Most Committed Facilitator (3 Awards)

223 ARI EEC LTLT 10 Year Celebration for website 2 v1 r2

Facilitators are the ones who bring the Programme to life, making sure that each activity is designed to respond to the unique context children live in, to meet their needs and allow them to connect and learn from one another. They are the ones interacting with children on daily basis, and working hard in the field to change the world one classroom at a time.

This award is designed to recognize three Learning to Live Together facilitators who have made an inspiring use of the Programme in their work with children and youth and whose commitment and passion have made a difference in their lives.

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Most Committed Facilitator Submissions

Array
(
[name_of_applicant] => SAYDOON NISA SAYED
[email] => saydoons@gmail.com
[name_of_organization] => Religions for Peace - WCRP
[country] => SOUTH AFRICA
[city] => DURBAN
[please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => In 2012 at the GNRC 4th forum in Tanzania, we got copies of the Learning To Live together (LTLT) manual and CD. Our programme for youth and children is implemented in two different setting (1) youth peace forum (YPF) (2) Mavela Ikhaya children's forum (MICF). Once back home we used the manual in our (1) youth peace forum, which we hold 4 time a year with formal school learners. The learners come from different schools, private, religious, co-ed, girls only, boys only, model c, Government, urban and district schools. The diversity is for explanation purposes, race, gender, religion, class, religious ethos, rich, poor learners. (2) Mavela ikhaya children's forum in informal rural community setting held 4 to 6 time a year. This is very children focused. In 2014 two of us from South Africa were trained in Nairobi, Kenya. Then in 2017 I was trained as a train the trainer in France. We use the LTLT manual in our youth and children programme adapting it to our own local situation, e.g. we have an official human rights day 21 March, Youth Day 16 June, an etc. and in that term we use the module 1 understanding self and others, "road to understanding self and other" linking it to our basic needs as human beings and the beauty of diversity. With the children in the rural community setting, we us "creating caring communities. The children are all Christians and all speak the same language, Zulu.
The schools that we work with have a youth forum or youth club at their school, the work from the YPF is shared with the school club and at times at assembly. We visit the school on a regular basis and the principal and life orientation educators are making that space for the learners.
South Africa is a very religious country, with a global faith community of the African traditional religion, Bahia, Buddhist, Christian, Hindu, Islam, Jewish, traditional Christian, living harmoniously together. We worked together during apartheid and continue to address the many challenges that we face together.
Spirituality, values, ethics, morals are household terns with us and our communities. We give young people and children the space to transform themselves and begin to understand the other. There is space for interfaith and intercultural participation. Most of all, space is provided for those who don’t feel like participating. We have powerpoint presentation with plenary discussion with questions and comments, them collective participation in groups. The outcome of report back is amazingly meaningful, that within a short period of time the groups produce such amazing group feedback, in the form of role play presentation. Some of the schools use the Youth Peace Forum event as and Life Orientation examination. We love the way young people adapt to group work. Immediately we share with schools photos of their learners at work.

[explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => In our situation, we are fortunate that we did not experience sensitivity. We have been hosting the Youth Peace Forum and Mavela Ikhaya Children’s Forum for many years prior to the implementation of the “Learning To Live Together” manual. Our work was similar in that we “created caring communities” and we listened to “the other voice”, and many other way of doing our work with young people and children. In South Africa, with global recognisation of our change without violence from apartheid to democracy, we are being appreciated. We are doing everything we can to address the challenges that we face, on racism, sexism, xenophobia, gender, etc. We are all the time looking at ways to build social cohesion within our workplace. We want to make the changes in the lives of our young people and children, so we take great strides and make bold efforts to this end. We replace challenge to sensitivity, we pray and wish that every child can be in a situation, where he or she is given the space and tools to be empowered. The challenges in a youth or child life are too many, we try our level best to give them an alternative. We begin our events with an Interfaith prayer or a minute of silent. We get the youth and children offering these prayers. We are sensitive to the way we focus and facilitate our events, taking care of suitable venue space, dietary requirements – so we can be recognized for what we stand for.
[how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => As an Interfaith organization, Religions for Peace, hosting the Youth Peace Forum and the Mavela Ikhaya Children’s Forum, and being religious based, with a strong religious ethos of working. Principled in our approach and modeling the interfaith harmony is our greatest strength. We begin all our events with a prayer, interfaith prayer done by each religion, universal prayer, or observing a minute of silence. All our events are interfaith.
The beauty is that almost all our scriptures advocate harmony and peaceful co-existence – this brings meaning to our work. We have the great big opportunity to address our achievements and also work on the many challenges that we face as a community. The challenge is not just faced by a particular faith, the challenge is experienced by all faith communities
The Muslim breaking of the fast – Iftaar, is becoming a big interfaith and intercultural event, communities are invited to an Iftaar. One of our partner organization the Denis Hurley Centre, host an annual Iftaar, and they encourages the community to fast on that day of the invite, fast according to the way Muslims fast. Get up before dawn, eat breakfast and stay without food and drink – ( many call it a dry fast) till sunset. These event are hosted by non Musilim organisations, institutes and colleagues, another example the international yoga day.
At our youth and children’s programme, we get volunteers from our workshop to offer prayer at the beginning of our event. The youth and children are very happy to offer the prayer. This is done in the language that they prefer.
Interfaith and intercultural events are our everyday events, for example the recent “refugee day”, we observed and refugees come from all faith and religious as well as non religious background.

[how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => Being a human rights peace activist and born in apartheid South Africa, being sensitive to the needs of the less fortunate became a major part of my consciousness. I began from a very early age “acting as a nurse”, which, I was very passionate about. We lived in segregation and only engaged with one race group.
I was supported by my mum and dad and family and we began to defy the order of the country, apartheid. Alhumdullah, All Praise is Due to Almighty Allah (God), we have democracy today. Our democracy has lots of challenges, from the past as well as new challenges

The Holy Qur’an and Hadith - the Teachings of Prophet Muhammad (Peace Be Upon Him) are my driving force. There many verses of the Holy Qur’an and Hadith that keep me in check and balance on my everyday life and actions. Here I quote tow verses that play an important part of my interfaith and intercultural actions. 1) Verse of the Holy Qur’an - Most Honored in the Sight of Allah/ Reverence Your Guardian-Lord: Qur'an 49:13 Surah Al-Hujurat (The Inner Apartments) “O mankind! We created you from a single (pair) of a male and a female and made you into nations and tribes that ye may know each other (not that ye may despise each other). Verily the most honored of you in the sight of Allah is (he who is) the most righteous of you. And Allah has full knowledge and is well acquainted (with all things)”.encourages me to work for interfaith and intercultural harmony. 2). And the other verse of the Holy Qur’an: Chapter (3) Surah Al Imran (The Family of Imrān)
“And let there be [arising] from you a nation inviting to [all that is] good, enjoining what is right and forbidding what is wrong, and those will be the successful.

I have a crafted identity, Interfaith – although I dress with hijab, many in my country see me as an interfaith person.

What we as individuals and organisations did in the past was an extension of Learning To Live Together. Our programmes was based on Interfaith Harmony, Creating Caring Communities, Listening to the Other voices, observing Anti Racism Week, Human Rights Month, Youth Day/Month, Madiba Day, observing all the international days, etc

The Learning To Live Together manual can be adaptable to any situation, children, youth, adults. Pick a kiosk and run a workshop

[please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => It is important, in what we do as an organization we should model it on two levels as individuals and as a organization. What we teach is what we live. The Learning To Live Together should be our mission, in our every moment of life, not crafted for a set of time or day of the workshop. This must be shown in the way we engage with those we know and those we do not know, and there should be no difference in this approach.
First and foremost we are human beings with the same needs and aspirations, wanting good in everything we do and to be recognized for it. This can be shared as best practices, which is wholesome and all embracing. If we put our heart and soul in our work, we will reach great heights and we hope it puts a big smile on the faces of those who we engage with.
We see lots of these buzz words role model and principle learning on social media, share widely, and at times you get poste a quote from your neighbor, and then receive that same quote from a friend from England, or India. The quotes include treat others with respect and you receive the same. And many saying on respect, responsibility, empathy and reconciliation, and love, care, compassion, peace, harmony, and the list goes on and on and on.
The pleasure of this volunteer work is to earn rewards of fulfillment. And being in this for the last 25 years has earned us this status. Planning, designing events and programme in a safe and caring space for young adults, youth and children.

[please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => We have noted than there are many organisation's, NGO's, CBO's doing similar work with children, for children. We partners with organisations with similar aims and objectives and with organisation's who are resourced - with human and material resources. This help cut the cost of an event. When working with and hosting children, and for their pleasure we have to have refreshments, fun stuff, games and learning to live together in the activities that we engage.
We have been doing this work for over 25 years, which is great, that means we have committed (audience) – learners from formal schools. With our community outreach work we are blessed that we also have committed (audience) the children of the community.
We have done inter and intra exchange of space, where we bring rural children to urban workshop/ play and do the same with urban youth are taken to rural workshop.
We will this year do some community workshop on Learning To Live Together in community spaces. There is a great need for Learning To Live Together.
We work with the KwaZulu-Natal Inter Religious Youth Council, World Assembly of Muslim Youth and the Bahai Youth – and the above organisations intern work with other faith youth.
Our programme is growing from strength to strength and our volunteers are able to implement the values of respect, empathy, responsibility and reconciliation. We will increase our output in the coming months and next year. It is a great big positive that we are asked by young adults, who are serving their community to join them and help implement the Learning To Live Together. In these to plan workshops, we are given most resources, venue/space, audience/participants, for 4 to 6 hours workshop. This community workshop will take the same form of our Youth Peace Forum, and implemented with the young of the community. It will add a new dimension of the work that the community was doing, to changing it to Learning To Live Together.
We have a pleasantly lovely team of young people from the major faith of Durban, to be part of this team, sharing responsibility.
This gives us more ability to run many more of these Learning To Live Together workshop, when we are invited.

