Our holistic Educational Support concept is influenced by language laws in Quebec, Canada and in Ghana West Africa. The main problem we are trying to solve is ending dropout and school apathy for high school youths, career, the lack of optimism reaching for higher education, potential for better paying jobs and integration into the host society, for students of immigrants ,especially of African descent to feel confident about their future, as graduates/non graduates; because of late entry into a school system that requires an unrealistic outcome, from immigrant learners are placed in a setting where first language French learners thrive

The solution is providingFrench language support to learners in pre-school elementary, high school and pre-vocational/career level, that will demotivate, encourage and nurture emotional wellbeing, intellectual creativity in a setting where professionals and volunteers are racially sensitive, inclusive in attitude and have the skills and commitment to provide responses to academic and emotional needs; while strategically guide the learners to make self-empowering choices.

Development and managememt of this portfolio will necessitate many steps::

• conducting background research on the historic events that caused socio-political changes in Quebec, Bill101, Bill 22, the official languages act in Canada and Ghana and their effect on lifestyles and especially on education.
• Immigration laws since 1968 to the present and the history of people of African descent in Canada, while demonstrating ethnographic-centric environmental influences affect the lives of "Visible minorities."
• Research current education polices, curriculum development and the role that politics, school and community plays in the systemic dispensing of knowledge and maintenance of cultural norms
• Conduct surveys that give proof to the need and viability of afterschool, weekends and summer language support programmes.
• marketing the projects using social media, after identifying target groups
• Develop curriculum that follows the formal curriculum set by the ministry od education that creatively targets the needs of the learners, by including the arts, mentoring intervention, using within culture groups arts, crafts, performances, stories, trades, professions, and other interests.
• Include a component on evaluation, research, and partnerships.
• Include an upgrade of LPG's website improvement and marketing strategies on social media

By the end of the project, students should demonstrate:

• Understanding of different processes needed to develop a holistic curriculum that meets the needs of each target group, while at the same time making curriculum content relevant, inspiring and doable.
• Understanding of our mission, vision and values and how to inject these characteristics into delivery os educationas services
• Analysis of methods evaluation and testing as these concepts relate to mastery, acquisition and affective learning
• Understand reporting procedures, creating continuous flow charts of skills levels, and content management
• Completing and presenting documentation to peers and company members ( 10-15 minutes)
• Show skills learned and used based on computer literacy
• recommend professionals who may assist in dispensing curriculum contents