How We Work
Educom has developed an effective model for reducing unemployment and skills gaps and is focused on effectively scaling the program.
We drive change with technical acumen, unparalleled systems, and continuous innovation. We make educational development work. Our network of local specialists delivers results in several countries around the globe. With decades of experience operating in the most complex social and political environments in the world, our team knows how to quickly mobilize resources, seamlessly adapt to change and strategically apply lessons learned across several projects.
We combine broad regional experience with technical depth and unparalleled management skill. Our practices range from tourism to educational and private sector development to job markets and cut across our regional business units. Our management systems allow us to document, measure and apply both recent innovations and proven best practices across multiple regions and sectors.
Our children, teens and college students need guidance and care to develop into whole, competent adults who can enjoy gainful employment and work constructively and collaboratively to improve their communities and society as a whole.
Families and school or college personnel alone cannot give our youth and young adults all that they need, so other stakeholders must step in to help. Since the successful raising of our collective young is society’s most fundamental—even indispensable—task, we are all stakeholders.
There is not any perfect model for rebuilding community around our children, teens and college students and nurturing their development of character and leadership and life skills. A community follows the values and passions of its members; each community’s approach and methods are different. Having developed the Educom model since inception, we have found several forms and strategies for effectively involving partners from all segments of our community in collaborative work to develop our young into better and more compassionate human beings.
As a consequence of enjoying adult care and attention, opportunities to take charge of their own lives and to help others, continuing academic guidance and individualized learning supports, and specific kinds of thoughtful guidance, both children and college young people in our programs do better in school or college programs, have higher and more defined aspirations for their lives, and develop realistic plans and search out resources for reaching their goals.