[video_link] => https://twitter.com/SaydoonSayed/status/1011224374786056193?s=19
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Name: SAYDOON NISA SAYED
Organization: Religions for Peace -...
Location: SOUTH AFRICA

Array
(
[name_of_applicant] => BUZATU SIMONA MIHAELA
[email] => buzatu31@yahoo.com
[name_of_organization] => GIMNAZIAL SCHOOL „LIVIU REBREANU” COMANESTI
[country] => ROUMANIA
[city] => COMANESTI, BACAU
[please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => The program we implemented has promoted inter-confessional, interracial and intercultural learning among children and young people. Everything has taken place as part of the volunteer activities and school activities in order to learn how to play, learn, live and feel together the joys of life, regardless of color, race, religion, ethnicity ...
In extracurricular activities, we organized community-based activities, where participants could get to know each other better, co-operate and live together with different events (musical and sporting events, cultural events and local celebrations, twinning, etc.). Recognition, respect for ethnic, cultural or social differences and equal opportunities are challenges for the school institution. We, teachers, but also children and young people have a lot of tasks as to build school environments where accepting and learning how to live together becomes a priority.
From my point of view, the best solution for an educational system that meets the needs of all pupils turns out to be inclusive education. I believe that following this course I have strengthened my ideas on the following principles:
- the right of every student to education on the basis of equal opportunities;
-one pupil can not be excluded from education or discriminated against on grounds of race, religion, color, ethnicity, gender, language, disability;
- school must adapt to the needs of students;
- individual differences among students are a source of wealth and diversity, and not a problem.
We adapted the curriculum by selecting content from the general curriculum that can be acquired by children, we introduced a variety of individual therapeutical activities to the students, aimed at integrating, accepting, using the appropriate teaching methods and methods adapted to each situation and completing them with intuitive education, attractive, easy to assimilate.

[explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => Children, young people and teachers and the community have actively embraced the activities of integrating children and young people into ethnic, religious, nationalities into their acceptance programs and activities. Working in the team to take the most appropriate measures to eliminate any forms of discrimination present within them. Teachers need to be aware of their own prejudices, be properly trained, consider social conditions and student needs. Children need to be trained to learn to live and interact positively in this diverse world. Multiculturalism is a phenomenon that enriches us with diversity. School must form the habit of valuing pluricultural values, the idea that there are no higher values or inferior values. There are specific values to be valued by their contribution to the nuance and enrichment of the other cultures they come into contact with.
[how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => Contemporary society is increasingly focusing on diversity. Education for diversity is a response to the pluralism of all sorts of ways we face. Valuing diversity allows for tolerance; recognizes, appreciates and facilitates the processes involved in the exploration and discovery of the new, leading to the strengthening of the relations within the community and enhancing the possibilities of the young people to achieve in a pluralistic, more and more complex society.
Educational institutions must take appropriate measures to eliminate any form of discrimination present within them. Teachers need to be aware of their own prejudices, be properly trained, consider social conditions and student needs. Children need to be trained to learn to live and interact positively in this diverse world. Multiculturalism is a phenomenon that enriches us with diversity. School must form the habit of valuing pluricultural values, the idea that there are no higher values or inferior values. There are specific values to be valued by their contribution to the nuance and enrichment of the other cultures they come into contact with.

[how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => From my point of view, the best solution for an educational system that meets the needs of all pupils turns out to be inclusive education. I believe that following this course I have strengthened my ideas on the following principles:
- the right of every student to education on the basis of equal opportunities;
-one pupil can not be excluded from education or discriminated against on grounds of race, religion, color, ethnicity, gender, language, disability;
- school must adapt to the needs of students;
- individual differences among students are a source of wealth and diversity, and not a problem.
We adapted the curriculum by selecting content from the general curriculum that can be acquired by children, we introduced a variety of individual therapeutical activities to the students, aimed at integrating, accepting, using the appropriate teaching methods and methods adapted to each situation and completing them with intuitive education, attractive, easy to assimilate.
Education for diversity can be achieved through all educational disciplines, because they can all invite tolerance, respect for human rights, development. Teachers should identify goals and content that can promote interculturality, and capitalize on cultural diversity in the classroom as a resource in the instructive-educational process.
[please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => Victor Hugo wrote somewhere: "Tolerance is the only flame that can illuminate inside a great soul."
A society should look like a pyramid at the base of which is democracy with its values and principles, and tolerance, acceptance, and tolerance. It is the tendency to overlook what is not essential.
That is why in kindergartens, and in schools, we need to emphasize the idea of conjugation, acceptance, because learning to live together can change destinies. Let's think that when you tend to offend the other, then the only one who suffers will be you! Accept defects, qualities, ethnicity, nationality, and last but not least, accept anyone for what it is not for what you want to be!

[please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => Often, when we explore the universe of the human being, we are confronted with great diversity. Children from the the kindergarten put us in the position of always looking for new solutions to the problems addressed. Often we find the best solutions for children, but sometimes we are in difficulty with the complexity of the issues. One of these problems are children with special needs, particularly those with disabilities,different culture,religion,nationality,.... They only need a personalized approach to what we do in their education. A special feature of these children "at risk of exclusion" is that they are not in line with the usual level of expectations for children, they are not easily adaptable. Behind these issues is, of course, the fact that neither in the family nor in the society they receive proper incentives. The deficiency resulting from inadequate education is, however, reversible and can be offset even in the case of organic disorders, provided that the potential of the child is properly activated. In my oppinion, education is when children should learn together in appropriate education institutions, no matter their origins are. An early start in regular playgroups or kindergartens is the best preparation for an integrated life.
Each child is different and special and has his own needs. All children have the right to education according to their needs. And different children have equal rights with others, and separate education would lead to marginalization and discrimination, hindering training, self-fulfillment, and affirmation of personality. The benefits of inclusion are reciprocal, but most of us have not yet realized this. Separation limits our mutual understanding. Familiarity and tolerance reduce fear and rejection, favoring communication and collaboration for the benefit of all. How many of us are trained (parents, teachers, children) for the diversity existing in each group / class and kindergarten / school and how well are we prepared to accept? The educator can foster some processes of social interaction, the differences between children being perceived as ways of enriching pedagogical practice, and learning strategies - as ways of approaching diversity.
More specifically, two categories of specific objectives are considered:
1.Developing the organizational capacity of early education services to build a positive relationship with the families of children with and without different problems of accepatation in order to increase the level of participation of all children in early education , reducing and preventing abandonment and supporting children in achieving educational outcomes at the same level as all children; -ensure an inclusive educational environment that fosters a balanced development of all children, promote respect for diversity, combat prejudice and discrimination.
2. Develop teacher capacity in early education services to: - respond appropriately to the educational needs of children from any environments;
- Promote an inclusive approach to educational practices and the learning environment provided by early education services.
- awareness of the causes of the current situation of children (educational gap, prejudice and discrimination).
Teachers should implement appropriate situations in organizing the educational environment of the group and the kindergarten and in the educational practices adopted both in relation to the child and his / her family; - adopting appropriate methods for acceptance, focusing on the specific needs of children.

[video_link] => https://youtu.be/6BaFI_34D_A
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Name: BUZATU SIMONA MIHAELA
Organization: GIMNAZIAL SCHOOL...
Location: ROUMANIA

Array
(
    [name_of_applicant] => Rashid Kiwango
    [email] => dr.Kiwango@gmail.com
    [name_of_organization] => GNRC Tanzania
    [country] => Tanzania
    [city] => Dar es salaam
    [please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => First I was received workshop to a facilitator during June 2016, and online course this are strength the children and youth led collective action, I was implemented LTLT in different peace club and to my community, I was facilitated different kiosks this is according to the kind of group, i was discussed ethics education, to live by knowing each other, to live by tolerant to each others, socialization and proper behaviors for children, I was usede different approach in order the topic to well understand, I was used song, sport exercise, also I was used different methodology such as motivation, dialogue, discovery, Reflection, this was helped me to understand how much topic it was clear to the children or other kind of group community
    [explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => The program was sensitive because , it caming in at the time that there is religionalism problem, trible problems, and political fighting, this LTLT was keeping people awere of peace in the society , and they was observed that there is no need of conflict between Muslim and Christian, or one member of political party to fight with another member of another political part, so this LTLT is so sensitive due to the needs of the world, world new Peace, world need development. World need cooperation of different issues
    [how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => Before the implementation of LTLT the children was no able to socialize due to their religion or due to some belief, muslimu children were not able to join with Christian children, because one group believed that was in correct side than others, also in intercultural some society they was not able to send girl at school only boy can send to school, they believe that girl can remain and wait for marriage only , so after implementation of LTLT no Muslim and Christian they cooperate from each others, the society which they were sending only boy at school  now even girl its sending at school, so LTLT fostered interfaith and intercultural in my context
    [how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => Learning to live Together I was increased my positive mind because , I was learned how to soften the mind of children, I was getting the opportunity of understand what problems caming across to the children and how to solve it, I was understand how to make resolution in my society, I was understand of how to participate in different community activities, all in all I was increased socialization in GNRC members and my different group of community
    [please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => Learning to live together have role in the society, first was to ensure that children live by ethics in the society, the live without discrimination from each other , they show participation, their rights as children , in introducing these was using different methodology such as motivation, dialogue, discovery , Reflection and feedback
    [please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => I was joined in GNRC peace club in 2011, I was a chair man of peace club for 4 years, we were participated in different activities such as tree plantation, environment protection, discussion about climate change, discussion about ethics and so on, i was established onother peace club , the aim of this was to ensure that all society the live peace in their life, I was conducted different meeting in my society , sport camps, youth camps in order to implement LTLT. During March 2018 I was received online course which deal with strength children and youth led collective action, which was given mm a chance to establish school debate in kinondoni Muslim high school, this was give a chance for children to learn how to participate in community activities and to know their rights in the community as children, this given chance to children starting join in community activities
    [video_link] => https://www.youtube.com/watch?v=VBO5ndC20bI
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Name: Rashid Kiwango
Organization: GNRC Tanzania
Location: Tanzania

Array
(
    [name_of_applicant] => VASILE ANDREEA
    [email] => andreea.vasile@gmx.com
    [name_of_organization] => Sol Mentis Association
    [country] => Romania
    [city] => Bucuresti
    [please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => I started to implement LTLT program since 2014, first in one school in Bucharest, where I developed an optional program of personal development for children with age between 12-14 years. In the next years until now I work with Laura Molnar on the systematic implementation of the LTLT ethic education program in formal education in school from Bucharest and other parts of the country, for children with ages between 7-18 years old.
I work with teachers from different grades (primary, secondary and high school) and offer my knowledge and experiences to help them to implement the program during an entire school year at their classroom. For this I go to each school involved in the implementation once a month for facilitating a session at their class and discus with teachers the session they will facilitate next. I facilitate more than 50 LTLT sessions in Bucharest only this year.
To offer more support for teachers me and Laura elaborated some set of LTLT sessions, adequate for different ages (0-1 grade, 2-4 grade, secondary and high-school) starting from the LTLT manual.  For every session developed we took in consideration the specific of the LTLT learning process, the methodology, key concept and values. We adapted the sessions so each of  it will have a real impact on the children; for smaller children we use more activity which were based on drawing, cooperative games, role playing, storytelling and for the eldest we design session that include debates, experience sharing, joint initiatives, problem solving and all present earlier. For every class I choose the sessions regarding the learning needs of the children, the issues that I want to address (to consolidate the group cohesion and developing positive relationships- between them, as group  and  between them others colleagues, diminutions of the discriminative and aggressive behaviors, for accepting human diversity and for finding effective solutions in conflicts resolution, etc.).

