Most Transformative Implementation

223 ARI EEC LTLT 10 Year Celebration for website 4 v1 r2

Implementing the Learning to Live Together Programme in a systematic way requires a strong and committed organizational support. Organizations behind the implementation of the Programme need to be resourceful and creative while working with different stakeholders and ensuring quality processes.

This award will recognize the work of an organization implementing context-sensitive programs based on the Learning to Live Together that have demonstrated concrete contributions towards bridging divides and empowering children and youth in their communities.

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Most Transformative Implementation

Array
(
    [name_of_organization] => Shanti Ashram
    [contact_person_name] => Vijayaragavan Gopal
    [contact_email] => vijay.varma035@gmail.com
    [country] => India
    [city] => Coimbatore
    [please_explain_how_has_the_organization_implemented_the_learning_to_live_together_programme_in_systematic_ways_1000_words_] => Learning to Live Together was a call that resonated with us at Shanti Ashram as it directly echoed Mahatma Gandhi’s vision of Sarvodaya: progress of all.

This shared vision thus inspired Shanti Ashram to be engaged in:

•	conceptual work leading to the LTLT resource

•	piloting of the programme in South Asia and

•	systematic implementation of the Learning to Live Together Programme (LTLT) across India

•	building of models and resources that can be shared world-wide

Shanti Ashram has been integral to the systemic implementation of the Learning to Live Together (LTLT) Programme since its inception in 2006. Since being the organization that piloted the programme in India under the framework of the South Asia Ethics Workshop for Children and Youth in 2006, past its official launch in 2008, Shanti Ashram has continuously applied Learning to Live Together in its different areas of work, especially as an integral part of all of its youth activities and projects for children and youth (Annexure 2).

We have been involved in the development process in the areas of design, pedagogical approaches, the activity repository and the learning modules, making a significant contribution to the ultimate form of the Learning to Live Together Program and its main manual ( Annexure 3 : Shanti Ashram-LTLT programme archives).

In the decade years from 2006 to today, Shanti Ashram has been an active part of bringing forward the ethos of LTLT throughout the country. By partnering with Arigatou International towards a joint mission of fostering a generation of peacemakers, we have built an active community of 149 facilitators who have delivered ethics education to children, impacting an annual average of 25,700 children and youth across the country. By 2010, we not only trained LTLT facilitators but also an expanded pool of active and dedicated facilitator trainers, including national trainers operating in 17 states and 4 international trainers ( Annexure 1 ) .

This impact and scale was achieved through partnerships with 128 organisations across religious communities, government and private organizations, educational institutions, Gandhian platforms, UN agencies, and media organizations. Such deep collaborations have led to a national network of knowledge sharing, advocacy platforms, and workshops dedicated to the holistic development of children. The spirit of LTLT has worked its way not just into classrooms but also into field visits, national and international observances, and special occasions and celebrations ( Annexure 5).

This community has now gone on to actively catalyse a shift in the way ethics are thought of in this pluralistic global society. Through the Shanti Ashram-led network, LTLT has helped children across India aspire towards the following goals:

-	Better understand, respect and appreciate people from their own, and different cultures and religions

-	Nurture a sense of global community

-	Increase capacity to make ethical decisions and nurture their spirituality

-	Participate actively with a sense of inclusion

-	Have strengthened abilities to make positive, transformative contributions to society

While the spirit of LTLT is best captured in classrooms and workshops, it remains true that Shanti Ashram has led the movement that has brought the ethos of the programme to about 250,000 children since 2006

( Annexure 5).

At a glance:

-	Part of LTLT implementation since 2006

-	Impact: 149 facilitators + 250,000 children

-	128 organisational partnerships to catalyse nation-wide network
    [how_has_the_organization_used_the_ethics_education_framework_to_further_mutual_understanding_and_respect_among_people_in_their_local_contexts_600_words_] => Shanti Ashram has used the LTLT Ethics Education Framework and pedagogical approach in a multitude of programmes and initiatives. Whether they are workshops for children and youth, training workshops for young adults, advocacy programs, campaigns, celebrations, field visits and observances, we have made sure that an element of ethics education is incorporated and internalized. All our efforts have been focused on ensuring that the ethics education framework is accepted not only at an organizational level but also at the individual level, becoming part of the ethos of children and youth. Through this, we believe, we can nurture ethical and responsible leadership for the positive transformation of the communities, and to foster interfaith learning and solidarity.

