TADA teens commit themselves voluntarily to following weekend school classes every Saturday for a period of three school years. They do this very enthusiastically, curious to discover society and the professional world ‘of the grown ups’.

TADA-pupils start their 3-year Saturday curriculum at the age of +-10. At the age of  +-13 they have discovered many disciplines, such as medicine, law, robotics, poetry,entrepreneurship.

After these first 3 years, the teens get an entrance ticket to a follow-up trajectory for alumni. Alumni are united in ‘TADA for life’: a network allowing the alumni to get together on a sporadic basis or to give back to TADA


The demand for participation has exceeded the number of available places.

In order to ensure that full advantage is taken of limited places, TADA conducts a survey during its invitation rounds in the schools.

With this, TADA assesses:

  • The children’s desire to participate in TADA
  • The children’s access to other empowering, extracurricular activities (like music lessons)
  • The general, socioeconomic familial background of the children
  • The level of education and employment of the parents or guardians
Teens living in the most challenging circumstances, get the advantage in principle. Of course the parents or the guardians of the children have to agree to participation; TADA places a great emphasis on parental involvement.

During the week, the TADA kids go to traditional schools that are located near the schools where the TADA activities take place.



  • TADA is fun and we learn a lot! Every month, we discover a new job. I now know what a chemist does, before I didn’t even know that job existed. At TADA, we learn to ask questions, to work together, to be curious, to dare, to express our opinion, not to be shy anymore, to be more disciplined, etc. All those things you don’t learn at school.

    Soulaimane, previous TADA student

  • I received good grades at school after the journalism class. The advice given to read fast and summarize a text quickly has been really effective to help me find the important information. (What, Who, When, Why, Where and How).

    Kamilia, previous student of TADA

  • I sincerely appreciate your initiative and the impact your project has on my daughter, Teresa. Very often, immigration creates obstacles for immigrants and their children, taking away the support they need to realize their dreams, to fulfil their true potential and to contribute to society. Sofie, you have identified this need and helped bridge it by helping our kids discover their enormous potential. You have given them back the right to dream big, and given them the possibility to reach for these dreams; for this I will always be grateful. You, and the whole ToekomstATELIERdelAvenir team will always stay in our minds. Keep on going with your good work.

    Teresa’s mother

  • Caroline has grown a lot since she’s taken part in TADA. She’s more enthusiastic, wants to learn more and is more focused at school.

    Caroline’s mother

  • TADA really does him good: we see a big difference in his general knowledge. At home, he teaches us things that he’s been learning during his Saturdays at TADA.

    Yigit’s mother

  • I find ToekomstATELIERdelAvenir very important for Zehna. My parents never allowed me to do what I wanted to, and I want to give this opportunity to my child. I want my children to be aware of what they like, to discover the possibilities, to become what they want and to receive answers to the questions to which I don’t know the answer.

    Zehna’s mother

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