    [explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => Our context of living here is, fortunately, without major conflicts, tensions or issues at the national levels. So, before implementation I had discussions with teachers from each school to find out more about their particular context (the school culture, the problems that affect the children, social, cultural or economic differences between them and how these reflect on their interaction, types of problem in classroom or between classrooms). 
Starting from those informations, I established the needs of the participants and developed one year program for each class by choosing the sessions which could brought the changes that were important for their community. One important condition was to create and maintain a safe learning environment, so we (me, children and teachers) could built knowledge together and gave the opportunity to every participant to felt valued and recognized by the others.  Also was important to use different techniques so different learning styles of the participants could be respected the. The children had the opportunity to acknowledge their own identities, to learn to respect the identities of others and to understand the interconnectedness between them. We explored, discussed, found out, reflected and acted on the different issues so we could brought the changes that we have wanted. During the learning process there were provided opportunities to achieve common goals, built on their individual strengths, appreciated the diversity around them, all of that led to development of critical thinking, imagination, critical consciousness.

    [how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => By creating opportunities to learn more about themselves and the others, we could make them aware about the commune values promoted by our program which are identical for all the community around the world: respect, empathy, responsibility and reconciliation. We provided them the opportunity to act collectively and encourage intercultural and interfaith learning by creating the safe learning environment and using participatory and collaborative learning. During the school year were organized field trips to different religious institution to find more about the different confessions want is similar and common. Also we have organized different interfaith and intercultural events where children from different schools met and present to the others one culture they have chosen using different methods (music and dances, food, clothes or traditions and customs, PPT presentation, etc.) all of that for capture the common in us all as human.  Some examples of events for the children developed are: “Us in the world diversity”, “World Day of Prayer and Action for children”.
    [how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => Even since I attend the Basic Training Workshop of the LTLT, I felt that I discover for me as a professional a very good and structured resource to use in my work with children and teachers. It came for me as the most useful tool to develop and strengthen the sense of community of the children in schools (by sense of community I mean- to develop and transfer strong values, which will help them to build positive relationships, live in harmony, by respecting himself/herself and others, and accept diversity of cultures, opinions and believes). All my activity from this program helped me to develop new perspectives, gain information and skills and connect more with people from different cultures and religions.
During my formation on LTLT I attend the on-line courses which brought me closer to many dear persons. From all these interactions that I had with all the trainers and colleagues during those courses, I took valuable information and skills, which help me a lot in my current experiences in offering support for the implementation of this program. All this, widen my understanding on how to apply better the Intercultural and Interfaith Program for Ethics Education –LTLT in schools.
I became more motivated on achieving goals; I am more interested to make changes to appear in community and I act more for that.


    [please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => If I may put my way of being in one sentence, I will use the quote “Be the change that you wish to see in the world.” This describes my beliefs, behavior and action as person and as professionals. I have this attitude in my life since I remember, because it was the way I was raise for my parents (who were and are a model for me). So LTLT program of ethic education came like a glove for me.
From the start I see the learning process having two directions; we are constantly learned from each other - us (adults) and children/youth. In my work I encourage the horizontal dialogue, and encourage the children to express their opinions, feelings, sharing experiences, I also share from my experiences with them. It is important for me to make the children think and quest all the information they receive, to let them to choose, to think at solutions, only like this we can create critical thinking which it will be a useful tool in their life. I think I am responsible for my choices and life, and for these I reflect each day on my decision (how affect me, how affect the others, how affect my relationships) and for trying to be the best of me I the world. I am an empathic person, who acts with respect for everyone and everything around me.

    [please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => In 2014 I started the implementation of program based on LTLT in the private school where I worked that time, as a personal development program aim to consolidate the group cohesion and diminishing conflicts. After I saw the feed-back and the good result on the group, I want to extend in other school, for create better environment for learning. From 2015 and collaborate closely with Laura Molnar and from then we extend the program in more school from Bucharest and in different parts from the country, and so I start to facilitate more sessions in different schools and develop with her a mentoring program and a community of practice, where teachers could see the other colleagues experiences and achievements in LTLT implementation, the children/youth work and feed-backs.
      We implement the LTLT program in a systematic way in formal education, because here the curricula have a lack of discipline which can provide a space for children to reflect upon them and the others. We manage to grow due to our results obtain with every school/class community, and now we work with more than 100 teachers. 
      In every school we have the institutional support, we discus with directors about the advantages the community can get if more teachers are involved. 


    [video_link] => https://ethicseducationforchildren.org/images/20180830_161314_1.mp4
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Name: VASILE ANDREEA
Organization: Sol Mentis Association
Location: Romania

Array
(
    [name_of_applicant] => Lejla Hasandedic - Dapo
    [email] => l.hasandedic@gmail.com
    [name_of_organization] => Youth For Peace, Bosnia and Herzegovina, URI (United Religions Initiative) Europe 
    [country] => Bosnia and Herzegovina/Turkey
    [city] => Sarajevo/Antalya
    [please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => I’m implementing LTLT program since 2011, when I become LTLT facilitator. Also in the last 7 years I attended 5 online courses for Advance LTLT training and in 2017 I become LTLT trainer.
I implemented LTLT program with children, youth and young adults and those LTLT programs were implemented as part of activities organized by GNRC (Global Network of Religions for Children), URI (United Religions Initiative) Europe and YfP (Youth for Peace), Bosnia and Herzegovina. They were part of celebration of International Day of Peace, World Interfaith Harmony Week, Day of Action and Prayer for children and camps for children without parents and also camps for children with special needs.
Also I was implementing LTLT program as a part of different international conferences, congresses and as a part of my lectures at Akdeniz University in Turkey.
Because majority of the LTLT workshops and activities that I facilitated and organized were conducted in Bosnia and Herzegovina, which is post war country, focus was on peace building activities and process of reconciliation.
I try to adapt program to the needs of participants taking into consideration and paying attention to their age, gender, educational, national, spiritual and religious background and differences. Beside this special attention was present when implementing program with children with special needs, because in this case program should be adapt to meet those children learning needs and abilities and providing safe learning environment for all participants.
Methodology that I use include more interactive work and provide opportunities for cooperative games, youth led activities and in the end of every program and activity monitoring and evaluation of the program is very important, because it helps to evaluate program/activity, plan and organize future activities, overcome problems that maybe occurred and also to make more impact and positive changes in community.
    [explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => Majority of the LTLT program activities were organized In Bosnia and Herzegovina, which is post war country and citizens are facing with a lot of national and religious tensions among themselves.
Also as a results of war some religious extremism and terrorism group become part of Bosnia society as well.

But before war B&H was multicultural country and the capital city of Sarajevo was and it is still known as European Jerusalem (because in less than 100 meters distance you can see Mosque, Catholic cathedral, Orthodox cathedral and Synagogue). So LTLT program comes in the perfect time to help restore idea of multiculturalism and foster interfaith dialogue among children and youth people. Beside this LTLT program is very important in the process of trans generational learning. 
So program respect needs and differences of all different religious, national, spiritual groups and also promote dialogue, mutual understanding, active listening, empathy, respecting and reconciliation.

Every program and activity first starts by focusing on individuals through Module 1 (Understanding Self and others) and then we move to Module 2 (Transforming the World Together) which helps us to transform post war society through group work and to bring more positive changes for future generations.
And experience shows us that LTLT program can and is playing very important role in the process of reconciliation and building bridges of trust, mutual understanding and friendships among people who were fighting among themselves as well as among their children, bringing positive changes and better future for all in B&H.

    [how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => Through the program participants learn how to live together and not just next to each other. Also because of specific context in which activities are realized focus was on active listening, empathy, mutual understanding and overcoming stereotypes and prejudices about other people.
URI and YfP activities are all interfaith and promoting values of LTLT program and Ethic Education framework.
Through this program many participants for the first time meet people from other/different national and religious group, they also for the first time visited sacred places of other religious groups like mosque and church and they all together celebrate holy days and months of each other.
This is an amazing learning as well as very transformative experience for all participants and facilitators.
And because of importance of fostering interfaith learning in every program we try to include interfaith night and visit to different spiritual and religious place as as well as some celebrations of holy days and to encourage youth and children to continue working and celebrating together after the program.


    [how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => I grow up during the war and I had a lot of stereotypes and prejudices. So program first help me to meet people from other national and religious groups and to learn how to live together. After that we started working together and I manged to overcome my stereotypes and prejudices about others to that extent that I co-found Youth for Peace with friend from different religious and national background that I meet through this program.
So thanks to LTLT program I become completely another and I hope better person, more open minded and I developed my active listening skills and empathy.

Also on professional level LTLT program nicely fit with my career as psychologists and psychotherapist and it helps me to make a lot of positive changes in my society-through professional and volunteer work. Beside this taking part in LTLT programs inspire and motivate me to became human right activist and peace builder and to make network with like minded people from all over the world becoming change that I want to see in the world.



    [please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => LTLT program is main part of my personal and professional transformation. Also other people who I meet through this program inspire me and few of them becomes my role models, so I try to live values and principles of LTLT in my everyday life and to work on becoming better person bringing a lot of positive changes and promoting main ethical values in my community. 
I try to be responsible human being with empathy and open mind for all others who are different from me, respecting our differences and helping my community to go through process of reconciliation.
I think that being good role model is very important nowadays because children and youth people are exposed to different role models on social media and in their everyday life that are promoting superficial values and not paying attention to things that are very important like ethical values such as being emphatic, respecting others and being responsible for all your action towards others.
So through my everyday life, activities and programs that I m organizing, through work of organizations that I co-found and that I m working with and everything that I m doing I try to be best possible role model and ambassador of LTLT principles and ethic values. 

