2011Annual Report

2

Editorial 3

Executive statement 4

I n a n u t s h E l l

summary of 2011 5

R E p o R t

the girl in pink slippers 7

p R o g R a m m E s

Cultural diversity 11

Education 12

south East asia 14

south East Europe 16

East africa 20

Central america 22

International training 26

Integration and Education 28

a n n u a l a C C o u n t s

Balance sheet, profit and loss statement, Revision 34 – 41

F o u n D at I o n

Bodies of the Foundation 43

R E p o R t o n E F F E C t I v E n E s s

this annual report concentrates on pCF’s education projects.

You will find examples of how children and young adults in five

regions of the world gain access to education, and how they

learn to live peacefully together.

3

65 million years ago, dinosaurs became extinct. They were large, mighty animals yet were unable to adapt to changing conditions. Living creatures need to adapt and develop to be fit for the future. The same applies to the Pesta­lozzi Children’s Foundation. It too has to be equipped to face new challenges in its mission to support and strengthen children and young people.The need to adapt does not mean that we turn away from our roots and the basic principles laid down over 60 years ago by our founder, Walter Robert Corti. Strengthening peaceful cohabitation through education and intercul­tural competence will continue to be our over­riding goal. As a globally oriented centre for intercultural competence, the Children’s Village in Trogen is at the core of the Foundation’s activities.

Today, all over the world, people from different cultural backgrounds meet and freely exchange views. However, encounters between different cultures can also give rise to major problems. Aware of this risk, the Foundation has launched the project contest «go4peace» which seeks to inspire young people to promote the peaceful cohabitation of different cultures. With the same objective in mind, the Foundation also organises encounters between Swiss school classes and children and young people from different European countries, who come to the Children’s Village in Trogen for an intercultural exchange project. During these direct meet­ings, children and young adults are encouraged to reflect on their own values and behavioural patterns, and strengthen their own identity and communication skills.If we want to achieve PCF’s goal of making our young people fit for the future, investment in peaceful cohabitation is not only desirable, it is essential.

Thank you very much for assisting us in this endeavour!

Brigitta m. gadient,

president of the Foundation Council

Strengthening peaceful cohabitation as the overriding goal

E D I t o R I a l

4

Every year, the Pestalozzi Children’s Foundation invests approximately 18 million Swiss francs in programmes and projects in Switzerland and in twelve countries worldwide. What is the impact of this investment? Increasingly and justifiably, the public and our donors want an answer to this question.According to our internal monitoring, in 2011, 445 000 children and young people benefited from our programmes in Switzerland and abroad. We are proud of this result. But what does this figure actually mean?A good level of national education requires school buildings and children who are able to attend school. But this is not enough. It is criti­cal that children and young people actually learn something and that they receive the sup­port needed to grow up to be independent, responsible adults. Unfortunately, this is not always the case, because teachers lack proper training or don’t speak the local language, for

example, or because the curriculum is ill­ adapted to local needs.Consequently, statistics on how many children are affected by our programmes are only the first step in the evaluation process. Assessing the impact of an education project requires the trained eye of a professional expert. Our pro­grammes are therefore not only internally monitored but also regularly evaluated by inde­pendent experts.We measure our impact thoroughly and in accordance with the ZEWO guidelines. As the evaluation of an entire programme is complex and expensive, we limit ourselves to one ap­proxi mately every five years. Individual projects, on the other hand, are independently assessed every three years. This helps us to know whe­ther we are on the right track, and where we need to improve.Could it be that – in view of global challenges – the programmes of the Pestalozzi Children’s Foundation are nothing but a mere drop in the ocean? Our long­standing experience tells us otherwise. Several of our education centres have been integrated into public education sys­tems, for example, and the curricula we de­veloped in cooperation with our local partners were adopted as national curricula. Profession­ally implemented projects can make a large and lasting difference, even if they are small in size.

urs Karl Egger,

Executive Director

Measuring the impact: What does it mean?

E x E C u t I v E s tat E m E n t

5

Box: Community dance projectDancing connects people. It builds self­esteem and toler­ance and brings people with different cultural backgrounds, abilities and experiences together. In late May 2010, BoX was put on stage in St. Gallen’s sold­out Tonhalle. The public loved it. After four weeks of intensive group work, 70 chil­dren and young adults were rewarded with a huge applause.

village head arthur Bill passed awayArthur Bill, former house­father, teacher and Head of the Children’s Village, died in early April 2011 at the age of 95. Bill’s outstanding commitment and sensitivity has shaped the Pestalozzi Children’s Village in many ways. We will always remember him for his huge contribution to the development of our Village.

our projects for children and young adults2011 saw the launching of the second edition of PCF’s project contest «go4peace». The contest seeks to motivate young people to work towards peaceful cohabitation of cultures. Until May 18, 2012, children and young adults can submit their projects and win fun prizes: go4peace.ch. Whenever and wherever young people from PCF projects in South East Europe and from Swiss school classes get together in the Children’s Village, powerup is there as well, our new website: powerup.ch

2500 visitors in the Children’s village2011 brought approximately 2500 visitors to the Children’s Village. 120 guided tours were organised. 200 people attended PCF family Sundays and museum days.