The good practice booklet that is now being compiled (and is in its final stages) is an example of a successful implementation of the Learning to Live Together Program. The good practice at Shanti Ashram has been possible because of four critical factors:

•	Alignment of institutional commitment to children and a shared vision

•	Sustained engagement with the Ethics education programme at Arigatou International, creating a pool of trainers with enhanced capacity to work at different levels

•	In-house integration of new learning, trainers’ capacities and resource materials into existing programmes of Shanti Ashram for vulnerable children

•	Expanded space for child participation along with investment in child-led creative ideation

There has been a strategic organizational decision to integrate ethics education at the core of all children- and youth-related activities at Shanti Ashram. The process and results of this booklet have provided the ground to develop holistic programs that respond to the educational and spiritual needs of children and youth both at the state as well as national levels.

By adopting the LTLT Ethics Education Framework, Shanti Ashram has focused on the following takeaways to promote mutual understanding and respect amongst our audience:

-	Participatory and collaborative learning opportunities and actions

-	Context sensitivity

-	Critical thinking

-	Critical consciousness

-	Interconnectedness

-	Self-driven learning

-	Collective actions

-	Imagination

-	Role-modelling

-	Safe learning environments

At a glance:

-	Multiple programmes/initiatives targeting both organisational and individual level change

-	Good Practice Booklet

-	Integrating ethics education into all children- and youth-related programmes

-	Focusing on key takeaways including sensitivity, critical consciousness, interconnectedness and collective actions
    [explain_how_the_implementation_of_the_learning_to_live_together_programme_has_been_sensitive_to_the_local_context_600_words_] => LTLT Training and the adaptation of the resource for application in multiple contexts has been a major achievement in India. Some examples of adaptation are listed below and gives glimpses of the transformative experiences in India.

Oli Initiative

Students participating in Shanti Ashram workshops have often been exposed to poverty, violence, and other global issues. The Oli initiative is often the culmination of a three-day workshop, where children are given Rs. 50 ( Approximately USD1) to identify a pressing need, visualize a potential problem, and utilize this grant to implement a simple solution or goodwill gesture as a response. Through Oli (Tamil for ‘light’), we look to spark their emerging passion for ethical behaviour.

Super Congress, 2009

Between August 6th and 12th 2009, more than 600 children between the ages of 13 and 18 from 23 countries gathered at Shanti Ashram. A mix of international and local facilitators conducted a LTLT workshop and participants, divided by age, were encouraged to interact and understand commonalities and differences. By facilitating conversations around caste, religion, immigrant crises, cultural discrimination, and race, both locally relevant as well as globally pressing issues were reflected upon. The role plays allowed participants to express ways to resolve conflict and catalyse change. The event saw the involvement of not just the organisers and participants, but also governmental agencies, NGOs, private corporations, and a wide variety of individuals.

Tamil Nadu Consultation on Children and HIV/AIDS, Day of Prayer and Action for Children (DPAC), 2010

On the occasion of Day of Prayer and Action for Children and Indian Children’s Day Celebrations, Shanti Ashram created significant country-wide impact by organizing interfaith visits and learning campaigns as well as facilitating sessions on ethics education. The ‘Peace Begins with Me’ kiosk from the LTLT manual served as a key resource for the facilitators, who sought to offer an introspection-based learning experience.

On another occasion, Shanti Ashram organised a state-wide event, the Tamil Nadu Consultation on HIV/AIDS, which brought together 306 children from 23 districts. An experiential learning programme using the LTLT framework was offered to both children and parents to help participants understand the lives of children and families affected by HIV/AIDS. While multiple modules from the LTLT manual were used extensively, the Personal Experience Sharing activity helped children listen deeply to stories and experience the difficulties of children affected by HIV in their local contexts.

Solution Exchange Lab 2015

Shanti Ashram inaugurated the Solution Exchange Lab in 2015 inspired by the Gandhian vision of Sarvodaya. Fifty children from ten villages were identified to participate in the first phase, allowing the spirit of change making and the LTLT ethos to impact those from non-urban environments as well. The Lab encourages children to build and pilot their own solutions, thereby empowering them to be agents of social change. Through a period of continuous engagement, the following solutions were implemented through the Lab by various cohorts with the aid of a facilitator.