    [please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => After I become LTLT facilitator in 2011, I immediately start implementing program first through GNRC B&H activities and then through youth group of interfaith council in Bosnia and Herzegovina.
Than in 2012 I become Youth ambassador for URI (United Religions Initiative) Europe and as part of my ambassador project I realize LTLT workshop for youth people from divided cities in Bosnia and Herzegovina and this collaboration and implementation of LTLT program in URI continue till today.
Also in 2014 I co-found Youth for Peace organization in Sarajevo, B&H and this organization continue implementation and supported LTLT program activities in almost all programs for youth people and children. Those activities were realized as part of summer school, camps for children without parents, local and Intrenational workshops and conferences and activities that were organized with partner organizations. YfP get support and grants form USA Embassy in B&H, Konrad Adenauer foundation, Caritas Italiana, CRS and so on.
So I try to make cooperation between different organizations and to find and apply for grants. Also after few years of promoting LTLT activities in social media and through work of different organisations it become very visible in media and local government decided to support some of the activities.
I think that the key is cooperation, promoting good work in media using positive examples, inspiring stories and then good monitoring, evaluation and reports about outcome of the program, because results speaks for themselves.

    [video_link] => https://youtu.be/gHyWW5advmg
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Name: Lejla Hasandedic - Dapo
Organization: Youth For Peace, Bosnia...
Location: Bosnia and Herzegovina/Turkey

Array
(
[name_of_applicant] => KAVIYA BALAGURUSWAMY
[email] => ulageuravu@gmail.com
[name_of_organization] => Shanti Ashram
[country] => INDIA
[city] => Coimbatore
[please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => My way of Implementing the Learning to Live Together (LTLT) program was in different terms. Soon after the facilitator training I worked as a co-facilitator with my facilitators team during workshops and other sessions and gained experience I took the LTLT to government schools, children home, government aided schools, private schools, colleges, NGO staff, teachers and work areas. Children from mixed economic background enjoyed the concepts and sessions which had Family exchanges, Silent Journey, Field visits and so on. I use the methodologies like discussion based learning, Co-operative based learning, Problem based learning during the sessions. Where I use problem based learning to cultivate and improve decision making skills amongst the participants. Activities such as My Life Tree, Diminishing islands, Peace News, Your Silhouette is mine, cultural evenings, Service learnings, etc. I use these activities in most of the sessions that make participants feel the concepts and I enjoy with them due to active participation. After few years I felt that I should think the Concepts and work with a selective team in a long term perspective to have monitoring and evaluation process. So I planned a program to children for a period of one year. And decided to take the concept of LTLT to a institution which is run by government. There I selected 60 children and worked with them. This long term program fetched us with better results where the children learnt and benefitted with the concepts of Understanding self and others.
[explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => As the children and youth were from mixed economical background and with less chance for exposure, they had an opportunity to learn new things in a safe learning environment which we created. Learning concepts such as Understanding self and others creates opportunities to know about them and their peers. Children and young people enjoyed the values like Empathy and Reconciliation, they think that in addition to respect and responsibility, Empathy and Reconciliation are also needed to create a smooth and happy environment around them. Now a days due to lack of understanding and peace many conflicts arise, so values like empathy and reconciliation could make a better picture amongst youngsters to transform the world. Children and youth need appreciations when they learn something new, so we created some appreciation trees where we displayed the appreciation cards for the kids. Seeing the appreciation cards children and youth were happy and inspired to learn new things.
[how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => The children felt interesting when they go on for interfaith visits, family exchange programs, interfaith lunch which we created during the LTLT sessions and workshops. During the interfaith lunch when we interchange the lunch boxes of the children, in the beginning they hesitated to accept the lunch boxes of the peers. But after explaining the joy of sharing children started to think about their friends and shared their food. Family exchange programs provided chance for the children and youth to explore the elders in different families from different backgrounds and beliefs. Interfaith visits changes the perception of the children about the practices and principles of different religions. When we create such an environment, children and youth share their knowledge with their peer groups which they gained during interfaith visits. Such Interfaith and Intercultural learning provided new experience and knowledge to children and young people.
[how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => Facilitator trainings, advanced training courses, online courses boosted me and built more self confidence within me. International exposures like Advanced training course in Geneva, Train The Trainers in France adds value to my curriculum and career. Active participation of the children and youth during the sessions makes me to stay informative which in turns improves my knowledge. As I meet children and youth from various backgrounds which makes me mingle freely with all group of people without hesitations in my personal and professional life. Because of the active involvement of the participants I generally keep myself well prepared for the sessions and workshops which improves my teaching skills. As a student I feel happy meeting many children and youth so I could make myself keep updated about youth and their surroundings.
[please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => When I work with young people I create a team of young leaders to work and gain experience, when they feel confident about their work I share the responsibility with them. For example the project (KATHAMBAM) which I was involved in the government run home was handed over to one of my peer after proper training and evaluating the facilitator’s capability. As a role model I share the values like Respect and Responsibility when I work with the participants. I create a proper and safe environment for the participants which make them feel comfortable during the sessions. I use some Ice-breakers so that I could get the participants involved throughout the sessions. During the sessions I used to discuss different scenarios/issues which I experienced with the students so that they gain practical knowledge.
[please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => Implementing and sustaining the LTLT programs where really a challenging thing as because I was a student so initially I had difficulty in managing my time for my education and LTLT sessions by gaining experience and involvement I trained myself to manage time for both the activities. In the seven years experience I was able to reach more than 15 institutions and conducted 30+ sessions and workshops, from this experience I felt that we were lacking the monitoring and evaluation process, so primarily I planned to rectify this challenge by designing a one year program which was carried out in a government run institution with the support of G-18 trust and initiated the program with 60 children. This program fetched with positive changes amongst the children then I gained confidence about myself so I was able to strongly approach stake holders and currently I work with 10 institutions continuously as a facilitator. For the sustaining of LTLT program, I felt that the learning cycle of LTLT would get complete when it is in a tripod model where children, teachers and parents will be the three legs of the tripod. Currently I am working on it with the help of stakeholders which would make children feel like “I am . . Because We Are. .” as the UBUNTU philosophy says. Which makes ‘Living Together’ a possible thing.
[video_link] => https://youtu.be/71PdioNRnh8
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Name: KAVIYA BALAGURUSWAMY
Organization: Shanti Ashram
Location: INDIA

Array
(
[name_of_applicant] => Sudharson Jayakumar
[email] => sudharson2020@gmail.com
[name_of_organization] => Shanti Ashram
[country] => INDIA
[city] => Coimbatore
[please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => My journey with LTLT began in the year 2010 as a trainer in Tanzania. In the year 2011, I attended the training program in Srilanka and a training program in Geneva in 2013. In 2014, I began my carrier as a facilitator in India. I learned the process through practice in Shanti ashram as a team. Young people and children can be made attentive by the art of interaction and creating a friendly environment which makes them alive through our LTLT approach.
My session methodologies are welcomed by the participants when it is properly approached after understanding the participants and their background. I always spend time in Pre- workshops preparation to make sure the reach gives a sustainable result which I learnt from my LTLT trainers. Children love the session through different techiques which is always effective way of making them to understand the session objectives.
Learning to live together has been developed for use in different religious and secular contexts as a resource for everyone concerned with promoting ethics and values. We organize a one day program called ‘journey for unity’ with children and youth from our city. We understand about different religious values from different religious leaders which had given a great shift in the mindset of children and youth.
I conduct workshops on interfaith and ethics in government schools as children are under the cling of poverty, lack of access to basic facilities and education. Children and youth discover themselves and accept that change is very essential in the society they live for the united world. I found an intense need to nurture these children with values that will make them ambassadors of peace and harmony in the near future through follow up activities which will result in complete action. 7 years of journey in LTLT has influenced me and many children who were in need of guidance. These training sessions showed up an universal growth in me and them.

[explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => Children in the Indian society have been subjected to diversification of religions and culture. The togetherness in them is hindered by various economic backgrounds. The richer are given good education while the poor cannot afford for it. The children in government schools are yet in need of education to the mind and the soul which can be solely met by LTLT workshops. Language barriers are to be noted as there are thousands of different languages all over the country. Politics also plays as an important role in affecting peace in the state. But children accept positive views and ethical ideas when taught through effective interaction and friendly ambiance which was easy for me through our LTLT activities and methodologies. The barricades of peace in the society can be broken by educating the children with hopes of understanding self and other. Respect and responsibility towards the norms of the society and empathy and reconciliation for a transformation society has been achieved in the young minds through LTLT.
[how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => India being a land of diverse religions has children and students from different cults and cultural backgrounds. People accept religion of the other but very often fail to respect the religion which is the reason for most issues of disturbance in peace in my community. Interfaith prayers and interfaith ideas in schools and universities has developed a sense of brotherhood in children and students.When I hold sessions on interfaith, children are made to sit with children from different religions and are made to communicate, make friends with and mingle with their ideas and way of rituals. Reading one another's religious books gives them an extremely different outlook on the diversity of religions. The concept of interfaith though not accepted at first was made them to understand through the interactive methodology of LTLT. This has created a peaceful change of mindset among the young minds and developed interfaith in them for peace.
[how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => I was a Master in Electronics by academic qualification but LTLT has changed my life by changing my carrier into a trainer of ethics and interfaith among children and youth. It first removed the strains of orthodoxy in me by transforming my thoughts and ideas into a inter-religious person. Exposure to people from different countries and cultures broadened my mindset and made me think on the problems faced world-wide. It made me a practical person adhering to reality by celebrating universal brotherhood for universal peace. It developed an urge in me to create a positive atmosphere for children among youth to uplift the essence of peace in the society. I learned to respond to situations with problems to solve them than to react to it. This developed in me a motivational speaker and I travel around the country among children and young people to teach and implement understanding self and other in order to transform the inner self and the society for brotherhood and peace. LTLT has transformed me as a whole.
[please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => I strongly believe that a person can be a role model only when he lives what he teaches. Learning to live together has made me a transformed individual who responds to problems instead of reacting to it. This gives a better solution to various problems.. A role model inculcates in an individual, the eyes to see, a heart to recognise and makes him/her use it in their personal life for betterment in self and in the environment. LTLT has made me such a facilitator who imbibes such values in children, young people and adults whom I meet through LTLT workshops and also in personal life. I make sure every individual I meet gets the message of learning to live together by me being a role model of it's objectives and ideas. Living it in our personal lives influence more children as they learn through observing people. Teaching cannot contribute much knowledge than that of being an example to it. I contribute an effective part as a role model to learning to live together in the society being cautious about my observers who are children and younger generation of the multitude. As a saying goes “ Children never do what you say, children do what you do”, I think it even implements for a young people in the form of association they associate with. LTLT association has proven with more testimonials for the unity and transformation.
[please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => Being a facilitator I began my journey from Shanti ashram.We conducted workshops in the ashram with children and young people in and around coimbatore. Personal interaction with them and with the stakeolders brought out their expectations and ideas about the society. We conducted many projects with Shanti Ashram on this regards. I also facilitated workshops in universities, colleges, schools and corporates in and around Tamil Nadu. I met corporates and colleges in Bengaluru and spoke on ethics and interfaith which developed a lot of transformational changes in them . I also facilitate sessions in Pondichery in government schools as a regular program. I regularly visit 3 schools with 250 children and train them on ethics and interfaith ideas through various activities.Insitutions Staffs also attend demo sessions and the idea of learning to live together was welcomed readily by certain institutions . More than 20 adults attend regular training sessions for the last three years in Pondichery. Over 20 sessions are conducted every month in various places for the individual and universal development of children and students. I also studied Child psychology to study the children who are my listeners and are going to be ambassadors of brotherhood through interfaith and unity. I conduct sessions even for my stakeholders for this influences them to let the children enjoy the celebration of brotherhood. I adhere to effective follow up activities after my sessions in order to sustain the message delivered and for visual transformations to be seen in the near future.Learning together is not a product to be sold but a byproduct which has to be implemented in the minds of the next generation by effective communication, interaction and the soft skill of the facilitator.
[video_link] => https://youtu.be/690nTU8ilYQ
[formFiles] => stdClass Object
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Name: Sudharson Jayakumar
Organization: Shanti Ashram
Location: INDIA