In a nutshell

Moldova | Dumitrita (9)

«I help Ivan with maths, and in return he pushes me in my wheelchair wherever I want to go. But sometimes I don’t want to be helped because I can do a lot by myself. Sometimes I tell my mum: ‹Don’t worry, I will be alright. I might need a little longer than others but I will get there in the end.›»

7

The bus door opens and at first, all that can be seen is a pair of pink ballet slippers.

Then the pink wheelchair with Dumitrita sitting in it. The fabric of her dress is

covered with pink flowers; her hair is tied with a bright-blue ribbon. She is all smiles

when a group of school friends appears at the bus door. Ivan, her best friend,

wears a royal blue shirt today. He pushes and shoves to get to her. They exchange

greetings and are obviously very happy to see each other. As soon as the bus

driver has pushed the wheelchair down the ramp, Ivan grabs it. He swings it

around at full speed and wheels it towards the school gate. Dumitrita squeals with

delight but suddenly becomes aware of the danger. «Slow down, Ivan, you are

going too fast!»

R E p o R t

The girl in pink slippers

The Lyceum Pro Success in Moldova’s capital, Chisinau, is a friendly, welcoming school. It is light and airy, and its windows are decorated with paper flowers. The entire school building is wheelchair accessible. There are 175 pupils in grades 1 to 12; 18 are disabled, the majority of them physically. Pro Success is one of four pilot schools run by the Moldovan non­governmen­tal organisation, Speranta (Hope), which the Pestalozzi Children’s Foundation started to support in 2011. Across the four schools, a total of 60 disabled children and young adults with special educational needs benefit directly from the project. Overall, the project reaches more than 1000 children and young adults, by raising their awareness of the issue of disability.

«Disabled children want to be treated like every body else», says the Head of Speranta,

8 R E p o R t

Lucia Gavrilita, who set up the organisation as a self­help group in 1998. Lucia has two dis­abled children herself. Speranta’s vision is a world in which all able­bodied and disabled people are considered valuable members of society, who actively contribute to its well­being. The organisation promotes the integra­tion of disabled children into regular school classes, rather than placing them in homes. «These children are part of our society like eve­rybody else.»

Ivan stops the wheelchair at the foot of the

stairs. Dumitrita’s mother, Veronica, works as

the secretary at the Lyceum Pro Success. The

school has a stairlift, but she carries her daugh-

ter to the top floor where the first graders’

classroom is located. She places Dumitrita in

another wheelchair when Ivan arrives to wheel

her into the classroom. He sits at the table next

to her. Ivan is a kind boy, but maths is not his

strength. Dumitrita helps him understand the

basics. Sometimes she tires of him because he

whirls her wheelchair around too much. And

she would like others to help her as well. But

Ivan is clever: «If I help her, she will help me». He

does not want to miss out on that.

The four pilot schools run by Speranta are firmly committed to inclusive education. Speranta’s objective is to have children with special needs taught in regular classes. The organisation designs special curricula that are flexible enough to meet a child’s individual needs. Pupils receive tailor­made educational and therapeutic support, and special instruction that helps them integrate into society. Dumitrita has a physical disability but needs no special curriculum. She can participate in all regular classes with the exception of physical exercise. «She would like to be even more in­dependent than she already is,» says Vero nica. «I had high hopes for my child and when I learned that she was disabled I was devas­

9R E p o R t

tated!» Veronica lost hope and thought Dumi­trita would never go to school. But then she heard about Speranta and was offered a place in Pro Success. Veronica started to work as the school secretary which allows her to help Dumi trita when she needs it. Veronica’s initial fear has disappeared. «My little girl gives me courage and hope. When I look in her eyes my worries melt away.»

In the evening we meet Dumitrita and some

other disabled children in Speranta’s youth

club. Every Friday evening Speranta staff

members, teachers, parents and volunteers

gather to spend free time together and help

one another. Dumitrita draws flowers on a piece

of paper. Guess what colour? Pink, of course!

» Carmelina Castellino

Moldova: Integration instead of marginalisation moldova is the poorest country in Europe and its

population encompasses many different cultures. the government is unstable and presidential elections have repeatedly failed. under these circumstances, minorities easily get caught in the crossfire. In mol-dova, pestalozzi Children’s Foundation supports three projects with one overarching goal: Fighting the mar-ginalisation of minorities and strengthening their inte-gration. In addition to assisting speranta’s work for children with special educational needs, pCF supports two further projects: providing access to basic educa-tion for Roma children and promoting understanding and tolerance through intercultural education.

