The annual 3 days Summer Camps for the sponsored children at 10 different places on theme “Child and Parent Relationship” More+

School Benefits
Professional courses
Personal benefits
Medical assistance
Family benefits
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  ESP does not make recipients dependent on the support or create a receiving attitude in their thinking. On the contrary, ESP motivates the beneficiaries to adapt an active role in their development.

  Beneficiaries of ESP are not provided with free education; their own financial contribution increases motivation and effort to perform well at school. ESP reduces the financial burden of the School attendance and advocates for the availability of quality education.

  ESP seeks a comprehensive approach. Support is not provided only to several individuals but helps, as efficiently as possible, entire communities (see the Development Fund Guidelines).

  The development of a certain area requires co-operation with other partners, in a particular local government. The partner organization must use efforts for ESP and other development projects to be generally acknowledged by the local government and will seek potential co-operation with authorities and other relevant entities (Czech Embassy, other embassies, etc.)

  In connection with the priority of higher education, ESP requires as much financial support for students at higher schools as possible. At such schools, students specialize in specific fields and have a better chance of finding a job. The children in primary schools whose studies are not so financially demanding receive fewer funds within the program and, at the same time, funds are simultaneously saved for their future job-oriented education.

  ESP becomes more meaningful when communities take part in its implementation and when they are involved in the decision-making processes. The self help groups (SHGs) or ESP committees are a good instrument of participation. For example, SHGs can choose needy children for ESP; select a suitable gift (same for all children) or a desirable extracurricular activity.

  In implementing ESP, wider relations and links in the community as a whole must be taken into consideration to prevent creation of new types of inequality, envy, resentment or sorrow. The support must not create supported elite of which the others are envious. On the other hand, the partner organization must implement ESP very sensitively so that the supported individuals do not feel inferior and do not become the subject of contempt by the rest of the community.

The partner organization must attend to such wider context and implement ESP so as to avoid such undesirable side effects. (For ex. in practice, it proved to be useful to present ESP to communities as a form of scholarship for talented students; whereas, in slum areas or boarding schools, it will probably be necessary to share the benefits of the program with other individuals who are not directly involved in the project, etc.)

  Government support and other local sources should be tapped whenever possible. Benefits provided within ESP should not compensate for central or local governments’ failures. We should not serve where the government is obliged to serve and thus replace the government’s role and responsibilities.