S. No	Problem identified	Solutions presented by children

1	Wastage water management and critical thinking	Making kitchen garden

2	Nutrition deficiency and rights to health	Providing de-worming and Vitamin A tablets

3	Unhygienic and unsanitary conditions	Conducting awareness program through performing arts and rally

4	Unclean and unsafe environment	Shramadhan and tree planting

5	High risk behaviour	Conducting a session for

the prevention of high risk behaviour

the Ondru Seruvom Children

Interactive and experiential methodologies from LTLT were used during the Lab to develop innovative and critical thinking in participants, nurture non-violent behaviour and empower children to become agents of change. LTLT provided a way for the children to encounter, nurture and examine values with their peers from different backgrounds, and to apply what they learned to the real challenges in their daily lives.

At a glance:

-	Oli initiative: Small grants to children to engage with pressing social problems

-	Super Congress: LTLT training for 600 children from 23 countries

-	TN Consultation on HIV/AIDS: State-wide programme for parent/children using LTLT to sensitise about HIV-affected youth

-	DPAC: Country-wide interfaith visits, learning programmes

-	Solution Exchange Lab: 50 children from 10 villages encouraged to implement change making models
    [how_have_the_programs_implemented_impacted_your_organization_children_and_facilitators_] => A qualitative study on the impact of the Learning to Live Together Program throughout Shanti Ashram programs was undertaken in 2015, entitled ‘Systematic Implementation, Monitoring and Evaluation of Learning to Live Together in India.’ The impact across various project goal levels was assessed using qualitative research methods in three areas: the development of children’s critical thinking to be equipped to make ethical decisions; children’s relations with others, and children’s spirituality. The findings are very briefly summarized below.

Development of children’s critical thinking: Findings suggest that the programme contributed to developing children’s critical thinking by challenging their own stereotypes and views. The programme increased children’s capacity to make well-grounded decisions based on ethical reflection and critical thinking. Study findings suggest that the program significantly influenced children’s capacity to propose solutions to conflicts and situations that affect them directly or their communities. As one participant explained, “Going into a mosque and learning about Islam, from a Hindu perspective, was one of the most incredible and life-changing experiences. It is impossible for me to explain the feeling, but so many of my stereotypes were broken down, and so many of my questions were answered.”

Children’s relations with each other: Findings in this area suggest that the program increased children’s willingness to share with others, learn from one another, and work with others. Children reported significant changes in this area, going from apologizing for thinking differently when they are in a group of people whose beliefs and ideas are different to theirs, to sharing their ideas and beliefs without imposing them. Comments like this one demonstrate the change: "Before this experience I had barely met anyone of a different religion or culture. This program broke down all the stereotypes I had and created unity among us as peers.”

Below is a participant testimonial. Ten years ago, a boy participated in the LTLT programme. Today, he is a doctor and volunteers his time for the underprivileged. He credits LTLT for giving direction to his social commitment.

“I walked into Shanti Ashram as an unassuming middle school student in 2006, a child participant in the South Asian Ethics Workshop, wide-eyed, curious, wanting to excel and showcase my talent in all forums. Only later did I learn that this pilot workshop was the beginning of a phenomenal global ethics education drive: Learning to Live Together. Back then, society, poverty and hardship were all topics that I could not relate to. But that four-day workshop impacted me for the long run. Today, as a young Indian I feel the impact it caused has matured over time and has nurtured me to what I have become — a doctor in community medicine and public health who is proud to identify himself as a volunteer in working for the needy and underprivileged.

In 2012, Shanti Ashram, along with its partnering organizations, established the India Poverty Solutions initiative, where children find solutions for ending child poverty. Along with the core team, I worked tirelessly to ensure it reached as many people as possible, including them in the war against inequality. We used piggy banks to encourage children to save and start societal contributions early, food banks and greeting cards. All funds collected were used to grant scholarships and conduct medical screenings. I was with this movement throughout. I had experienced that when thoughts and words synchronize and inspire action, a new beginning beckons and positive change become a reality.

It all began with a school student who attended an ethics education workshop. The synthesis from thought to action, from inspiration to reality, and from a lesson to a way of life that we call “Learning to Live Together” nurtured within me spirituality. I owe it all to Shanti Ashram for bestowing in me Gandhian values, universal brotherhood, inter-religious understanding, peace and respect for all faiths and walks of life.”