For further information see www.pestalozzi.ch

emPower | Dragana (26)

Flowers and colours are part of Dragana’s daily life. «Roma women love colourful dresses and accessories», she says with a broad smile, waving her skirt from side to side against the backdrop of the Appenzell countryside. The young Roma from Serbia was one of last year’s students in PCF’s intercultural training course, emPower. Now she looks forward to passing on her knowledge to children and young adults at home.

11

Thousands of children and young adults from all over the world have found a home in the Pestalozzi Children’s Village in Trogen, Switzer­land. They learnt how to speak German whilst preserving their mother tongue, a vital element of a person’s identity. They immersed them­selves in a foreign culture, yet were able to con­duct their own cultural practices. Preserving their cultural heritage helped them integrate into society because it strengthened their iden­tity and sense of self­worth. And it facilitated the return to their country of origin.Many elements of this approach remain as relevant as ever. The founder of the Children’s Village, Walter Robert Corti, formulated prin­

ciples that still apply today. His aim was to motivate people of different nationalities to live peacefully together and to provide them with access to education.Integrating children and young adults into Swiss society is still an important part of our

work. We have approximately 30 children and young adults in our Integration Programmes; they come from 14 different countries and

practise six different religions. In our Exchange Programmes, pupils from Swiss school classes meet young adults from Serbia, Moldova, Macedonia, Russia, Belarus and Ukraine. Our Development Cooperation is active in twelve different countries worldwide. Each and every one of these encounters comes with the chal­lenge of preserving and strengthening the per­sonal identity of everyone involved.

Cultural diversityF o C u s

«All persons are entitled to quality education and training that fully respects their cultural identity; and all persons should be able to participate in the cultural life of their choice and conduct their own cultural practices.» Unesco

«Creation draws on the roots of cultural tradition, but flourishes in contact with other cultures. For this reason, heritage in all its forms must be preserved, enhanced and handed on to future generations…» Unesco

Exchange | Aura (16) and Lilia (17)

Aura and Lilia are active members of a youth club in Moldova and used to being open towards other cultures. Therefore it was easy for them to talk to other young adults in the Children’s Village and exchange freely with them. Both enjoy the friendly relationships between people in Switzerland. They think it makes a nice difference compared to the sometimes chaotic life in Moldova.

Education is an internationally agreed develop­ment goal and considered imperative in regards to solving problems in developing countries and in strengthening lasting peace. Education helps people understand the root causes of poverty and enables them to make their voices heard and participate in decisions affecting their lives. Education gives people self­con­fidence to change their environment through their own initiative. Two out of the eight Millen­nium Development Goals relate to education:

All children need to be able to complete a full course of primary schooling, and women are to enjoy a level playing field with men, and partici­pate fully in social and political life. As a step towards fulfilment of this goal, elimination of gender disparity in primary and secondary school is considered crucial.In this spirit, Pestalozzi Children’s Foundation works in Switzerland and in twelve countries worldwide to ensure that children and young adults have access to good intercultural edu­

Education F o C u s

13F o C u s

cation and learn how to live peacefully together. The quality of education is important to PCF. Good education encompasses far more than the basic skills of reading, writing and arith­metic; good education seeks to communicate values, knowledge and competencies that are essential to master the challenges in one’s immediate environment and of today’s increas­ingly globalised world. Good education also involves participation and inclusion. PCF projects encourage children, adolescents and adults to exercise active respon sibility for their lives and to take a stand for more justice, gender equality, equal oppor­tunities and tolerance between different groups of society.With these objectives in mind, PCF projects train teachers to provide good quality teaching which focuses on a child’s individual abilities, even under difficult circumstances, for example when classes are very large and resources scarce. Curricula are adapted to local needs, and expanded to include subjects that can strengthen peaceful cohabitation, such as local culture, intercultural communication and child rights. PCF projects inspire children and adolescents to develop self­esteem. They improve their

attendance and performance in school, and enhance the understanding of their particular culture, their immediate surroundings and the situation in their country. Equipped with these skills, children and young adults will be able to make an important contribution towards poverty reduction, development and environ­mental protection in their region. Our work is based on human rights and child rights. We strengthen the competencies of children and young adults and enable them to claim their rights. At the same time, we strengthen public authorities in exercising their obligations towards children and young adults. This two­pronged approach ensures sustaina­ble development.In which countries we work and how we provide access to education for 445 000 chil­dren and adolescents together with teachers, parents and education authorities per year, you can read on the following pages.

