Education volunteering with Berber girls in Morocco

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This trip can be tailor made throughout the year to suit your requirements
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Responsible tourism

Responsible tourism: Education volunteering with Berber girls in Morocco

Environment

This project is run and managed by a local charity with a deep understanding of local social and environmental issues.

Discussion among volunteers and the girls about environmental issues is encouraged, and there are outings and talks as part of the girls broader education to encourage a contextually appropriate environmental awareness.

All volunteers for this project, well before they travel, are provided with context information about the local environmental issues, including a locally appropriate code of conduct, covering environmental and social priorities and responsibilities.

You may be invited to stay with a village family when the girls go home on occasional weekends - you will experience the realities of the local environmental context and can help to fit this into a broader picture, beyond the girls' own experience.

In our UK office we reduce, reuse and recycle paper. We use recycled paper and keep print to a minimum. Any irreparable electronic appliances and all ink cartridges are recycled through recognised recycling channels.

We encourage our independent partners and projects to adopt similar environmental policies. However, local voluntary initiatives and individual projects may sometimes find it difficult to adopt these practises.

We encourage volunteers to offset the carbon emissions from their flights.

Community

Our core values are respect & dignity; responsibility & sustainability; service & partnership; economic transparency. As with all the projects where we arrange volunteer placements, this projects is designed to be culturally sustainable and economically transparent, as well as being community-driven.

Respect & dignity – there must be mutual respect for the dignity and cultural values of volunteers and local people, and by living in a safe environment within the local community, volunteers are able to share and discuss aspects of ordinary daily life. All volunteers are provided with context and background information relevant to the project – this includes a code of conduct and child protection policy.

Responsibility & sustainability – volunteers work with local people, not instead of them. Through skills-share, volunteers help to build local capacity so that local people can work to achieve the futures that they want for themselves.

Service & partnership – we work closely with our local partners in matching the volunteer and their skills to the specific requirements of the project. Our local partners agree with the project as to how volunteer input can advance the project at the particular time of a volunteer’s placement. The project is provided with information to enable them to make an informed decision as to whether or not the volunteer is appropriate for that project.

Economic transparency – the placement cost is paid by the volunteer direct to the local partner team, not to us. We ensure that at least 80% of the cost remains where it is needed most, in the host country, and is used to further enhance this project. How and where your money is spent is clearly shown for each project, and includes a ring-fenced project donation exclusively for this project.

1. Any volunteer wishing to teach or coach (unless as an assistant) should have an appropriate qualification - whether that's a TEFL certificate, a PGCE, sports coaching qualification or another relevant certification in youth work.
2. Any volunteer wishing to be involved in teaching without the relevant qualifications or experience can work as a teaching assistant, supporting the local teacher/coach during lessons, workshops or other sessions. This could involve helping students practise their English in conversations with a native speaker, or helping students carry out written or practical work under supervision by the teacher.
3. Education support placements should last a minimum of four weeks to allow the volunteers to establish relationships with local staff and their students and make a real impact Volunteers working in extracurricular activities such as after school support clubs, specialist language schools, or as coaches or teaching assistants may have placements as short as one week, if the curriculum has been designed specifically for a course of this length - although a longer duration is preferred.
4. Volunteers must be at least 18 years old, in line with international TESOL standards which require that teachers should be "at a level to access tertiary education".
5. Prior to a placement, volunteers are provided with background and context information - about the local culture, the institution where they will be volunteering, the students' ages, current language/sports abilities and what they will be expected to cover over the duration of their placement, to follow on from the previous teacher or coach. Relevant curriculum information will be included wherever possible. A minimum one day training and orientation is included at the start of a placement.
6. Every volunteer, including qualified teachers, should spend most of their time working alongside local teachers. The volunteer will have the opportunity to learn about the local culture and build upon what has already been taught, while the local teacher can benefit from the support and presence of a native English teacher, with new ideas for lesson plans and classroom activities. Learning is a two-way process.
7. DBS (formerly known as a CRB) checks - or equivalent - should be carried out for any prospective volunteers who will be working with children - particularly those who may be working unsupervised.
8. Volunteers must agree to the project's child protection policy and volunteer's code of conduct before their placement is confirmed.

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