This facilitator testimonial speaks of how exposure to LTLT changed her outlook on volunteering and social change, one that has gone on to impact the spirit of Shanti Ashram as she volunteers to verify scholarship applications and actively participates in other projects.

“Since 2010, I have been volunteering at Shanti Ashram. In early 2012, I participated in the two-day LTLT Basic Training Workshop. Later that year, I got an opportunity to participate in the one-week LTLT training program. I completed my basic courses and went on to become a facilitator after gaining experience. I also attended the four day Community of Practice workshop, where special trainers from Arigatou International came to enrich our facilitation with some significant inputs.

I strongly feel that Learning to Live Together has positively impacted the quality of volunteering. If you do not respect, reconcile and empathies with the participants and beneficiaries in any social action, the work will not be spiritual. The participation of volunteers in LTLT always evokes the right attitude towards social action. I have introduced five volunteers here.

I was very hesitant during my initial volunteering days at the Ashram. But my four days at the LTLT program really opened me up. All the learning’s were a hugely transformative experience for this timid girl. It instilled a deep sense of care and love for my fellow beings irrespective of their faiths and other differences. No education has ever taught me this.”

At a glance:

-	Children’s critical thinking

-	Children’s relationships with others

-	Testimonials from participant & facilitator
    [how_has_the_implementation_of_the_learning_to_live_together_programme_helped_nurture_interfaith_and_or_intercultural_learning_towards_bridging_divides_in_society_600_words_] => Events: Every year, Shanti Ashram takes the onus of encouraging schools to dedicate a day towards intercultural and interfaith cooperation. Furthermore, the Run for Unity event brought together 3000 children from across 15 schools, and began with interfaith prayers. The need for education for peace was emphasized, referring back to the South Asia Workshop on Ethics Education for Children and Youth that was held previously at Shanti Ashram.

Children’s spirituality: Testimonies and stories from children indicated that their spirituality was fostered, as shown in their increased capacity to relate to others, to share, and to manage their emotions. As one testimonial records, “I am from a very poor background. My parents worked hard to make me study in a good school. There I have friends from various backgrounds and due to my circle of friends I have changed and I usually argue with my parents about everything. After attending the sessions and visiting the villages I regretted my mistake and went home and said sorry to my parents.”

At a glance:

-	Events: day for intercultural/interfaith cooperation + Run for Unity for 3000 children from 15 schools

-	Children’s spirituality: qualitative testimonials collected across 12 years of LTLT implementation

Vision of Pluralism :

It is this vision of pluralism, harmony, brotherhood and mutual respect, inherent in the ethos of India that inspired the implementation of Learning to Live Together: An Interfaith and Intercultural Programme for Ethics Education (LTLT) in India by Shanti Ashram. Developed by Arigatou International, UNESCO, and UNICEF, and promoted worldwide by the Global Network of Religions for Children (GNRC), this initiative has gifted the world’s children a global resource for education and practice that empowers children to develop their spirituality - embracing ethical values, learning to live in solidarity with people of different religions and civilizations, and building faith in the Divine Presence.

Responsive to the cultural landscape:

Through the implementation of LTLT Programme in India, Shanti Ashram seeks, while remaining responsive to the cultural landscape and the sensitivities of the local populace, to strengthen and re-inforce the cultural strands of universalism and the breadth of heart that truly looks at the other as oneself. Shanti Ashram's vision, to nurture compassion in children and to foster a generation of people who bring the gift of peace to the world, resonated with Arigatou International, leading to a joint commitment to deliver ethics education for children.

Leadership contribution The leadership contribution to building peace worldwide began with Shanti Ashram’s founder, Dr. M. Aram. The historic signing of the Nagaland Peace Accord, the role he played as moderator of Religions for Peace and the convening voice he became for the Gandhian institutions in resolving contemporary challenges has been an inspiration to Shanti Ashram and the partnership platform it has built over 3 decades.

Meaningful interventions in the area of peace education and building social cohesion, particularly with the engagement of children and young people, continue at the Ashram to this day. In line with this, over the past two decades, the Ashram has partnered with Arigatou International and implemented the Ethics Education Program for Children, contributed innovated grassroots solutions to the End Child Poverty Program, engaged country-wide partners at GNRC and successfully observed the Day of Prayer and Action.