14 p R o g R a m m E s

Programmes South East Asia

Ethnic minorities gain access to relevant educationThe children in the border regions of Thailand, Laos, and Myanmar/Burma live in small villages in woody hills. Their families are mainly sub­sistence farmers growing fruit, vegetables, and rice. They live on their crops, on animals they hunt, and on the scanty foodstuffs they trade. During the rainy season from June to October, many villages are cut off from the world outside. The villagers support themselves, and children from an early age have to help their parents with the work around the house. The projects of the Pestalozzi Children’s Foun­dation support ethnic minorities in regions with poor educational opportunities. Local teachers are trained to integrate local knowledge into

curricula and classroom teaching, and encour­aged to apply child­friendly teaching methods. They are shown how to prepare child­friendly teaching aids by using readily available local materials such as wood, bamboo and pebbles, and how to develop reading material with illus­trations of rural life. In this way, local knowledge and skills are preserved and passed on to future generations.

Programme Director South East Asia: Brigit Burkard Benefiting participants: 79 957

f the right to leisure, play and recreation: a space for creative play and fun is a necessary part of a school, as it encourages children to come to school. 54 school yards were equipped with playgrounds that stimulate children to play.

f Child-friendly teaching: 1 216 teachers were trained to implement new, locally-relevant curricula in the classroom, and shown how to apply child-friendly teaching methods.1 216

54

15p R o g R a m m E s

Thailand

Myanmar/Burma

Laos

f tuition in the local language: In thailand, the official language of instruction is thai. 1190 children of ethnic minorities were taught thai by playing and doing.

f Integration of local knowledge in curricula: Indigenous popula-tions tend to live in harmony with available resources, and know how to regenerate them. sustain able development has to be based on local knowledge and skills. 689 curricula were adapted to integrate local knowledge and skills.

f learning skills from fellow villagers: 9 308 people, from grandmothers to children, participated in the planning of a rural education project. some of them are actively involved in the teaching process, for example by conveying local skills such as weaving, dyeing or traditional healing methods. 9 308

1190

689

p R o g R a m m E s

33 10316

Programmes South East Europe

Mutual respect and tolerance replace marginalisation and violence Ignorance about each other’s culture, and the lack of opportunities to engage in direct contact and learn from each other can give rise to pre­judice and even hate. Many regions in South East Europe are shaped by ethnic conflict and economic crisis. In such an environment, chil­dren and youth have few prospects for the future.In its intercultural education projects in Serbia, Macedonia and Moldova, Pestalozzi Children’s Foundation helps young people overcome cul­tural barriers, and encourages them to build a modern democratic society by prac tising toler­ance and open­mindedness. Our projects also provide young adults with the opportunity to acquire competencies and skills to claim their rights.PCF’s second focus lies on providing access to high­quality basic education for children on the margines of society. We assist local partner

organisations in developing methodological approaches to support Roma children in school, and in sensitizing teachers and educa­tion authorities to their situation. In Moldova, we support the integration of disabled children in mainstream schools and inclusive education for children with and without special educational needs.

For further information, please read the special coverage in this annual report.

Programme Director South East Europe: Dr. phil. argine nahapetyan Benefiting participants: 46 129

f Children’s rights and participation: 33 103 children and young adults debated intercultural education and child rights, and were actively involved in youth clubs and in decision-making bodies in their school and community.

p R o g R a m m E s

Serbia

Macedonia

Moldova

1

1 093

1 128

17

f sensitization and lobbying in government authorities: the professional nature and methodology of our education project in serbia has convinced local education authorities and the ministry of Education. the ministry supports the official recognition and wide-spread introduction of the intercultural education programme. this is a tremendous success for our partner organisation and its tireless lobbying.

f «school after school» for Roma children: 1 093 children received additional support to encourage them to attend school. they were given extra tuition, school materials, clothing and food, and participated in extra-curricular sports and music activities.

f training in intercultural education: 1 128 teachers received further training in child rights, intercultural education and participation, and now apply their newly acquired knowledge in the classroom.

Moldova | Polina (10)

Polina knows many words in Romani, the language of the Roma. She and her friend engage in a neck-to-neck-race, trying to tell their teacher all the words beginning with M: M like Moldova. Polina likes to spend time in the library. She wants to become a bilingual teacher and teach Roma children in two languages.

Ethiopia | Teskome (10)

Teskome dreams of a world where all children are able to go to school. When she is grown up she wants to lead a power company that provides electricity to every home in her country. Her fa vou r-i te subjects in school are languages. She knows that foreign languages enable people to talk to each other and get a better understanding of the world.

