Grants

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.

CanAssist, University of Victoria

Expansion and Diversification of the TeenWork Employment Program

TeenWork is a unique social innovation. No other employment program in BC supports young people with disabilities while they are still in high school. The program was developed in 2009, when community partners identified the need for an employment service aimed at youth with disabilities. These youth were isolated and not acquiring important life skills associated with working. TeenWork helps level the playing field so youth with disabilities are able to reap the benefits of employment like their non-disabled peers. Job coaches provide individualized support to improve opportunities for employment among youth facing barriers and to continue this support during the transition to adulthood. TeenWork graduates eligible for government disability assistance tend not to access it because they have jobs that pay well and good benefits. Participants are optimistic about the future and their ability to be self-sufficient and contribute to their families and communities. Yet TeenWork only reaches 10% of youth in Greater Victoria who could benefit. Funding requested from the Vancouver Foundation would help expand the program in three critical ways: 1) improve program efficiencies and implement new fee-for-service opportunities to ensure ongoing sustainability; 2) diversify the participant population to include youth facing a wider range of barriers; and 3) work toward serving youth across BC by creating a training package that enables replication of the program in other regions.
$150,000.00
2015

Decoda Literacy Foundation

Micro-credentials for adult literacy learners

Decoda Literacy Solutions is adopting the Mozilla Open Badge concept to provide a literacy and essential skills credential system for adults who participate in community-based literacy programs. These programs are generally outside of formal education systems and do not have transcripts and certificates to identify learning. The use of a micro-credential system will assist in improving program completion rates for adult learners, as well as increased support as they move to further education and employment. Literacy practitioners across the province have agreed that this would be an important step forward. Together with volunteer literacy tutors and adult learners, they have provided input about how the credential system should look and work in general. Digital micro-credentials, such as open badges, are a new way to capture and communicate what an individual knows and can demonstrate. They can represent more granular specific skills or achievements than most credentials issued in formal education systems. A set of open digital badges for adult literacy program participants has been developed based on current commonly used competency benchmarks. This project will test the use of that set of badges as well as the development of further relevant badges by adult literacy learners. It will also provide a basis for introducing the badges to employers, employment agencies and other education providers to test the value of the credentials where adults will use them.
$150,000.00
2015

Matsqui-Abbotsford Impact Society

Making Resiliency Happen through Youth-Adult-Partnership for Aboriginal Youth in Care

First Nations Health Authority, Fraser Health-Aboriginal, Sumas First Nation, and Valley Youth Partnership for Engagement & Respect (VYPER – managed by Impact) propose a project, based on collective impact (Turner, et al, 2012), developmental evaluation (Patton, 2011), and outcome mapping (Earl, Carden, & Smutylo, 2001), that will enhance community youth-adult partnership behaviours to improve the number, quality and sustainability of Aboriginal teaching-inspired resiliency-building opportunities available to youth-in-care in the Fraser Health region. This approach acknowledges replicated studies showing resilience is a social process (Obradovic, Burt, & Masten, 2006; Sameroff & Rosenblum, 2006; Stajduhar, Funk, Shaw, Bottorff, & Johnson, 2009; Stone, Becker, Huber, & Catalano, 2012), and is based on three core factors that support youth into thriving by mid-life (Brown, Jean-Marie & Beck, 2010): 1. opportunities to participate and contribute; 2. caring and connected relationships; and 3. developing high self-expectations. These factors align with Indigenous teachings around the four quadrants of the medicine wheel: generosity, belonging, mastery, and independence (Brendtro, Brokenleg, & Van Bockern, 2002). The project will support the addition of an Aboriginal Youth-In-Care Facilitator to the VYPER project, which already engages numerous Aboriginal youth-in-care. The specific role will be to facilitate opportunities that support traditional ways between elders and youth.
$150,000.00
2015