Interfaith collaboration: The cause of children’s progress and human flourishing has always been central to the way faith communities visualize their thinking and action. This collaboration takes many forms in the Ashram and includes: advocating for children’s needs and rights, theological reflections, inter-sectoral programmes, interfaith dialogue on areas of mutual interest, listening to children, community service initiatives and interfaith prayers.
    [please_give_some_examples_to_show_your_resourcefulness_creativity_and_synergy_in_working_with_different_stakeholders_to_implement_and_sustain_ethics_education_programs_600_words_] => Shanti Ashram has implemented LTLT programmes in India for the last twelve years (since 2006). Over this time, the LTLT programme has reached about 250,000 children. Shanti Ashram has also been responsible for the training of 149 facilitators who now continue to take the ethos of LTLT to larger audiences. This impact could only have been possible with a balance of resourcefulness and creativity.

As a Gandhian organisation with a demonstrated commitment to working for vulnerable children for the last three decades, the LTLT framework was a natural extension of our work. We see children as key actors in peace building and adopting interfaith approaches as essential to working for communities that reflect as much diversity as they do today.

Synergy is best demonstrated by the network of organisations that Shanti Ashram has been able to catalyse, with over 200 organisations coming together to partner and collaborate. These organisations include Gandhian organisations, faith-based organised, academic institutions and development organisations across the country, allowing for multi-sector discussions, inter-disciplinarity, and the possibility of implementing programmes on scale.

It is no easy task to cater to 70,000 children every year, a mission that Shanti Ashram has achieved over the last many years. While the older programmes focused on the age group between 3 and 18, the inauguration of the International Center for Child and Public Health allows us to target children younger than 3 years old as well. The life cycle approach has given us new learnings over the years, and these inform the implementation of LTLT programmes as well.

No mission of this scale would be possible without a dependable team dedicated to the cause. Shanti Ashram has dedicated young volunteers from three programme divisions (Bala Shanti Programme, Youth Leadership Programme, Sustainable Development Programme), who fuel the creativity and strength behind our work.

Our skilled and experienced staff team has been the backbone of the successful implementation of the LTLT programmes. Availability of in-house expertise at every stage, from conceptual work to field implementation, is a valuable resource we bring to Arigatou International and the International Interfaith Ethics Education programme.

At a glance:

-	Commitment to vulnerable children for over 30 years

-	Over 200 partner organisations nationally

-	About 70,000 children impacted annually from birth to age 18

-	Inauguration of International Center for Child and Public Health

-	Young volunteers + skilled, experienced staff to provide in-house expertise
    [how_have_you_supported_child_and_youth_led_actions_projects_based_on_the_learning_to_live_together_programme_] => Participants of the LTLT programs initiated a number of community-centred projects through Shanti Ashram. Many of these programs have become self-sustaining and ongoing programs. These includes:

•	Food Bank Initiative

•	Making a Kitchen Garden

•	Conducting Awareness Program through Performing Arts

•	Shramadhan and Tree Planting

•	Conducting HIV awareness programmes

•	Volunteering in government-run shelters for girl children

•	Creating awareness of the food chain and providing children with opportunities for interaction with local farmers.

In keeping with the vision and spirit of LTLT framework, Shanti Ashram has remained dedicated to mainstreaming ethics education. Towards this end, we have created synergies between the LTLT programme and many of our pre-existing programmes such as:

•	2009 Super Congress (brought together 500 children from 20 countries, jointly organised with a lay Catholic movement)

•	(since) 2009 Day of Prayer and Action for Children (across India)

•	2010 Every Child Matters campaign that verified birth certificates of over 20,000 children

•	2011 Kovai Progress Card on Child Health which reached out to over 100 partner schools

•	2013 Poverty Solutions India

•	2015 Solutions Exchange Lab

•	2013-15 CSR Workshops

•	2015 Strengthening Families

•	2016 Teacher Training Programs, the Bala Shanti Program

Such integration has allowed for mainstreaming of ethics education and strengthening of child participation. In addition, it has also catalyzed the sharing of the core values of LTLT (respect, responsibility, empathy, reconciliation) to a wider audience. Both in the programmes specifically catering to LTLT as well as those were ethics education was introduced as a core takeaway, students were encouraged to internalise the need for LTLT and supported in their efforts to create change in their communities.