Programmes East Africa

Approximately 45 million boys and girls in Africa do not attend school. The projects of the Pestalozzi Children’s Foundation in Ethiopia and Tanzania provide children and adolescents with improved access to good quality basic education. Emphasis is placed on girls’ educa­tion. We apply innovative approaches to holistic education which enable everybody who is involved, from nursery children to educational authorities, to decide how safe and child­friendly their schools are.Our projects in Tanzania are concentrated on education without violence, and inclusive edu­cation. Children with special needs, such as visually impaired children or children with hear­ing loss, are integrated into regular classes on an equal basis with other children. Children who live and work on the streets are given the oppor tunity to attend street schools and receive

medical and socio­educational support. An­other project focuses on creating and publish­ing children’s books in Swahili with the aim of making reading and writing more fun for chil­dren. Girls are particularly affected by discrimination, and for many of them education remains a dream. With targeted measures such as coach­ing and school clubs we encourage girls to attend school. At present, Pestalozzi Children’s Foundation does not support any projects in Eritrea.

Programme Director East Africa: Dr. med. Carmen meyer. Benefiting participants: 269 132, 145 334 of whom are girls.

f Equal opportunities and participation: 11 450 pupilsin self-governed school clubswere supported and empo-wered to insist on their right to protection, and to assume co-responsibility for their fellow pupils. 5 954 girls received special support.

f safe schools in Ethiopia and tanzania: 75 000 children gained access to safe drinking water and sanitary facilities at school. 40 200 children benefited from public awareness-raising on violence against children, and from measures taken to combat it.115 200

11 450

Innovative approaches to quality basic education

Tanzania

Eritrea

Ethiopia

21p R o g R a m m E s

f Communities: Well-trained teachers and child-friendly schools have an impact well beyond the pupils they directly address: altogether, 30 000 siblings and 60 000 family members in our project countries benefited from pCF’s education projects.

f the right to be literate: In tanzania, 43 310 children were taught by 810 specially trained teachers. they gained access to 135 school libraries and 90 high-quality books in swahili.

f Inclusive basic education: In six schools in the Dodoma region, 275 disabled children attend the same classes as 1 725 able-bodied pupils. these schools are a model in tanzania.

43 310

90 000

275

22 p R o g R a m m E s

Programmes Central America

2 296

A future for young people and a culture of peace Human rights violations are increasingly fre­quent in all of Central America. This develop­ment gives rise to the fear that the timid signs of peaceful cohabitation after years of civil war are still very fragile. Violence and crime are everyday phenomena, and governments are trying to fight them with ever more repressive measures. In its programme countries Honduras, Guate­mala and El Salvador, PCF improves children’s access to education and helps adolescents cope with the challenges of growing up in an environment where violence is rampant. In El Salvador, the focus is on conveying prac­tical and social skills in order to make the transi­

tion from school to working life easier. The main focus in Honduras is on school projects in rural areas, while projects in Guatemala are concen­trated on intercultural education. The common overriding aim is to convey a culture of peace that helps act against a decade­long history of violent conflicts.

Programme Director Central America: gisela Wattendorff Benefiting participants: 48 475

f Culture of peace: In El salvador and in honduras, 5 150 children and young adults learnt how to live peacefully with others and their environment.

5 150f vocational education for young adults: In El salvador, vocational training programmes prepared 2 296 young people for their professional life. 254 of them found employment.

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HondurasEl Salvador

Guatemala

p R o g R a m m E s

f Intercultural teaching: In guatemala, 1 968 adolescents gained access to intercultural education, and 3 180 primary school children benefited indirectly from the programme. the adolescents organised local activities during which they passed on their newly acquired knowledge to the younger children.

f training in intercultural education: 1 300 teachers sensitised 34 270 pupils to issues relating to inter-ethnic relationships and peaceful cohabitation in guatemala.

f Education in remote areas: In honduras, 11 909 children and young adults gained access to quality primary and secondary education.

34 270

5 148

11 909

Honduras | Mercy (18)

Whenever the children make fun of Garifuna, Mercy sits them down and talks about discri mination and prejudice with them. Already in primary school, which was set up by PCF’s partner organisation, she learned about child rights. «Since then, I am much more aware and prepared to take responsibility.»

El Salvador | Francisco (19)

The youth project Hope has changed Francisco’s life. He learned English, but also how to solve problems in a peaceful manner. Both skills serve him well in his new job. Clients like to deal with him because he speaks English, and in difficult situations he knows how to stay calm.

