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Khaleda Noon
Service Coordinator Action for Children

Khaleda’s services to Youth Work include identifying funding for groups, engaging and promoting equality for ethnically and culturally diverse young people in Scotland. She strives for individual rights and responsibilities of vulnerable socially excluded groups and aims to raise awareness of issues regarding young people. Her ethics and tireless efforts help to inform practice, supporting positive change within organisations who work with young people.

Khaleda & The Heritage & Inclusion Project

Khaleda has worked closely and delivered weekly sessions with secondary schools and the Duke of Edinburgh Awards Team in Edinburgh to ensure that the accreditation is inclusive of all young people. In the past, the award has been only accessible to groups which excluded individuals who could not complete due to cultural restrictions. Levels of participation were negotiated and adapted to be inclusive for all young people, raising the statistics in Scotland considerably for participation with diverse groups. Due to her project, innovation and dedication there are now more ethnically and culturally diverse girls participating in the award in Edinburgh than in the rest of Scotland.

Khaleda's innovative partnerships include Napier ENSA, Edinburgh University LIVED project, Duke of Edinburgh, National Galleries Scotland and four Edinburgh secondary schools. She focuses on inspiring ethnically and culturally diverse young people to overcome educational, recreational, cultural and social barriers to recognise their full potential for improved attainment, life-long learning, social and economic inclusion.

Khaleda says, "The aim of the project is to ensure that the pupils engage in inclusive activities that will increase confidence and develop skills and develop the pupils’ capacity to manage transitional periods in their lives." According to Khaleda, this strategy gives them the ability to access positive destinations after leaving school to ensure that the hidden voices in school engage with the programme. The programme avoids vulnerable girls being ‘lost’ through turbulent periods within the transitional years as the learning community are not culturally aware of targeted needs.