At a glance:

-	Multiple self-sustaining on-going programmes including food bank, tree planting, HIV awareness

-	Incorporation of LTLT in pre-existing programmes such as Poverty Solutions India and Teacher Training

-	Ethos of LTLT introduced as core takeaway of every Shanti Ashram programme
    [video_link] => https://youtu.be/aKFD9KaQHlw
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Organization: Shanti Ashram
Location: India

Array
(
[name_of_organization] => KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
[contact_person_name] => JANE WANJIRU NYAGA
[contact_email] => janenyaga64@gmail.com
[country] => KENYA
[city] => NAIROBI
[please_explain_how_has_the_organization_implemented_the_learning_to_live_together_programme_in_systematic_ways_1000_words_] => 1. From 27th – 30th September, 2016 – With support from the Kenya Institute of Curriculum Development (KICD), Arigatou International and ACT! Organized a conference dubbed “Learning to Live Together through History & Government Education
The Conference on “Learning to "Live Together through History and Government Education” took place from 27th - 30th September 2016. The conference was in support of Kenya Institute of Curriculum Development (KICD) efforts to improve the current state of History and Government teaching in Kenya and explore ways in which History and Government can be used to promote Learning to Live Together harmoniously.
By the end of the conference, the participants were able to; identify good practices in promoting learning to live together which include, respect for diversity and inclusiveness, dialogue, mutual understanding and social cohesion.
Some of the participants in the conference

Group Photo of the Participants in the Conference

2. From 11 to 13 November 2015, in partnership with KICD and Arigatou International organized the second Basic Training Workshop for 30 Curriculum Developers from KICD on the use of the Learning to Live Together Programme.
3. From 18 to 20 May 2015, in partnership with KICD and Arigatou International organized the first Basic Training Workshop for 26 Curriculum Developers. This was a 3 day non-residential workshop at the KICD with the aim to introduce the approach, methodology and resources of the Learning To Live Together Ethics Education program to contribute towards strengthening the curriculum and related processes.
4. From 22-23 September, 2015 participated as a facilitator in the reflection meeting following the completion of the Learning to Live Together pilot program in Kenya. It was conducted as a two-day workshop to provide space for teachers to reflect together at the end of the pilot program and to follow-up on the final steps of the M&E process.
5. From 01 February - 06 March, 2015 Successfully completed the online course as advanced facilitator of the Learning to Live Together Programme On Cooperative Games: Enhancing Children's Participation and Collaborative Learning
6. From 9th September to 13th September 2014 Participated in the Learning to Live Together (LTLT) facilitators’ training workshop held in Lukenya. The workshop was led by the Kenya Ministry of Education, Science and Technology (MOEST) with the support of the UNESCO Regional Office for Eastern Africa in Nairobi and Arigatou International. About Twenty participants drawn from MOEST, KICD (represented by Jane Nyaga), Education Field Officers, Officers from Nairobi County and Tana River County offices and some teachers attended the week-long Learning to Live Together (LTLT) facilitator training workshop.
Another strategy that has been used to implement and sustain ethics education in Kenya is through mainstreaming LTLT in the Curriculum Reform Process in Kenya curriculum.
The overall wellbeing of a child is critical for the survival of any society. Children like adults are faced with a myriad of challenges and issues owing to the legal, technological, social, cultural and economic dynamics in society.Values are defined as standards that guide an individual on how to respond or behave in a given circumstance. Our values influence how we feel, act and make choices in life. The nurturing of values will facilitate the achievement of the curriculum reforms' vision, particularly with respect to molding ethical citizens.
Curriculum is used as a channel through which Ethics education can be enhanced for sustainable peace in the world. The reformed curriculum in Kenya adopts a multi-dimensional approach in addressing Ethics education. In order to prepare the future generations to be creative and responsible global citizens and to foster Ethics education, teaching and learning activities in formal and non–formal education settings must be facilitated. The vision of the Basic Education Curriculum Reforms Framework (BECRF) is to enable every Kenyan to become an engaged, empowered and ethical citizen. Its Mission is to nurture every learners potential. This will be achieved by providing every Kenyan learner with world class standards in the skills and knowledge that they deserve, and which they need in order to thrive in the 21st century. This shall be accomplished through the provision of excellent teaching, school environments and resources and a sustainable visionary curriculum that provides every learner with seamless, competency based high quality learning that values every learner.
The first pillar of the BECF is Values. KICD is adopting a Value based Approach to Education in the reformed curriculum. Value-based Education (VbE) is an approach to teaching that works with values. It creates a strong learning environment that enhances academic attainment, and develops students' social and relationship skills that last throughout their lives. VBE equips students with social capacities that help them work with, and relate to others effectively. It provides them with the self-esteem and confidence to explore and develop their full potential. In view of this 65 curriculum developers across all learning areas have undertaken the Basic LTLT Training which was conducted in two phases in 2016. The training of curriculum developers was aimed at enabling them to mainstream ethics education in the reformed curriculum in Kenya.

