|
YOUTUBE VIDEO: https://www.youtube.com/watch?v=pKgWez-1RL0&t=5s
• To generate a peace network with students, teachers and administrative staff of the Ciudadela del Sur Educational Institution through a peaceful training process.
• To promote mutual understanding and conflict resolution with a local and global vision, as well as an inner awareness on the part of the students, teachers and administrative staff of the Ciudadela del Sur Educational Institution through their activation as actors of peace.
• To reproduce at a local and international level the results of the "Empathic" project to help other institutions face similar conflicts by creating a peace booklet in English and Spanish.
DESCRIPTION OF THE PROJECT:
The Ciudadela del Sur Educational Institution is located in Armenia, Quindío, Colombia- South America. It educates more than 2,200 students per year, from preschool to grade 11 with a constructivist pedagogical approach that promotes inclusion, research, technology, environmental care, bilingualism, sports and culture.
Rotaract and Rotary Armenia International have known the educational facility for 3 years, due to obtaining the "ReciCRAI" Global Grant. This project at the time sought to create peace actions in students from grades 1 to 5, teachers and the community through the generation of environmental awareness, the creation of decent work and cooperative work with the use of recycling. This was the first Global Grant awarded to a Rotaract Club in Colombia, being widely known in the country and of course measurable for its positive impact in helping the school overcome conflict problems at the intervened headquarters.
However, after some other interventions that we continue to do to monitor the subsequent results of the aforementioned project, the Club has identified more conflicts between some groups of students from 6th to 11th grade. As an example, these conflicts have been related to the nationality, gender, sexual orientation and the power war that generally involve students in verbal or physical attacks that break the atmosphere of harmony and peace inside and outside the school and have allowed us to contemplate a possible second intervention through the design of the "Empathetic" project. To illustrate, this second project has been planned to address the conflict within 3 main phases: 1. Peace training 2. Activation of peace actors 3. Result of the process into a replicable product.
In the first phase, students, teachers and administrators from grades 6 to 11 will be trained to understand the concepts of conflict and peace from a national point of view. We believe that the positive empowerment of these students and the creation of a natural awareness about peace processes will help reduce aggression within the school. Likewise, teachers can be helpers to replicate the concepts learned with an inherent ability to create intercultural scenarios in which victims and perpetrators can resolve problems peacefully and improve their happiness and coexistence within the school.
In the second phase, the trained students and teachers will become peace activators, capable of expanding their conception of the topic on an international level. Empathetic has been prepared to offer virtual talks and workshops that allow activators to exchange perceptions of peace with leaders from outside the country with the aim of understanding and finding new solutions to the conflicts already mentioned and empowering more young leaders to generate peace changes. sustainable. In a world with too many different problems, young people have a fundamental role in the positive and lasting changes that we need if they create networks from the root of the system, in this case, the school. At this point, English will be the tool to communicate and understand the real world with the implicit benefit of improving linguistic skills and at the same time creating those actions of peace.
As a third phase, the students and teachers of the Educational Institution will be able to prepare a learning booklet with the memories of the entire process developed, including strategies, results and contacts to continue expanding this network of young leaders and thus be able to think about lasting changes in the society. At this point, technology will be a fundamental part of the process to help students design and produce what they want to transmit. Additionally, teachers will encourage students to draw their ideas in a second language, due to the importance of creating accessible material that can be shared with the community abroad. The result of this phase will empower students to understand the importance of language and implicitly create new skills for their life projects, making Empathetic a sustainable proposal that can be transmitted year after year.
The beneficiaries of the project will be approximately 945 students, from grades 6 to 11, 70 teachers, parents and administrative staff of the Ciudadela del Sur Educational Institution at its Headquarters.
SUSTAINABILITY:
Empathetic is a sustainable project due to its leadership and empowerment component that allows students to change their role in society from a negative one to a positive one in which they can be part of an important solution to a problem (conflict) and at the same time they can add new young leaders to this collaborative network. Likewise, teachers will help strengthen the initiative within the classrooms and with the community, allowing lasting results to be obtained that improve harmony and coexistence within the Ciudadela del Sur Educational Institution. Finally, the manual is an excellent tool for replicating learning not only within the local community, but also in a broader context.
Empathetic is sustainable when it is able to endure as an internal school project that makes positive changes and evokes intrinsic results (for the student in their actions, use of technology and language and life project), and extrinsic results with its impact on the community. by creating a replicable product that promotes work and mutual understanding between people to have better communities. For the pertinent purposes, the phases and parts of the project that engage the sustainability component are listed.
In addition, it can be measured in impact and coexistence results through physical or digital coexistence surveys periodically, from the school and can become a transversal project to the subjects of ethics and political constitution, providing qualifications or incentives in the academic process of the courses addressed year after year.
• PHASE 1: Peace Training Process for students, teachers and administrative staff.
Part I: Conflict and post-conflict in Colombia
Part II: Understanding peacebuilding
Part III: Becoming a Peacemaker: Developing a Way of Being
Part IV: Communicating peace: collaborative approach (involving students in peace actions within the school)
• PHASE 2: Peace Activators and a vision of Global Peace.
Part I: Understanding War Abroad (Special Guests)
Part II: Conflict within the countries (comparison workshops between Colombia and the invited countries)
Part III: Finding the solution (collaborative conclusions and results)
Part IV: Young peacebuilders activators (sustainability)
• PHASE 3: Introduction to learning
Part I: reports on phase I and II (summary)
Part II: voices of leaders (testimonies of students, teachers, administrative staff and community)
Part III: Review and editing (English teachers, technology teachers, others)
Part IV: share the product nationally and internationally (sponsors and supporting organizations).
| 
;)
;)
;)
;)
;)
;)
;)