26 p R o g R a m m E s

Programmes International Training

Children and adolescents from PCF projects in South East Europe and the Chernobyl region participate in our Intercultural Exchange Pro­jects in the Children’s Village in Trogen, Switzer­land. Here, they experience direct intercultural encounters among themselves and with pupils from Swiss school classes. PCF’s Intercultural Exchange Projects encourage children and adolescents to reflect on their own values and behavioural patterns, and in doing so strength­en their perso nal identities. The ultimate aim of these projects is to inspire children and young people to talk to each other rather than to fight. Readiness for peace and tolerance are pre­requi sites for a world in which children can grow up freely and happily. Developing communication skills is also the overriding goal of PCF’s intercultural training programme for young adults, emPower. In 2011, 20 students from PCF’s four programme regions – South East Europe, South East Asia, Central America and East Africa – took part in

PCF’s fourth training course of this kind. For nine months they lived and studied in the Children’s Village. After having received their diploma in December 2011, they returned to their countries of origin. As agents of change, they will pass on their knowledge in intercultur­ality, development cooperation and education to children, adolescents and adults in PCF­supported projects abroad.

In charge of programmes: Intercultural Exchange Projects: Damian Zimmermann emPower: marlen Rutz Cerna Benefiting participants: 911

f empower: In 2011, 20 students from nine programme countries – macedonia, serbia, myanmar /Burma, thailand, laos, honduras, guatemala, El salvador and tanzania – attended the intercul-tural training programme empower in the pestalozzi Children’s village.

20

Agents of change in Switzerland and abroad

26

27

Switzerland

p R o g R a m m E s

f Children from the Chernobyl region: Children and adolescents from the Chernobyl region have been coming to the Children’s village ever since 1997. all in all, 2 340 children participated in our projects. In 2011, 201 children and 38 accompanying adults came to switzerland.

f Further training: 129 adults who accompanied pupils during Intercultural Exchange projects gained new insights into the educational work with children.

f the countries: the participating children and young adults came from seven different countries: moldova, serbia, macedonia, Romania, Russia, Belarus and ukraine.

f Intercultural exchange: In 2011, 762 children and adole-scents participated in exchange projects in the pestalozzi Children’s village, thus streng-thening their social and intercultural competencies.

7129

2 340

762

p R o g R a m m E s

Programmes Integration and Education

f school projects: In 2011, 535 children and young adults took part in an exchange project in the pestalozzi Children’s village, thus strengthening their social and intercultural skills.

535

At times it can be hard to grow up with several cultures. Children and young adults of foreign origin face the challenge of developing an iden­tity in an environment shaped by the conflicting demands of their own culture and the Swiss culture. Most of them manage this quite well, but not all. Individualized support in the Pestalozzi Chil­dren’s Village helps children and young adults to navigate through conflict­prone terrain, and conveys the competencies to do so. Our resi­dents learn how to preserve their personal and cultural identity whilst integrating personally and professionally into Swiss society. The Pestalozzi Children’s Foundation has over 60

years of experience in assisting children and young adults in this integration process.Both, Integration Programmes and Education Programmes – the second unit of Programmes Switzerland – seek to promote peaceful co­habi tation of people from different cultural backgrounds in Switzerland. Swiss school classes are invited to join entire project weeks or individual project days in the Pestalozzi Chil­dren’s Village. Here they meet children and young adults from our projects in South East Europe and the Chernobyl region.Thematically focused project weeks in the Chil­dren’s Village offer school classes the opportunity to discuss, learn and experience the multiple facets of issues such as intercultur­ality, anti­racism, diversity, respect for each other, human rights and child rights. New expe­rience and knowledge can be strengthened and conveyed to the public by creating a radio programme in the Village radio studio or the mobile radio bus. Combining school projects and radio projects strengthens holistic learning with sustainable results.

In charge of programmes: Integration Programmes: patrick horber / alexandra Wölbitsch Director Education Programmes: ursina pajarola Benefiting participants: 2 125

Unique encounters of cultures

28

29

Switzerland

p R o g R a m m E s

f living in the Children’s village: In 2011, a total of 28 children and young adults lived in the five houses of pCF Integration programmes.

f socio-educational support: social workers in pCF Integra-tion programmes spent approximately 10 100 hours accompanying children and young adults on their road to independence.

f Radio projects: the mobile radio bus gave 1 744 children and young adults the opportunity to voice their concerns live on air.

10 100

28

1 744

f linguistic diversity: Children and young adults in our Integration pro-grammes. spoke over 23 different languages.

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Switzerland | Kevin (16)

Kevin joined the jury for the children and youth contest «go4peace» because he is interested in learning new things and wants to award prizes to the most creative projects. His dream is to find an apprenticeship as a retail trader and become independent.

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Switzerland | Dechen (16)

One of the many things Dechen has learnt in the Children’s Village is to listen to her heart. Her father would have preferred a boy and therefore did not accept her. Dechen came to Switzerland three years ago. She wants to become a nurse and work in a nursing home.