School District #39 - Vancouver

Cultivating the School Food System

Cultivating the School Food System is about empowering teachers and students in learning, growing and serving healthy food. When students have access to healthy, local, and delicious food, it is believed that that academic confidence will increase and discipline and behavioural issues decrease. , , Students learn better when they eat healthy food. We connect this work to the “Good Food” movement in Canada and the United States which focuses on food that is: healthy, green, fair, and affordable. , CSFS is a multifaceted, collaborative approach to enhance student learning, support teacher and staff innovation in teaching, and eating healthy, delicious, local food. It aims to shift attitudes and behaviours of students and support teachers and food providers to make systemic change in teaching practice and food provision. Programs support students across the VBE, focusing on vulnerable youth in E. and S. Vancouver, in Renfrew Collingwood, and Victoria-Fraserview, regions where youth food insecurity and poverty are prominent. CSFS addresses: Food Literacy: CSFS is transformative on-site learning for students. Creating opportunities for experiential and inquiry-based learning, it hosts training for educators; year-round field to fork programming for students, prepares youth with employment skills. Access: CSFS provides healthy, schoolyard farm grown food for the school community. It supports healthy school meal programs by facilitating an expert working group comprised of VBE staff, community partners, and FR to recommend and implement strategies for increasing food access. School Food System (SFS): CSFS inspires and supports schools to make large-scale shifts in purchasing, food service operations and student meal choices through a bundle of programs under the working title “BC Wednesdays.” This grant will support the teachers that want to do more. Already three schools have self-identified as wanting to participate in BC Wednesdays.
$150,000.00
2015

School District #67 - Okanagan Skaha

Through a Different Lens

The focus of this project is on the regular classroom: making learning more engaging and relevant for all students – rather than removing students to other programs. We are attempting to remove some of the barriers to success that many of our vulnerable students face (eg., over reliance on reading and writing); create strength-based classrooms where students can use their strengths to learn in alternative ways (technology, filming, creating, building, comics, interviews); and provide rich, relevant and meaningful learning opportunities. We began with in-class innovations in teaching and learning and are now supporting cross curricular and “outside” the classroom experiences – in the environment, on the reserve, and in intergenerational settings. Our application for a grow grant is to reach more classrooms and go deeper in those that have already been involved. Our school district has consistently achieved an 80-85% Six Year Completion Rate. The 10-15% of students that do not graduate consist of students of Aboriginal ancestry, students with a behavioural designation, students who have had difficulty with literacy through their school careers, and issues such as anxiety, drugs, alcohol. The two biggest groups are students of Aboriginal ancestry and those with behavioural designations. We have students as young as grade 9 leaving school. The school district has some alternative schools, career education, and other support systems, which support many students.
$150,000.00
2015

University of British Columbia School of Nursing

The Sanala Solution: Fostering Namgis Cultural Continuity for Health & Social Well-Being

From 2011-2014 the Sanala Research Team has been working to mobilize Indigenous knowledge and cultural tradition and teachings for community health promotion focusing specifically on youth self-esteem and Namgis Elder social isolation (VF HMER Grant UNR10-0825). The findings from this completed study confirm the critical place that cultural identity and continuity and language revitalization hold for Namgis youth and Elders. Our findings indicate that when cultural activities are woven into the everyday experiences of youth and Elders, both groups report a greater sense of wellness, balance and connection to the community. Elders describe lower rates of depression, social exclusion and chronic pain; youth describe a stronger and more positive identity and connection known to improve mental health and self esteem that act as protective factors against crime and addiction. These findings are the basis for the social innovation proposed for this project, entitled:"The Sanala Solution". The Sanala Solution, to be refined and tested in this project, fosters cultural continuity within the community; cultural continuity is integrally connected to the social inclusion, the most poorly defined and acted upon social determinant of health in the Canadian context. The Sanala Solution will study how to bring cultural continuity, language and inclusion to interface with Namgis health and social policy and programming to effect change that is community-driven and community-led.
$148,577.00
2015

Vancouver Child and Youth Advocacy Centre

Vancouver Child and Youth Advocacy Centre Pilot Project

This project is to complete a 3 year pilot project to establish a Child and Youth Advocacy Centre (CYAC) within the City of Vancouver. The specific vision for this centre is a co-located, multi-disciplinary, child centered approach to services for children who have experienced abuse and their non-offending family members and/or caregivers. In 2011, a group of mandated stakeholders came together and completed a two year comprehensive Needs Assessment and Feasibility Study to see if the need existed in Vancouver for a CYAC. The results of this first phase demonstrated both a need in Vancouver for a CYAC and that the stakeholders believed this project was feasible. Quantitative data demonstrated enough cases to warrant a CYAC. The qualitative data from this study was incredibly compelling, as it suggested that co-location of services for children/youth who experience abuse in Vancouver has the potential to reduce the barriers to joint interviews and reduce the travel time for children/youth and their non-offending family members. Any elimination of barriers could address possible under-reporting of child physical and sexual abuse. Following this, the stakeholders completed phase 2 - the development of a pilot project. After extensive research of CYAC models, the group believed that a not for profit was the appropriate model. This project (phase 3) will test and evaluate the establishment and operation of a CYAC in Vancouver.
$140,000.00
2015