Array
(
[name_of_applicant] => RAVICHANDRAN RANGASAMY
[email] => rchandran181@gmail.com
[name_of_organization] => SHANTI ASHRAM
[country] => INDIA
[city] => COIMBATORE
[please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => In 2009 I attended ethics education for youth. Then participated in training of trainers workshop at Shanti Ashram, India in 2010. After that am co-facilitating with my facilitators on various workshop for children from various schools around Coimbatore. After that attended capacity building workshop for facilitators during 2011 and advanced course on the use of LTLT manual for ethics education for children during 2012.
I have started to implement LTLT manual since 2010 onwards on many workshops for children and youth. Initially first I started to implement in workshops for school children from various schools, religious backgrounds in and around Coimbatore city. Later that I used LTLT Manual on workshops for school and college students from various society, families, NGO staffs, teachers from Bala Shanti Kendra, government & private school s, and from colleges.
The framework we set to build capacities through ethics education by using LTLT Manual. Initially we have inter religious prayer and getting to know each other with the help of activities in LTLT manual. Then we focus on the ethical values; respect, empathy, responsibility and reconciliation in following modules Understanding self and others, transforming the world together. Then we provide opportunities for them to learn more about child rights and responsibilities, identification keys needs of challenges that met through ethics education.
We approach by setting framework to build relationship between everyone on positive relationship in all possible ways, to reach goals, to input activities, to know the outcomes and impacts or results. Children and youth involved learning on life based ethics and values and practiced. Initially many children and youth motivated and they explore their feelings, information and ideas. Then shared their experience from various points of view and understand the important cause and discussed in their group. This is the main resource to use with the children and youth for delivering and provide all important needed information to understand different cultural, religious, and social contexts.
Later on facilitated to 50 children from various places around Coimbatore for monitoring and evaluation process in long term process . Concentrated on utilizing time in a good manner to motivate and to bring everyone together . Step by step I get experience by the learning process. Children get time for discussion and share their feelings and information, having dialogues between them on the subject and to understand and getting ideas on challenges facing by them. Then we provide time for reflection to assess their values and to find the results.
I used all five learning modules according to the group to bring up their experiences on sharing, ability to work with others, to understand problem and brings creativity, discuss and find various root maps for solutions, to identify and respect other feelings and inner thoughts. According to the module we set setup the activity for the workshop. My Life Tree and reach for the stars activity is mostly used one and liked by participants for acknowledge myself in relation to others on understanding self and others. Personal experience sharing, storytelling, your silhouette is mine, diminishing islands, field visits, Silent journey, ball in air and role plays are the most frequently used activities where participants actively involved.

[explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => The diversity in India is unique. Here we have varieties of culture patterns , speaking various language belongs to living place and community, mixing of religious and economical backgrounds living in one city. Hence almost more ever in every workshops the participants are mixed from various backgrounds.
We Created safe learning environment to the participants, way to understand self and others through activities. Initially some of the participants had shy on communicating with others and after the workshop we saw the changes on them towards positive relation with one and another.
Children and youth learn about the ethical values as to respect other and by putting another's shoes, listen on others shares and ideas with full empathy , brings responsibility and leads to reconciliation. Participants shows positive attitude towards respecting other religious beliefs and cultures. Then reflect on spirituality and ethical dimensions of poverty and violence against them, got opportunity to discuss and identify the practical solutions for the problems and challenges facing by them.
Participants involved with enjoyment on ice breaking activities for refreshing and interested on sharing their own experience and understanding self and others. Then have dialogues among them regarding the subject and discussed about various problems facing by them and others. All activities in manual is made easy and free tool for the workshops. Children and youth known their rights and responsibilities , learn how to increase their physical, mental, social, spiritual and moral development. Participants involved and front over on ice breakers with full enthusiasm.
[how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => The Children and young people participated in interfaith visit and intercultural learning through journey for unity, Peace festivals, Covai Vizha. Participants went to various worship places such as Temples, Churches, mosques, Basadi or Jain temples, Gurdwara and they are involved with full enthusiasm. During the interfaith visit participants had time for clarify their doubts and discuss with religious leaders about their tradition they follow regarding Culture and religion. There they got opportunity to know about other religious beliefs and contexts and identified the uniqueness of each religion and culture.
Always we start with the interfaith prayer during LTLT sessions, Peace festival and on other various programs. Here the children and young people stands for religious prayer and some children got opportunity to present various religious worship songs on the stage. From the stage performance we came to know that some of the children and young people practicing worship in 5 and above different religious prayers.
Participants exchange/shared their religious thoughts and contexts on their religious and cultural practices. During the workshop some the participants came to know that spirituality and religion are not the same and they differ. The traditional changes and own personality behaviour are the barriers for family and social environment problems.
The children and young people shows their interest on intercultural programs, interfaith visits, to meet various religious group of families near the cities and they had meal with families. Children and youth shared/exchanged their lunch boxes to one another called as interfaith lunch during workshops , this experienced new learning for them.
[how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => After attending the basic facilitator training I knew that there was some changes in my inner feelings to know more on ethical decision making, how to listen and communicate with others. Whenever there was meeting or program/ event regarding LTLT Programme, I tried to attend without fail and support as co-facilitator for the workshops. Later that attending the advanced training course brings motivation to facilitate and work together with facilitators in many workshops.
I strengthen my capacity to relationship between individuals and with others , tried to understand and respect peoples from other religions and cultures , this positive attitude on me is to bring peace in myself. After attending LTLT Programme I came to understand that Spirituality and religion are not the same. LTLT outcomes my spiritual thoughts to love , respect, control over feelings and emotions for universal brotherhood. I understood that we can be part of solution rather than be part of the problem.
Monitoring and evaluation session helps me to asses basic needs, analyse situation, to react and solve the problem according to the situation . During the workshops with the Children and youth induced Self-Motivation, adaptability to work with others, developed my knowledge on decision making and manage conflicts. When I facilitated to workshop on various places which develops my flexibility to work with others and organize my commitments. Developed my creativity, Situational thinking and think on various dimensions to make ethical decisions.
[please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => Initially I thought why we have work with children and youth regarding ethics. After some period I learned by Monitoring and evaluation process with the children during Solution exchange lab. I learned and strengthen my capacity on ethical values, teaching and facilitation skills. I came to know when and where want to utilize my our opportunity, how to execute our opportunity. I got opportunity to work with children and facilitated Solution exchange lab for a year continuously with my team. Which brings positive relationship between the children and me, we exchanged ideas and thoughts, had practices on living together with the people from different thoughts,religions and cultures
I gave training on ethical values to the children and young people by respect and responsibility. I showed my commitment during workshop without fail of presentation. Where we work with clear sense of what is important to children and youth and implemented by putting forth the effort to improve. This created new things which makes new differences among facilitators and participants.
We the part of monitoring on how young people develop the skills, abilities, and motivation to bring live together in an peaceful way. These inspired by the children to achieve their potential in life and built capacity to develop something in the future.
[please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => ince 2010 onwards, came to work with children and youth on regarding learning to live together. Initially I work with Shanti Ashram team in and around Coimbatore. Then facilitated in many workshops for Children and youth group from Government and private schools, universities, colleges and in other NGO's from Tamil Nadu and its neighbouring states. Since 2010, during the Coimbatore Peace festival we have ethics education workshop for children. On Every child matters (DPAC) 2009-10 and in 2011 we organized every child has right to life and hope.
For me the most initiative project is Solution Exchange Lab for children 2014-15. There are 50 children between the age group 12 to 17 and each one from various schools visited regularly once in every month. Learned about ethics and values, trained on intercultural and interfaith activities. Then monitoring and evaluation Session brings various Solutions for the children facing problem, the solutions were by the children as solution exchange lab members. Children involved in Learning Log, here children from government schools learn English and got opportunity asses their values and attitudes. In 2016 I facilitated ethics education workshop to teachers and families in and around my city.
Myself Pre-planned and managed time lag between the programs in all possible ways and facilitated more than 30 LTLT workshops. We engaged institutions and stake holders with positive attitude and friendly approach. We Communicate on regular basis and call upon on major events for appreciation. Children and youth shows their talent and leadership qualities in programs and brings trust on them. Learning to Live Together brings trust on Self identification, how we have positive relationship between others and to learn about interfaith and intercultural activities.
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Name: RAVICHANDRAN RANGASAMY
Organization: SHANTI ASHRAM
Location: INDIA

Array
(
[name_of_applicant] => Morris Christopher Ntilla
[email] => morisntila@yahoo.com
[name_of_organization] => GNRC Tanzania
[country] => Tanzania
[city] => Dar es Salaam
[please_explain_how_you_have_implemented_the_learning_to_live_together_programme_including_the_adaptation_of_its_conceptual_framework_approach_learning_process_methodologies_and_activities_600_words_] => As a young facilitator, I have begun the journey of LTLT before my first training in 2017. I have adopted the LTLT program and empowered children with ethics education by considering my local context.