Overall Goal of VbE in Kenya
“To nurture core values in learners to become empowered, engaged and ethical citizens for positive and holistic transformation of society”. VbE will be implemented through Whole-School Approach which will involve learners, teachers, support staff, Board of Management, family members, wider school community and relevant stakeholders;
In view of this, KICD in collaboration with other stakeholders has identified eight (8) Core values:
1. Love
2. Respect
3. Responsibility
4. Patriotism
5. Unity
6. Peace
7. Social Justice
8. Integrity

These core values and related ones will be mainstreamed in all learning areas at all levels of basic education in Kenya. This will undoubtedly will go a long way in enabling the country achieve Ethics education. Indeed. A mainstreaming matrix on values has already been developed to guide curriculum developers in mainstreaming values in the Formal, Non Formal and Informal dimensions of the curriculum. KICD in collaboration with MOE and other partners has developed three Draft VbE Source Books:
• Primary School Teachers VbE Source Book
• Secondary school teachers VbE Source Book
• School Managers VbE Source

Example of mainstreaming of values in the curriculum designs

[how_has_the_organization_used_the_ethics_education_framework_to_further_mutual_understanding_and_respect_among_people_in_their_local_contexts_600_words_] => The training of curriculum developers programme was designed to ensure that at the end of the workshop, the curriculum developers were equipped to mainstream the Ethics education approach and Learning to Live Together Programme in the curriculum reform process.
The trainings followed the principles of the Learning to Live Together Programme and its Ethics Education Framework, which emphasizes participatory, experience-based learning methodologies, and places the learning needs of the participants at the centre of the learning process. Participants were fully immersed in an enriching learning journey. There were also opportunities for self-reflection and for more informal social interaction, where participants shared their experiences and learnt from one another. Participants were provided with materials to complement the learning sessions.

The trainers modeled the LTLT values of Empathy and respect, used the learning process that helped the teachers to explore and reflect on their situation. The trainers also used activities within the Kiosks especially module one to help the teachers develop self- awareness (Understanding self and others, acknowledging myself in relation to others, appreciating diversity and putting myself in the shoes of others). Some of the activities that promoted self- awareness included the star, the diminishing islands, the silent journey, analysis of the conflicts in Kenya and role-plays on conflict. Curriculum developers were also provided with opportunities for self- driven learning through role plays, and provision of space for learning such as through the silent journey. The training provided an opportunity for exploration of key concepts of LTLT such as human dignity, inter-cultural learning, spirituality and Ethics Education. The participants shared their traditions, music and dance.

Curriculum is used as a channel through which Ethics education can be enhanced for sustainable peace in the world. The reformed curriculum in Kenya adopts a multi-dimensional approach in addressing Ethics education. In order to prepare the future generations to be creative and responsible global citizens and to foster Ethics education, teaching and learning activities in formal and non–formal education settings must be facilitated. The vision of the Basic Education Curriculum Reforms Framework (BECRF) is to enable every Kenyan to become an engaged, empowered and ethical citizen. Its Mission is to nurture every learners potential. This will be achieved by providing every Kenyan learner with world class standards in the skills and knowledge that they deserve, and which they need in order to thrive in the 21st century. This shall be accomplished through the provision of excellent teaching, school environments and resources and a sustainable visionary curriculum that provides every learner with seamless, competency based high quality learning that values every learner.
The first pillar of the BECF is Values. KICD is adopting a Value based Approach to Education in the reformed curriculum. Value-based Education (VbE) is an approach to teaching that works with values. It creates a strong learning environment that enhances academic attainment, and develops students' social and relationship skills that last throughout their lives. VBE equips students with social capacities that help them work with, and relate to others effectively. It provides them with the self-esteem and confidence to explore and develop their full potential. In view of this 65 curriculum developers across all learning areas have undertaken the Basic LTLT Training which was conducted in two phases in 2016. The training of curriculum developers was aimed at enabling them to mainstream ethics education in the reformed curriculum in Kenya.
In view of this, KICD in collaboration with other stakeholders has identified eight (8) Core values:
1. Love
2. Respect
3. Responsibility
4. Patriotism
5. Unity
6. Peace
7. Social Justice
8. Integrity

