaders and screen their films on university campuses and via the internet in order to inspire fellow students to create intercultural understanding among Jewish, Muslim and Arab communities on their campuses.

PeerNet BC

Building Inclusive Schools in Districts without Anti-homophobia Policies

According to a survey conducted by EGALE, "70% of all participating students, LGBTQ and non-LGBTQ, reported hearing expressions such as “that’s so gay” every day in school and almost half (48%) reported hearing remarks such as “faggot,” “lezbo,” and “dyke” every day in school. Schools and community based organizations, including Vancouver School Boards part-time Anti-homophobia and Diversity Consultant often request training from PeerNetBC to strengthen *Gender and Sexuality Alliances throughout BC as the need arises. As a result PeerNetBC partnered with Vancouver Coastal Health to write a curriculum manual on how to set up GSAs in local communities. PeerNetBC would like to test a proactive innovative project by formalizing support systems for GSAs across BC. By working alongside local community partners, PeerNetBC will support students and teachers who are struggling with existing GSAs as well as helping create new GSAs particularity in school districts without anti-homophobia or transgender inclusion policies. EGALE’s survey also indicated that almost two thirds (64%) of LGBTQ students and 61% of students with LGBTQ parents reported that they feel unsafe at school.” PeerNetBC will utilize youth engagement strategies to create and strengthen these GSAs to build healthy, vibrant and livable school communities especially for vulnerable and marginalized youth so students can focus on their education free from discrimination. *Formally known as Gay/Straight Alliance

PHS Community Services Society

Window's Education Enhancement Initiative

There is more demand than can be satisfied by the program & a lack of resources to invest in scaling. A strategic investment will trigger scaling the programming & achieving a sustainable scale of operation will mean increased levels of lifestyle stability & an increased capacity to take in more & new students/peer. We’ve seen evidence during our pilot that our social innovation has potential to impact and change stigmatization, socioeconomic barriers & narratives about those in transition from homelessness to stable independent lives, including those facing mental health or cultural barriers. Due to the nature of the system, we face challenges in commitment levels of our core staff & costs of doing business in DTES epicentre. We’re confident that the former can be mitigated with increased capacity to mentor, train & involve key staff members so that they’re able to be invested in the program more often in an integrated manner. By involving peer leaders regularly we’ll affect basic routines, transform participants into leaders & educators with direct connections to peers, positively affecting the resource flow. We seek to demonstrate a new model for training, providing a successful example of how comprehensive life, intellectual, business & tangible skills can translate into a higher rate of success in transitioning people to economic independence. We seek to change the behaviour and resource flows of traditional service delivery to incorporate elements of our innovation.

Potluck Cafe Society


Our aim is to create a diversity of income-generating opportunities that fit the diverse needs of residents of the DTES. We want to build an innovative framework that recognizes employment-related skills and qualities that residents of the DTES have gained through unconventional paths that don’t usually get highlighted on a typical resume. We hope to assist individuals who want to move along the employment continuum and meet them where they’re at. For the next phase, we want to test our badging framework with external agencies and build capacity within the system to facilitate greater mobility for individuals who are advancing along the income generation continuum. Through our initial testing, we saw that recognizing individuals with badges for their earned achievements often empowers them with greater self-efficacy and inspires them to aim higher. We’ve also seen that smaller, task-based work opportunities get them more acquainted with employer-employee relationships and increases their confidence in their own ability to re-enter the workforce. At the core of this social innovation is a desire to realign resource flow around knowledge (training) and money (income). We see a ripple effect for basic routines, policies and beliefs that are preventing the widespread adoption of Social Hiring. Our goal is to recognize and champion the strengths and abilities of our program participants, and support the creation of a more inclusive, accessible and resilient local economy.

Raincoast Conservation Foundation

Gitga'at Territory Education Program

This innovative partnership between the Hartley Bay School and three non-governmental organizations will inventory coastline vegetation to create interactive base maps. It is critical that sea resources such as eelgrass and kelps be inventoried to quantify the values at risk from proposed oil tanker routes in Gitga'at territory. Students will be trained in scientific methodologies while reinvigorating an appreciation and knowledge of Gitga'at traditional culture. Students and teachers will have access to tools such as GIS software and maps, remote cameras and more.

Ray-Cam Co-operative Centre

OUR PLACE Graduation Strategy - Transitions from Elementary to Secondary School

OUR PLACE Graduation Strategy is a partnership of residents, community-based organizations, schools and service providers working collaboratively to support the growth, education and healthy development of children in Vancouver’s inner city. The Graduation Strategy is a comprehensive place-based initiative designed to improve graduation rates for inner city children. The school-based programs are based at secondary school, elementary level and adult education. Comprehensive supports include: tutoring, peer support, mentorship, primary health care and assessments, family support, sports and recreation, counselling and advocacy. OUR PLACE Graduation Strategy builds from local experience research, assets and strengths in this community (DTES/Strathcona). OUR PLACE Graduation Strategy aims to engage students, parents, teachers’ and partners to ensure solutions through participation, seeing people as citizens able to contribute rather than clients to be serviced. We link to and work with influential champions to inform relevant public policy to ensure continuity and sustainability of these place-based responses. Working differently and moving towards a culture of collaboration and collective impact is a key goal of OUR PLACE Graduation Strategy. This specific project will address the gap for children 9 to 14 to ensure there are coordinated supports connecting schools, parents, children and youth and community organizations to work towards successful transitions in school.