I have implemented the program of LTLT last year carrying the theme of cultivation of peace through empowering children and youth from age of 09-24 years through capacitation workshops and sustainability workshops. Through the implementation, I have been able to use the LTLT education and practiced modules activities which transformed children from closed minded to open-minded. I have been able to saw 1200 children in 8 regions through the program.

I have always invited the key stakeholders that include local faith leaders, local education officers and community leaders as they have to share the experience and foster the spiritual, mental, social and psychological development of children.

Discussion based learning and problem-based learning have been the most methodology use during the implementation of the LTLT program. The discussion-based learning has been simple method since it has been providing deeply engaging learning experiences, particularly when outcomes are complex, and require application and synthesis. Hence most of the case are discussed by children provides opportunity share the insights deep through questions and direct participation of children.

Hence, the impact of the program has been positive since it raises protection awareness, ethics, and peace education to children in primary school, that contributes to the realization of the rights of children to full and healthy physical, Mental, moral and social development.
[explain_how_the_implemented_program_has_been_sensitive_to_the_local_context_400_words_] => The program of LTLT has been sensitive in my local area regarding Religion, Culture affairs and addressing violence especially corporal punishment on implementation.

Religion affair; the program offers on understanding oneself and others and that’s acknowledging other people perspectives, belief and practices. In implementing the program, to most of the areas religion has been sensitive during implementing much being in regions. . Sometimes it has been very hard to implement the program to some areas or communities due to the prejudice of the program. But then, it becomes easier to understand after been introduced the program and that’s offers respect, ethical education, peace and empathy to individuals.

Culture perspective; Tanzania is a country with more than 124 ethnic groups with different practices, norms, traditions and customs to mention a few. The ethnic groups have very strong background, that by introducing the program somehow the difficulties are observed. For instance, in most of Tanzania communities, a man is considered the head of the household, the decisions and judgments are made by men.

The challenge comes on implementation since the program offers the realization, sharing of ideas on rights and peace skills. All children are to be treated equally, but in most cases, the families may follow the culture norms and favor the boy child and oppress the girl child. By addressing the issue, it turns to be sensitive since we touch the root culture of individuals, hence time, patience to acceptance and change take time.

Addressing violence against children; moreover, there have been different actions towards ending violence against children which are common (physical violence) that includes corporal punishments in schools and early child marriage. Though the government has done much effort on ending violence against children through it National plan of Actions, but still there are notions which favor the violence to occur in school communities. For instance, corporal punishment is not favored in schools since it reduces the ability of children to develop learning skills, but it has been different in some schools and even supported by government leaders that corporal punishment should be legal. Most cases have been reported, and through the program, I have been raising awareness to the school community that I reach though the issue is still controversial, hence having difficult on implementation and being sensitive to address in some community.
[how_has_the_implemented_program_fostered_interfaith_and_or_intercultural_learning_among_participating_children_and_young_people_400_words_] => Interfaith- the program has proven the connectivity on different faith community among children and Youth who have been reached by the program. Most of different faith children and Youth have been gathering in workshops that address peace and ethics of which in the program, I have been inviting religious leaders from different faith who addressed on the importance of peace and ethics in the community. These situations made the audience to appreciate the diversity that other have and practices of different faiths.

For instance, before the implementation of the program, many individuals (target audience/children) had no idea on understanding ones religion which sometimes resulted to intergroup conflicts but the situation has changed after the implementation since individuals (target audience) are now aware of interfaith connection that one has to understand and respect the diverse that exist between faith groups.

Intercultural- moreover, the LTLT program has contributed much to cultural relativism among children who are participating in the program. I have been conducting activities that promotes to children intercultural through children poems, dances, sports, games and drama. I have been empowering children with knowledge on acknowledging other cultures through the models that provide with them the bridge of connection and peace to understand themselves and others.

Moreover, the ethnic leaders have been sharing their experience with children and youth in school community on different crosscutting issues that address ending violence against children. For instance the issue of Albinism, it has been addressed not to discriminate children with albinism since they deserve rights as other children deserve. It is done through the project of HAKI YETU being implemented by using the LTLT program to school community. I have been using the activities on module one to raise awareness on intercultural on how to understand oneself and the other, hence fostered intercultural in school communities in relation to the matters.
[how_has_the_learning_to_live_together_programme_influenced_a_positive_transformation_in_you_in_a_personal_and_professional_level_400_words_] => In Personal level
As a Young Facilitator, the program has broadened my mental perspective; it has broadened my horizon to see the perspectives of individuals beyond the social world. It has sharpened my awareness and knowledge to really understand the point of view of others without causing to misunderstandings. The program has offered me with the critical analysis of my decisions before attempting any further steps. For instance, before I used to make decisions basing on my beliefs that I was correct and judge the others in negative perspective, but now I see the perspectives of people in a different way through having empathy and more compassion so as to understand well on people point of view.

Also, the program has shaped my understanding on human dignity and Mutual respect in faith; the program has enabled me to acknowledge, to counter narrative and have empathy which led me to respect more the diversity on faith. For instance, before I had different misconceptions of different faith regarding the practices, but now due to the program, it has shaped me to positively view perspectives and understand others.

Fostered Cultural relativism; moreover the program has enabled me to understand on person belief and value system on how to be understood in the context of his/her own culture rather than against criteria of culture. Hence, I best understand opinion on morality/ethics is dependent on person’s cultural perspective.

In Professional level
Moreover the program has offered me with positive career growth through facilitation trainings. It has equipped me with skills to empower children and Youth with peace building and ethics education to fight against violence through raising protection, justice for children, and also ensuring that the response to most vulnerable children includes prevention and response to child abuse, violence and exploitation.

Also the program has provided me with skills on how to plan strategy and initiate projects to empower children on ethics education, how to deliver the intended message and to conduct evaluation. For instance, I have been advocating and raise awareness on ending violence against children to school community to children and Youth through school clubs platform, to make them aware on their rights through forums, dialogue and group discussions.
[please_explain_how_you_exemplify_a_strong_role_model_of_the_principles_of_learning_to_live_together_400_words_] => As a Young facilitator, throughout my career after adopting the program, I have always shown or be a role model of values of LTLT through the following;
By expressing empathy; I have been setting example on how to think beyond myself and my own concerns, by putting aside my viewpoint, and try to see things from the other person's point of view. Through validating the other person's perspective and I have always tried to examine my attitude. It has made me to find solutions, build relationships, and accept others.

By enhancing human dignity and respect to my audience; also, I have been listening the concerns of my audience/ children during sessions, by asking for their opinions and let them know they are important to me, by involving them in as many decisions as possible, by respecting my audience right (Children) to make choices and by respecting their privacy. I have treated my audience in proper manner, feeling admiration and deep regard for my audience. By doing so, I have been able to shape others as instructed by the program values. For instance, respect of my audience religions/faith since most faith share universal teachings on having respect on everyone.

By exhibiting support and encouraging cooperation; during the implementation of the program activities, I have been encouraging group actions to result to best solutions and make children come up with resolution to present. This ha encouraged most children to feel the sense of belonging and have opportunity to share their inner thoughts on the matters addressed to particular session.

Moreover by creating safe environment for children; considering that children requires safe environment where their rights are protected, I have been encouraging and create safe environment for children during the implementation of the program. It’s through rewarding good behaviors to children, to correct their behavior, by encouraging them to be successful to mention a few. Such has reduced violence to occur and created tolerance knowledge to children. Hence, the children have been adopting the roles in their school life and encourage each other to be positive role model of the other as provided by the program.
[please_provide_further_information_on_how_you_initiated_implemented_and_sustained_the_programs_based_on_the_ltlt_and_how_you_have_mobilized_necessary_support_from_stakeholders_600_words_] => Throughout the program, I have been doing research to find out the need of the audience before implementation, setting goals/ objectives identification to my project. This provided me with the understanding of what my target audience requires. Hence, I have been designing programs, by selecting topics that are to be addressed, planning prior schedule/ action plan that includes the picture of the program and communicating with my key stakeholders (local religious leaders, local education officers, and teachers).

I have been implementing the LTLT program in Tanzania regions through a school club platform (peace club) in reaching my target audience on providing them with peace and ethics education. Peace clubs is a platform of children and youth coming from different faith, gender, race, and ethnic groups, in empowering them with peacebuilding skills and ethics education through forums, peace caravans, the commemoration of international days and dialogues. Hence, the target audience (children) includes both girls and boys from 9-17 years of age.

I have been categorizing different activities that I implement through weekly sessions, quarterly workshops, and forums. The weekly sessions are mainly for keeping the progress of the LTLT activities to make the audience familiar with the activities from the modules provided in the program manual. The activities empower children to peace and ethics education and are able to relate them to the daily cross-cutting issues much on fighting violence against children. For instance, during forums, I provide a simple presentation to the audience, discussion follows in which a lot of ideas are learned.

The implementation involved both the students (children) and teachers (matrons/patrons), who together worked on each kiosk from manual modules each week.

For the purpose of sustainability, the activities are continually conducted in each week during extra curricula hours in sharing the ideas, conducting LTLT activities and reporting on the program from each peace club in a school. The Patrons and Matrons provide assistance to children when necessary and also have the role in communication frequently to report on the progress of the program activities.