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34 a n n u a l a C C o u n t s

Assets 2011 2010

Liquid assets 9 606 071 9 094 935 Fixed­term deposits 1 132 080 1 005 925 Receivables by third parties and projects 107 798 66 206 Other receivables 1 366 033 1 386 099 Inventories 55 421 54 501 Active closing entries 672 659 315 780

Current assets 12 940 062 11 923 446

Equipment 417 110 487 962 Real estate 11 722 764 12 317 457 Financial assets 12 474 138 12 607 538

Non-current assets 24 614 012 25 412 957

Fund assets (appropriated) 607 527 736 555

Total assets 38 161 601 38 072 958

Annual accounts Balance sheet

35a n n u a l a C C o u n t s

Liabilities, funds and capital 2011 2010

Payables to third parties and projects 670 476 677 600 Other current liabilities 5 695 7 183 Accured liabilities an deferred income 445 798 700 409

Current liabilities 1 121 969 1 385 192

Long­term financial liabilities 900 000 920 000

Non-current liabilities 900 000 920 000

Total liabilities 2 021 969 2 305 192

Fund capital (appropriated) 4 010 310 3 724 826

Foundation capital 50 000 50 000 Valuation reserves 2 472 120 2 589 360 Free reserves 29 607 202 29 403 580

Capital of the organisation 32 129 322 32 042 940

Total liabilities, funds and capital 38 161 601 38 072 958

(in Swiss francs)

36

Annual accounts Profit and loss statement

2011 2010

Legacies 3 717 503 7 930 315Donations 7 040 521 7 291 286Contributions 6 829 532 6 563 386 from the SDC 2 675 000 2 475 000

from LED 150 000 150 000

from Swiss Solidarity (Glückskette) 234 614 153 341 Income from product sales 188 152 223 719Income from Children’s Village services 337 515 406 253Other income 755 534 304 708Profit from sale of real estate – 600

Operating income 18 868 757 22 720 267

Children’s Village expenses –1 079 927 –695 576Project contributions –3 514 881 –4 538 206Staff –8 605 817 –8 336 137Rent –34 674 –17 015Maintenance of buildings and movables –294 882 –390 522Maintenance of vehicles –16 444 –17 203Insurance –52 703 –54 053Electricity and waste disposal –269 919 –287 815Administrative and IT –512 545 –540 285Travel expenses and representation –119 181 –113 715Public relations –301 856 –307 282Fundraising –2 581 969 –2 671 211Depreciation –863 218 –841 703Other expenses –181 044 –193 004

Operating expenses –18 429 060 –19 003 727

Operating result 439 697 3 716 540

a n n u a l a C C o u n t s

37

2011 2010

Financial income 935 431 927 823Financial expenses –969 444 –640 960

Financial result –34 013 286 863

Expenditure for real estate –131 911 –111 380 Income from real estate 177 121 176 720 Other result 45 210 65 340 Result before funds result 450 894 4 068 743

Internal funds result –39 649 142 320 Changes of funds –324 863 738 619 Funds result –364 512 880 939 Result before change of organisation capital 86 382 4 949 682 Changes of securities’ valuation reserve 117 240 –565 360Changes of free reserves –203 622 –4 384 322 Change of organisation capital –86 382 –4 949 682

Annual result – –

(in Swiss francs)

a n n u a l a C C o u n t s

38

Annual accounts Revision

a n n u a l a C C o u n t s

39a n n u a l a C C o u n t s

40

Integration Progammes (33 % Education Programmes (7 % Intercultural Exchange Projects (10 % emPower (5 % Children’s Village Trogen (7 % Sensitization (3 % Visitors’ Centre (2 % go4peace (0 % Children’s rights (0 % South East Europe (7 % East Africa (10 % Central America (8 % South East Asia (8 %

Programme costs

Integration Programmes 4 387 048 Education Programmes 983 500 Intercultural Exchange Projects 1 373 328 emPower 635 999 Children’s Village Trogen 936 371 Sensitization 437 399 Visitors’ Centre 321 464 go4peace 8 385 Children’s rights 37 890 South East Europe 899 728 East Africa 1 356 033 Central America 985 361 South East Asia 1 016 067

Total programme costs 13 378 573

Administration costs

Fundraising 3 033 584 Public relations 552 113 Administration 639 480 Foundation secretariat 825 310

Total administration costs 5 050 487

Operating expenses 18 429 060

Distribution of programme costs as a percentage

Programme and administration costs

(in Swiss francs)

a n n u a l a C C o u n t s

Imprint

annual Report of the pestalozzi Children’sFoundation 2011 | Issn 0256-6516.

a u t h o R s

Carmelina Castellino, Dagmar Wurzbacher, Djulijana Zekic

p h o t o s

manuel Bauer, marcel giger, simone haering, Regina Kühne, tara manuel, Roland schnetz, astrid serwart, tobias siebrecht, sandra D. sutter, silvia voser, Jürg Zürcher, archive pestalozzi Children’s Foundation

E D I t o R

Dagmar Wurzbacher

t R a n s l at I o n

sybille schlegel-Bulloch

C o R R E C t o R

Intertext gmbh | www.intertext.ch

D E s I g n | l I t h o

heussercrea ag, st. gallen

p R I n t

hautle Druck, st.gallen

this annual report has been printedon environmentally friendly paper.The annual accounts were audited by

PricewaterhouseCoopers Ltd and approved by the Foundation Council. The auditor’s report and detailed annual accounts are available upon request. They can be downloaded under www.pestalozzi.ch.Page numbers in the audit report refer to the detailed annual accounts.

