Question: Pathways to Higher Education (PHE/EG), is a soft-skills oriented training program funded by which New York-headquartered, globally oriented private foundation with the mission of advancing human welfare, in fourteen different countries across the globe?

Context articles: Association for Psychological Science
Türkiye Scholarships
Ford Foundation
Welfarism
The Duke Endowment
Population, health, and the environment
Social pedagogy
Global citizenship education
Police training officer
Pathways to Higher Education, Egypt

The Association for Psychological Science (APS), previously the American Psychological Society, is an international non-profit organization whose mission is to promote, protect, and advance the interests of scientifically oriented psychology in research, application, teaching, and the improvement of human welfare.
 To this end, APS publishes several journals, holds an annual meeting, disseminates psychological science research findings to the general public, and works with policymakers to strengthen support for scientific psychology.
Türkiye Scholarships (Turkish: "Türkiye Bursları" ) is international scholarship program funded by Government of Turkey.
 Scholarships offered under this program are available to international students at associate, undergraduate, master and PhD level of higher education.
 The aim of Türkiye Scholarships is to improve mutual understanding with other countries and to contribute to the global knowledge with people oriented approach.
The Ford Foundation is a New York-headquartered, globally oriented private foundation with the mission of advancing human welfare.
 Created in 1936 by Edsel Ford and Henry Ford, it was originally funded by a US$25,000 gift from Edsel Ford.
 By 1947, after the death of the two founders, the foundation owned 90% of the non-voting shares of the Ford Motor Company.
 (The Ford family retained the voting shares.)
 Between 1955 and 1974, the foundation sold its Ford Motor Company holdings and now plays no role in the automobile company.
 For years, the foundation was the largest, and one of the most influential foundations in the world, with global reach and special interests in economic empowerment, education, human rights, democracy, the creative arts, and Third World development.
Welfarism is a form of consequentialism.
 Like all forms of consequentialism, welfarism is based on the premise that actions, policies, and/or rules should be evaluated on the basis of their consequences.
 Welfarism is the view that the morally significant consequences are impacts on human (or animal) welfare.
 There are many different understandings of human welfare, but the term "welfarism" is usually associated with the economic conception of welfare.
 Economists usually think of individual welfare in terms of utility functions, a perspective in which social welfare can be conceived as an aggregation of individual utilities or utility functions.
The Duke Endowment is a private foundation established in 1924 by industrialist and philanthropist James B. Duke.
 The mission of the foundation is to serve the people of North Carolina and South Carolina by supporting selected programs of higher education, health care, children's welfare, and spiritual life.
"Population, Health and Environment"('PHE') is an approach to human development that integrates family planning and health with conservation efforts to seek synergistic successes for greater conservation and human welfare outcomes than single sector approaches.There is a deep relationship between population, health and environment.
 Those subjects are not only related to each other but also to other important aspects that are very necessary for keeping PHE in a close-knit relationship.
Social pedagogy describes a holistic and relationship-centred way of working in care and educational settings with people across the lifecourse.
 In many countries across Europe (and increasingly beyond), it has a long-standing tradition as a field of practice and academic discipline concerned with addressing social inequality and facilitating social change by nurturing learning, well-being and connection both at an individual and community level.
 The term 'pedagogy' originates from the Greek "pais" (child) and "agein" (to bring up, or lead), with the prefix 'social' emphasising that upbringing is not only the responsibility of parents but a shared responsibility of society.
 Social pedagogy has therefore evolved in somewhat different ways in different countries and reflects cultural and societal norms, attitudes and notions of education and upbringing, of the relationship between the individual and society, and of social welfare provision for its marginalised members.
 Social pedagogues (professionals who have completed a qualification in social pedagogy) work within a range of different settings, from early years through adulthood to working with disadvantaged adult groups as well as older people.
 To achieve a holistic perspective within each of these settings, social pedagogy draws together theories and concepts from related disciplines such as sociology, psychology, education, philosophy, medical sciences, and social work.
Global citizenship education (GCE) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature.
 The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to compete in the global jobs market.
 The promotion of GCE was a response by governments and NGOs to the emergence of supranational institutions, regional economic blocs, and the development of information and communications technologies.
 These have all resulted in the emergence of a more globally oriented and collaborative approach to education.
 GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
The Police Training Officer program (PTO) is a post-academy training program created from the educational approach known as problem-based learning.
 Program development was funded by the United States Department of Justice Office of Community Oriented Policing Services to train police recruits once they graduate from the police academy.
 It was initially developed to replace the 30-year-old Field Training Officer (FTO) program, which research surveys indicated had become incompatible with community based policing and problem solving.
Pathways to Higher Education (PHE/EG) is a soft-skills oriented training program funded by Ford Foundation in fourteen different countries across the globe, and implemented in Egypt by Cairo University represented by CAPSCU in three phases over a period of ten years, starting 2002 through 2012.
 The main objectives of PHE/EG is to enhance the skills of socially disadvantaged (underprivileged) groups among the university students and graduates, focusing on students and graduates of humanities and social sciences specializations preserving gender equal opportunity, with a primary view to improving their chances of access to postgraduate studies, enhancing their prospects to benefit from any scholarships programs, and/or maximizing their potential for acquiring better employment opportunities.
 These developmental issues are in-line with the overall objectives and reform strategy of the Egyptian Ministry of Higher Education (MOHE) that is being implemented in phases by the Projects Management Unit (PMU/MOHE).