I have always mobilized support from stakeholders through inviting them in workshops and forums, and also provided them with opportunity/ time to share their experience, provide ethical advice and teach the audience (children) on the importance of peacebuilding, ethics education basing on different contexts and addressing violence against children. These stakeholders include local religious leaders, local education officers, and parents.
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Name: Morris Christopher Ntilla
Organization: GNRC Tanzania
Location: Tanzania

Facilitador más Comprometido (3 Premios)

Array
(
    [nombre_del_solicitante] => Olga Lucia Sierra Santos
    [correo_electr_nico] => olssmindrol@gmail.com
    [nombre_de_la_organizaci_n] => GNRC-Colombia (C.R. FPMT Colombia)
    [pa_s] => Colombia
    [ciudad] => Bogotá
    [por_favor_explique_c_mo_ha_implementado_el_programa_aprender_a_vivir_juntos_incluyendo_la_adaptaci_n_de_su_marco_conceptual_enfoque_proceso_de_aprendizaje_metodolog_as_y_actividades_600_palabras_] => El colegio Aquileo Parra es un colegio Distrital cuyos estudiantes pertenecen en su mayoría a los estratos 1,2,3 es además aconfesional donde realmente no hay prácticas religiosas, pero cuando hemos tenido tiempo de compartir la merienda de la tarde a solicitud de ellos/as mismos/as se seleccionan dos o tres niños/as que hagan una bendición de la merienda, por lo que he notado la mayoría de los estudiantes por no decir todos/as son de tradición cristiana en cualquiera de sus vertientes, pero si existe diversidad con respecto a los lugares de donde vienen, hay del interior como de otros lugares del país, al igual que de Venezuela, entre ellos/as mismas no existe ningún tipo de discriminación y si lo hay no es exactamente porque proceden de diferentes lugares.
La participación que llevamos allí es desde aprox. 2009-2010, las edades han y están oscilando entres los 8 a 14 años, se han tratado temas que tienen que ver con la dignidad humana, DDNN que es el tema actual de este año y que se ha podido hacer adaptaciones de algunas actividades del AVJ, como por ejemplo en alcanzar una estrella, la historia de Pedro, las ideas que defiendo, los mándalas, etc, en las que de forma en algunos casos directa y en otras indirecta se ha tocado el tema de la religiones en el mundo, la ética y cuidado de uno mismo y los demás viendo la interconexión que existe entre todos los seres.
Se ha tenido en cuenta la sensibilidad al contexto cuando se comparten y respetan las conclusiones entre todos/as durante y al finalizar cada una de las actividades, aportando los materiales apropiados para cada actividad, lo que genera un aprendizaje participativo y colaborativo, aunque el colegio no goza de muchos espacios abiertos y verdes, el entorno seguro lo da el aula misma a partir de este año se hacen las actividades allí porque en años anteriores prefería un salón un poco más grande pero ahora el gobierno en Colombia ha generado unas normas muy estrictas con respecto al acercamiento físico hacia los/as estudiantes por lo que he preferido que sean ahora en el aula y con la presencia de las maestras que dirigen el grupo, por medio de las reflexiones que se hacen en algunos casos durante y en otros al final de la actividad se genera pensamiento crítico y reflexiones sobre la realidad social, la imaginación de ha aplicado en actividades donde se pueden aportar otras formas de relacionarse como en el caso de la historia de Pedro en la que había que pensar un poco del porque él era como era.
Con las actividades realizadas en este año especifico los/as niños/as han podido llevar la actividad a la experiencia vida diaria de algunos/as estudiantes haciendo en algunos caso la reflexión de cómo cada uno/a podría cambiar su forma de relacionarse con los/as otros/as compañeros/as de clase y de las personas que les rodea. El aprendizaje basado en problemas se llevó a cabo en la actividad de las ideas que defiendo donde se presentó diferentes preguntas que tenían que ver con las aplicación y no de los DDNN. El aprendizaje basado en la introspección se utiliza en la mayoría de las intervenciones ya que se comienza con un silencio que permite conectarse con ellos/as mismos/as, ya que la idea es que pueden aprender a reconocerse a sí mismos/as como seres que van más allá de las emociones, pensamientos, etc.

    [explique_c_mo_el_programa_implementado_ha_sido_sensible_al_contexto_local_400_palabras_] => Consideró que la mayor sensibilidad del contexto local que se le puede dar a los/as niños/as es el buen trato, la disponibilidad de escucha y no juzgar, ya que el entorno en que viven algunos/as de ellos/as es en ambientes de familias disfuncionales con posibilidades de violencia intrafamiliar, de microtrafico, no acompañamiento por parte de las familias, carencia de cariño, afecto, cuidado, hay un punto que es importante de la intervención que se hace allí ya que los/as niños/as que están cruzando por primaria la mayoría de las clases las dicta la misma maestra, ellas consideran que es importante el contacto con personas diferentes ya que cuando pasen a secundaria van a tener contacto con más maestros/as porque cada materia la da alguien diferente y es como una adaptación al cambio. Hay un punto que lo veo como un desafío que no he podido superar y es que las maestras (ya que no tengo curso con maestro) no se comprometen a hacer un mayor acompañamiento porque consideran que no tienen tiempo para hacer un trabajo más integral con el AVJ y conmigo, sólo hay una que hace al final de la actividad y a veces durante la misma una ampliación sobre la actividad que se está haciendo y aporta estímulos para la reflexión y conclusiones de la misma, consideró que la relación que hay con el colegio es de amistad donde se nos permite hacer como una práctica de las actividades del AVJ.
    [_de_qu_manera_el_programa_implementado_foment_el_aprendizaje_interreligioso_y_o_intercultural_entre_los_ni_os_y_j_venes_participantes_400_palabras_] => A los cursos en los que hago la intervención (1-3ERO, 3-4TOS, 1-5TO), no han visto en sus clases el tema de las diferentes religiones lo ven cuando estén en el bachillerato, así que cuando se hizo la actividad de las ideas que defiendo se habló sobre la diversidad religiosa y un poco de la historia de cómo habían surgido algunas de las religiones,  y en esta misma actividad se hablo y discutió sobre la diversidad cultural que existía en la misma aula de clase y de la que ni siquiera se habían dado cuenta que existía, lo mismo de la importancia del respeto hacia esta diferencia porque a pesar de esta, estamos todos/as interconectados/as y que nuestro bienestar depende del otro/a y que además no vemos la historia de la otra persona para poder decir porque es lo que es, la importancia de no juicio y de arriesgarnos a acércanos y abrirnos  a la otra persona.
    [_c_mo_ha_influido_el_programa_aprender_a_vivir_juntos_en_una_transformaci_n_positiva_en_usted_a_nivel_personal_y_profesional_400_palabras_] => Creo que me ha dado la oportunidad de conocer realidades que no conocía ya que a veces vivimos en mundos tan protegidos donde no se nos ha permitido no solo no ver sino no vivir en condiciones diferentes, agradezco mucho a la vida y al programa por hacerme vivir momento a momento las realidades de los/as niños/as porque cada vez que tengo este contacto aprendo, encuentro desafíos no sólo a ver cómo puedo hacer la actividad sino con mis propias inseguridades, miedos pero también fortalezas; mirar que en algunos casos puedo buscar alternativas en personas que pueda conocer y den soluciones a diferentes desafíos que se me puedan presenta, y sobre todo el término UBUNTO que me encanta porque veo en él todo lo que hacemos porque es gracias a las personas que elaboraron el AVJ con todas las dificultades que seguramente se pudieron presentar, a la Rev. Miyamoto, a la Fundación Arigatou por tan excelente trabajo y especialmente a los/as NNAJ por existir y permitirme acercarme en la forma como lo hago, por supuesto que me gustaría dar más pero también soy consciente de mis limitaciones como persona, cada contacto implica un crecimiento mayor como persona, y profesional, en estos días he estado pensando que cada ser es un mundo al que me debo de acercar con mucha delicadeza porque no sé que hay detrás, una historia que no conozco y que debo de respetar como algo muy sagrado porque me está abriendo las puertas de su vida y que debo de pedir permiso para entrar allí. El recordar que por más concreta  que pueda ver a alguien la estoy viendo desde mi historia y mi proyección pero que no es tan cierta que todos estamos cambiando momento a momento y que esto a pesar de que a veces hace difícil la vida, en otros momento nos da un alivio, porque recordamos que tanto nosotros como los demás son cambiantes y que por lo tanto nos y les debemos de dar oportunidad para que se puedan manifestar de otra manera.
    [explique_c_mo_ejemplifica_un_fuerte_modelo_a_seguir_de_los_principios_de_aprender_a_vivir_juntos_400_palabras_] => Desde mi punto de vista un modelo a seguir requiere de ser una persona lo suficientemente auto observable, auto critica, que sea capaz de mirarse y darse cuenta que tan consistente es el discurso con la forma de vida que lleva no sólo los/as niños/as sino con las personas que están alrededor, que tomé cuidado del mundo del otro que cuando se acerca lo hago con el máximo de respeto posible reconociendo que es un ser diferente, que tiene una historia que pueda como no compartir, que no genere juicios simplemente vea las diferentes situaciones como lo que son cambiables y por consiguiente las personas también los somos. Que sea justo/a, cuidadoso/a consigo mismo/a y con los/as demás. Que por diferentes y extrañas que puedan ser las historias o las vivencias de los/as demás las vea con respecto y con una actitud amorosa. No hemos vivido la historia de la otra persona por lo tanto nuevamente el no juzgar porque posiblemente si la hubiera vivido estaría actuando igual o peor.
    [proporcione_m_s_informaci_n_sobre_c_mo_inici_implement_y_mantuvo_los_programas_basados_en_el_avj_y_c_mo_ha_movilizado_el_apoyo_necesario_de_los_actores_interesados_600_palabras_] => Aprox. en el año 2009 cuando dictaba clases de Budismo en la Univ. Del Rosario, fui llamada a participar en el grupo gestor ya que en ese momento se estaba reestructurando y por consiguiente por decirlo de alguna manera estaban convocando a participar del mismo, y como a mi me gustan los NNA, por eso acepte la invitación, en ese momento era la directora del grupo al que pertenezco (C.R. FPMT Colombia, entidad budista tibetana-linaje Guelupa).

Creo que a pesar de los altibajos que pude haber vivido en mi infancia consideró importante brindarle a la niñez suficiente herramientas para no tener temores antes las circunstancias que le pueda estar pasando, de alguna manera es como si fuera si les estuviera diciendo confíen en uds, ya que tienen todo el derecho de ser defendidos y protegidos.