Total programme costs (73 % Fundraising (16 % Public relations (3 % Administration (4 % Foundation secretariat (4 %

Programme and administration costs

Moldova | Dumitru (16)

Dumitru is relieved. The three-hour workshop he headed went very well. He taught a group of 20 young adults all he knows about identity. Last November one of his dreams became true: He received an invitation to take part in an exchange project in the Children’s Village that allowed him to widen his knowledge.

43

The supreme body of the Pestalozzi Children’s Foundation is the Foundation Council, which is made up of eminent representatives from the worlds of business, politics, education and development cooperation. The Council deter­mines the guidelines behind the Foundation’s activities. It appoints the Foundation Commit­tee from among its members. Members of the bodies of the Foundation (April 2012):

F o u n D at I o n C o u n C I l

Brigitta M. Gadient*, lic. iur., LL.M., Former National Councillor GR, Chur, PresidentRaeto Conrad*, Regensberg, Vice­presidentArthur Bolliger*, Teufen, TreasurerProf. Dr. oec. Christian Belz*, Grub SG Dr. phil. Ivo Bischofberger*, Council of States member AI, ObereggDr. iur. Denis G. Humbert*, Thalwil Bernard Thurnheer*, Seuzach

Jesse Brown, Goldach SG Samuel Eugster, Trogen Marc Fahrni, Trogen Dr. iur. Mario Frick, Balzers (FL) Walter Fust, Hessigkofen Dolkar Gyaltag, Bonstetten Pia Hollenstein, St.GallenReto Moritzi, AbtwilDr. phil. Annegret Wigger, Heiden

* Foundation Committee The Foundation Committee prepares the

business for the Council to deal with and oversees the implementation of decisions.

Bodies of the Foundation

B o a R D o F D I R E C t o R s

The Board of Directors is the highest oper­ational body. It is responsible for the Foun­dation’s key functions. All Foundation departments are represented in the Board of Directors.

Dr. oec. Urs Karl Egger, Executive Director Jürgen Beck, Director of Administration & Services Carmelina Castellino, Director of Marketing & Communications Ursina Pajarola, Director Programmes Switzerland Beatrice Schulter, Director International Programmes

R E v I s I o n o F a C C o u n t s

PricewaterhouseCoopers AG

o R g a n I s at I o n C h a R t

The Pestalozzi Children’s Foundation consists of five departments: Head Office, Programmes Switzerland, International Programmes, Marketing & Communications, Administration & Services. The organisationchart can be found under www. pestalozzi.ch

www.pestalozzi.ch

C o n ta C t

Pestalozzi Children’s FoundationKinderdorfstrasse 209043 Trogen, SwitzerlandPhone +41 71 343 73 73Fax +41 71 343 73 00

info@pestalozzi.chwww.facebook.com/skpschweizPostal account 90­7722­4

p E s ta l o Z Z I C h I l D R E n ’ s F o u n D at I o n h a s B E E n C E R t I F I E D B Y Z E W o s I n C E 1 9 5 3 .

The seal of approval stands for:• theeconomicalandeffectiveuseofdonationsfortheirdesignatedpurpose• transparentinformationandtrueandfairfinancialreporting• independentandappropriatecontrolmechanisms• opencommunicationsandfairprocurementoffunding

npo-laBEl FoR managEmEnt ExCEllEnCE anD Iso 9001 CERtIF ICat Ion

TheworkofthePestalozziChildren’sFoundation(PCF)istransparentandprofessional.Itsresourcesanddonationsarebeingusedinanefficientmanner.Since2009,theFoundationhasheldtheNPO-labelformanagementexcellenceandtheISO9001:2008certificationforthequalityofitsperformanceanditsmanagementsystem.

s W I s s n p o - C o D E

StructureandmanagementofthePestalozziChildren’sFoundationaregearedtofulfilthecorporategovernanceguidelinesfornon-profitorganisationsinSwitzerland(SwissNPO-Code)asdefinedbythepresidentsofSwitzerland’s largecharityorganisations.AnevaluationmandatedbytheSwissNPO-CodeconfirmedthattheFoundationcomplies withthebasicprinciplesoftheCode.