Richmond Society for Community Living

Grade 13 Transition Project

The Grade 13 Transition Project will build its foundation from the current work of the Grade 13 Transitions Committee. RSCL, in partnership with the district’s EXPLORE program, is actively working with 3 students from different schools in the district, one of whom regularly attends RSCL youth programs. The goal is to offer specific supports which will fall in line with proposed new curriculum, assess outcomes and use the information to begin to develop a broader curriculum. With funding from Vancouver Foundation, the Grade 13 Transition Project will develop over a three year period. The project will combine best practices from the RSCL Youth Employment and Outreach programs and the newly launched district EXPLORE program, with support from committee partners. The project will begin with curriculum development in one or two schools with whom RSCL has existing relationships. In the second year of the project, the curriculum will be assessed, refined and will be introduced in additional schools. The final year of the project will include further refinements of the information, expansion of program delivery to include all schools in Richmond, and the opportunity to share information with community living agencies and school districts across the province. By standardizing the curriculum across the district, teachers and district staff will have the same knowledge, resulting in improved learning outcomes for students in Richmond.

Royal Roads University

Growing Our Futures: Community Training in Native Plant Landscaping for Adult Indigenous Students

This social innovation project will deliver an eight week community-based, culturally sensitive, hands-on training program in native plant landscaping and restoration to 16 students on the Scia'new First Nation. The training program will provide participants with the knowledge, skills and confidence needed to take advantage of employment opportunities in their community. These opportunities are especially strong given the partnership between the Scia'new Nation and Spirit Bay Developments on a 10 year plan to build a 500 + unit sustainable housing development. The project will influence systemic change towards increasing employment opportunities through incorporating Indigenous culture and traditions into education and employment training, an important element for increasing Indigenous participation in the labour market. The project will also create change through enabling community members to play a full role in a development occurring within their community. Similar developments often involve developers leasing property from First Nations and undertaking the development themselves. At Spirit Bay, ownership of the development is shared by the Trust for Sustainable Development (49%) and the Scia’new First Nation (51%) with the intention that the community meaningfully participates in the long term revenues and benefits generated. This project will provide community members with the skills to meaningfully participate in economic development on their own reserve.

School District #27 - Cariboo-Chilcotin

Bringing the World of Learning to Remote Learners-Connections Through Technology

In the Cariboo-Chilcotin, there are 202 students, predominantly of First Nations ancestry, in five remote schools. When they reach high school they must move to an urban centre, where they are isolated from their family and community. This can lead to high dropout rates, substance abuse and depression. This initiative brings expert teachers to secondary students in a daily virtual environment, and provides students with skills to excel in a highly technological society. It also expands service to Band Schools and remote adult students and builds capacity through staff training.

School District #36 - Surrey

Surrey Firefighters Girls Empowerment Group Expansion

The idea for this project originated due to an increasing need for research into the role of girls in gangs and a cry for help from an inner-city secondary school in Surrey. The role that girls play in gangs generally looks very different than that of their male counterparts, and as a result their needs can often be seen as less dangerous and therefore less urgent. As a result girls often fall through the cracks and dont always receive the support that they need to successfully deal with the struggles that adolescence can bring. Girls Group is a non-judgmental time and space where girls can be themselves, talk about things that are important to them and learn new abilities through different experiences. This project is intended to help girls gain skills that help them avoid situations that can lead them in the direction of ganglife, and towards healthy personal growth instead. After three successful years at the one location serving 10-12 girls between the ages of 13-16, the Safe Schools Department would like to expand the program to two additional secondary schools by 2016.

Parents As Literacy Supporters in Aboriginal Communities (APALS)

The "Parents As Literacy Supporters in Aboriginal Communities"; program, herein after referred to as "PALS", will be delivered in the common rooms of 5 Kekinow Native Housing Complexes and in 5 elementary schools (with highest Aboriginal populations) to increase participation levels of Aboriginal parents and their children (0-6) in mainstream Early Childhood Programs; promote positive home to school transitions; and ensure Aboriginal children are ready for school. An Aboriginal Early Childhood Educator and an Aboriginal Elder will engage approximately 300 Aboriginal children (100 per year), aged 0 - 6, and their families in APALS sessions throughout the course of three school years. Each session will consist of a wide range of fun, educational, and culturally appropriate early childhood development activities, such as: storytelling, singing, drumming, "Make and Take" cultural craft activities, circle time, group reading, group discussions, and literacy/numeracy activities. Families will also receive a culturally appropriate Aboriginal book at each session to take home and keep.

School District #37 - Delta

Enhancing Aboriginal Learning and Connections: Student Led Inquiries in BC

Over the last 12 years, the Networks have been successful in developing the capacity of BC educators to deliver quality and equity education for BC students. Drawing on this successful educator leadership model, we would now like to extend our focus to student leadership and connectedness to the school community. The current Networks employ teacher-led inquiry projects to further their own professional learning and the learning outcomes of their students. This new project will be built around student-led inquiry projects that involve students, educators, and school communities, particularly through the Aboriginal Schools Enhancement Network. We seek funding to support the following activities: student-led inquiry-based projects in 40 school communities in BC, involving the school community (i.e. families, Elders, community partners); adaptive learning for educators to enable them to carry out this model with success and confidence; and pre- and- post analysis of students’ learning and connectedness to school/community.