Al comienzo apoyaba mucho el programa de la Iglesia Menonita de Ciudad Berna, Creciendo Juntos, esto lo hacía casi de forma individual y algunas veces con una compañera (Mayerly Angarita), interviniendo también con las mujeres de la comunidad en donde está este programa, pero con el tiempo se asumió el programa por las personas del proyecto; se hizo apoyo en Istmina, Quibdó en el taller de capacitación que hizo allí y por aprox. un año estuve yendo a apoyar los talleres y coordinar la agenda de las actividades pero también ellos se apoderaron del proyecto y ya no hubo necesidad de seguir acompañando.

 La forma como he movilizado el apoyo a los actores interesados es viendo cual es la necesidad que se requiere y de acuerdo a esta acompañando, por ejemplo en el colegio Aquileo Parra sólo necesitan una persona que haga talleres, situación que respeto y hasta donde lo permite la institución y maestra hago la intervención, pero también hay necesidades como la que pudo haber surgido en días pasados que una maestro solicito a la coordinadora una charla sobre autocuidado para las niñas, ya que algunas están en la transición de la niñez a la adolescencia y veía la necesidad de que se les explicará algunas cosas en forma de charla, le comenté a mi hermana y se les organizó la actividad en la que además de la información se les llevó un kit pequeño de aseo donado por personas conocidas; acciones parecidas también ocurrieron y a veces ocurre con Creciendo Juntos cuando los/as NNA lo necesitan.
Muchas gracias

Olga Lucia

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Name: Olga Lucia Sierra Santos
Organization: GNRC-Colombia (C.R. FPMT...
Location: Colombia

Array
(
    [nombre_del_solicitante] => Andrea Mareyli Flores
    [correo_electr_nico] => andreaflores.cbc@gmail.com
    [nombre_de_la_organizaci_n] => Fundación Centro Bartolomé de las Casas
    [pa_s] => El Salvador
    [ciudad] => San Salvador
    [por_favor_explique_c_mo_ha_implementado_el_programa_aprender_a_vivir_juntos_incluyendo_la_adaptaci_n_de_su_marco_conceptual_enfoque_proceso_de_aprendizaje_metodolog_as_y_actividades_600_palabras_] => El marco de EE fue implementado desde un contexto de violencia (pandillas) implementando el manual para NNA, jovenes y adultxs, realizando ciertas modificaciones para el trabajo con NNA ya que nos encontrábamos con NNA que no sabían leer ni escribir y de ahí surge un libro para colorear y apoyar la sesiones del manual, desde ese momento se volvio una herramienta para lxs facilitadores, promoviendo la inclusion entre lxs participantes, tambien adaptamos el manual para trabajar con maestrxs y lideres comunales promoviendo el mannual como un recurso formal e informal en marco al enfoque educativo de El Salvador, asi mismo llegamos a iglesias, centros de alcance eduativos, centros escolares, implementaciones con la misma comunidad desde la perspectiva comunitaria trabajando con mujeres y hombres, adultos mayores, que tomaban el manual como una esperanza de vida en un contexto violento, asumiento la reconcilacion, la responsabilidad, la empatia como partes de sus vidas.
    [explique_c_mo_el_programa_implementado_ha_sido_sensible_al_contexto_local_400_palabras_] => El contexto es violencia, división local por  pandillas,extorciones , violaciones de los derechos humanos, muertes y una inseguridad que afectan a la comunidad en general, es decir dentro de la misma comunidad no se pueden entrar a otros lugares por las fronteras que existen entre pandillas contrarias, provocando sectorizacion  de lugares y división entre las mismas personas que vivien dentro y fuera de las comunidades. En esa construcción del tejido social nacen las implementaciones del AVJ para NNA, jovenes y adultxs. Asumiendo retos,modificaciones del trabajo, peroperfilando al manual como una extrategia de dignidad humana, y nuevo susperi de vida para las personas que iban conociendo el manual en toda su amplitud.
    [_de_qu_manera_el_programa_implementado_foment_el_aprendizaje_interreligioso_y_o_intercultural_entre_los_ni_os_y_j_venes_participantes_400_palabras_] => Dentro de las comunidades hay una diversidad practicas religiosas, el país y contexto local esta muy dividida todo es muy polarizado desde las creencias religiosas hasta las practicas culturales, el manual propone el respeto y la empatía viendo al otro-a como a mi mismo-a este a sido uno de los aportes mas grandes del manual a las implementaciones en las comunidades y proyectando respeto entre las mismas personas independientemente de sus elecciones de vida. Nos encontrabamos con personas NNA, jovenes y adultos con diferentes practicas relegiosas, politicas, de elecciones de vida, y el maual probocaba que en los momentos de implementaciones esto desapareciera y se volvieran una sola comunidad de respeto donde el fin comun era vivir con dignidad humana.
    [_c_mo_ha_influido_el_programa_aprender_a_vivir_juntos_en_una_transformaci_n_positiva_en_usted_a_nivel_personal_y_profesional_400_palabras_] => Mi transformación nace de creer en que el manual da una luz entre un contexto tan turbulento lleno de violencia, creer y ver cambios significativos me motivan en reinventar mas herramientas y apostar por las implementaciones del manual AVJ, saber que en un contexto violento se puede ser diferente, aprendiendo de esta reciliencia de las comunidades y viendo a el-la otro como a mi misma, llegando hasas las profundidades de sus vidas, proyectado e inyectando extrategias en mi para seguir creyendo en el trabajo humano y comunitario. Mi vida y persona cada vez se vuelve mas sencible al saber que existen herramientas como el manual que ayudan a que todos-as podemos aprender a vivir juntos-as a pesar de las realidades tan duras en las que se encuentran nuestro países.
    [explique_c_mo_ejemplifica_un_fuerte_modelo_a_seguir_de_los_principios_de_aprender_a_vivir_juntos_400_palabras_] => Un fuerte modelo a seguir el respeto a la diversidad, ponerse en los zapatos del otro-a como un fundamento que nos hace creer que causa impacto y unión con las personas que lo implementamos independientemente de los contextos en los que se es implementado. Y un ejemplo vivo son las implemenaciones que realizamos en nuestras comunidades que mas que vivirlo en carne propia y ser espectadora de los puentes de confianza que van ceando acda dia mas, no importando las edades, sexo, ideologias politicas, practicas de fe, etc.  
    [proporcione_m_s_informaci_n_sobre_c_mo_inici_implement_y_mantuvo_los_programas_basados_en_el_avj_y_c_mo_ha_movilizado_el_apoyo_necesario_de_los_actores_interesados_600_palabras_] => Las implementaciones surgen en marco al proyecto Brigding the Gap con una apuesta integral trabajando con NNA, jovenes y adultxs en educación formal e informal, el proceso inicia con un taller para facilitadores del programa que duro casi una semana y de este proceso salen lxs facilitadores de las diferentes comunidades que inician con las implementaciones en el cotexto (volencia, muertes, divisiones y pandillas), con Centros educativos, centro de formacion integral e infantil, comunidades, preescolares. Probocando que cada facilitador se desarrollara desde sus habilidades y capacidades. Formando a lidres juveniles y comuntarios, maestros de centros escolares y de formacion universitarias, personas de iglesias, monjas, creando un red de facilitadores que trabajan para la mejora y construccion de un tejido social mas solido y concreto.

Las implementaciones surgen en marco al proyecto Brigding the Gap con una apuesta integral trabajando con NNA, jovenes y adultxs en educación formal e informal, el proceso inicia con un taller para facilitadores del programa que duro casi una semana y de este proceso salen lxs facilitadores de las diferentes comunidades que inician con las implementaciones en el cotexto (volencia, muertes, divisiones y pandillas), con Centros educativos, centro de formacion integral e infantil, comunidades, preescolares. Probocando que cada facilitador se desarrollara desde sus habilidades y capacidades. Formando a lidres juveniles y comuntarios, maestros de centros escolares y de formacion universitarias, personas de iglesias, monjas, creando un red de facilitadores que trabajan para la mejora y construccion de un tejido social mas solido y concreto.


Las implementaciones surgen en marco al proyecto Brigding the Gap con una apuesta integral trabajando con NNA, jovenes y adultxs en educación formal e informal, el proceso inicia con un taller para facilitadores del programa que duro casi una semana y de este proceso salen lxs facilitadores de las diferentes comunidades que inician con las implementaciones en el cotexto (volencia, muertes, divisiones y pandillas), con Centros educativos, centro de formacion integral e infantil, comunidades, preescolares. Provocando que cada facilitador se desarrollara desde sus habilidades y capacidades. Formando a lideres juveniles y comunitarios, maestros de centros escolares y de formacion universitarias, personas de iglesias.

    [link_del_video] => https://youtu.be/ibJVSX_vwjc 
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Name: Andrea Mareyli Flores
Organization: Fundación Centro...
Location: El Salvador

Array
(
    [nombre_del_solicitante] => Rodolfo David González
    [correo_electr_nico] => veracruzano06@gmail.com
    [nombre_de_la_organizaci_n] => Fundación Social Cultural Ambiental Veracruz
    [pa_s] => Panamá
    [ciudad] => Panamá
    [por_favor_explique_c_mo_ha_implementado_el_programa_aprender_a_vivir_juntos_incluyendo_la_adaptaci_n_de_su_marco_conceptual_enfoque_proceso_de_aprendizaje_metodolog_as_y_actividades_600_palabras_] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [explique_c_mo_el_programa_implementado_ha_sido_sensible_al_contexto_local_400_palabras_] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [_de_qu_manera_el_programa_implementado_foment_el_aprendizaje_interreligioso_y_o_intercultural_entre_los_ni_os_y_j_venes_participantes_400_palabras_] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [_c_mo_ha_influido_el_programa_aprender_a_vivir_juntos_en_una_transformaci_n_positiva_en_usted_a_nivel_personal_y_profesional_400_palabras_] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [explique_c_mo_ejemplifica_un_fuerte_modelo_a_seguir_de_los_principios_de_aprender_a_vivir_juntos_400_palabras_] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [proporcione_m_s_informaci_n_sobre_c_mo_inici_implement_y_mantuvo_los_programas_basados_en_el_avj_y_c_mo_ha_movilizado_el_apoyo_necesario_de_los_actores_interesados_600_palabras_] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [link_del_video] => Esta información la envié en el formulario anterior, solo que me equivoque de formulario.
    [formFiles] => stdClass Object
        (
            [_isComplex] => 1
        )

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Name: Rodolfo David González
Organization: Fundación Social...
Location: Panamá

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