[explain_how_the_implementation_of_the_learning_to_live_together_programme_has_been_sensitive_to_the_local_context_600_words_] => The mainstreaming of LTLT in the curriculum Kenya has been sensitive to the local context. The first activity entailed training of curriculum developers who were trained in two phases. The first phase had 30 curriculum developers trained and the second phase had 35 curriculum developers trained. In each of the trainings, the participants were drawn from all learning areas to ensure inclusivity.
All training sessions provided for an opportunity for context analysis (reality check). This helped the participants to analyze their situation in relation to the challenges related to peace, the causes and their proposed interventions. This also helped the facilitators to understand the world of the participants and the issues they were grappling with in relation to peace and mutual understanding such as conflicts, religious diversity, gender issues among others.
Participants worked in groups to come with proposals on what model to adopt for the implementation of values based education in Kenya. The model that would be used to pilot values based education. The Consultative meeting was held on 26th January, 2017.
It comprised of about seventy (70) participants and six (6 ) facilitators. The meeting intended to support KICD in efforts to adopt a Value Based Education Approach. This was followed by a five days technical workshop to develop a framework on Value Based Education and programme to be piloted later in the year.

Objectives of the workshop
1. Contribute to supporting the KICD guiding curriculum framework on Value Based Education
2. Provide a platform to identify and share best practices and strategies for adopting a value based education approach.
3. Inform policy and practice in curriculum on best practices in value based education

Inputs to the workshop
1. DEPOT / Mike Eldon will present on the Global perspective on Value Based Education
2. KICD to present on the place of values in the curriculum reform
3. Aga Khan Foundation will present the value based approach used in programmes
4. Arigatou International to present on Learning to Live Together and Ethics Education for Children
5. Twaweza Communications to present the pilot programme on Amani Goggle Hangout Bridges for Peace
6. WERK - Presented research findings on status of Values in Kenya
Expected results
By the end of the workshop the participants will able to:
• identify good practices in promoting value Based Education, respect for diversity and inclusiveness, as well as dialogue, mutual understanding, and social cohesion through curricula
• identify and discuss possible challenges and opportunities posed by the integration of a values in the curriculum reform processes
• provide recommendations on pedagogy, material development and programme design for a value based education

The emerging trend in terms of curriculum is to adopt a values-based approach to education that will create learning opportunities within the formal, non-formal and informal curriculum dimensions to inculcate the desired values in all learners. Indeed, the envisaged curriculum reform in Kenya recognizes values are as important to the socio-economic development and stability of the country, in the same way that competencies in academics are important. Indeed, values form one of the four pillars and citizenship is one of the seven core competencies that the curriculum is based on in the envisaged curriculum

The eight core values were identified and a Values Mainstreaming Matrix developed. The Framework and mainstreaming matrix helped customize the LTLT content and activities to the Kenyan context. It took into consideration the values and principles of Governance as enshrined in the Constitution of Kenya. The participants proposed that piloting of value based education should take into consideration the diverse nature of Kenyan schools. Sampled schools should represent different contexts such as urban, rural, semi-urban, mixed schools, boys only, girls only, public, private, special schools, faith based schools should be selected to take part in the pilot. Diverse realities of facing different communities such as marginalization, tribal conflicts, radicalization and violent extremism, should also be taken into consideration.

[how_have_the_programs_implemented_impacted_your_organization_children_and_facilitators_] => Education plays an important role in developing and enhancing human resource skills for socio-economic and political development. Indeed, many governments are spending and investing in education so as to develop their human resource base. However, the role of education goes beyond socio-economic and political development as it is expected to play a key role in addressing the challenges that the world is facing today including addressing violent conflicts. Within this context, peace education and the Global Citizenship Education (GCED) emphasizes the need and the urgency to develop global citizens who are of high morals and integrity, have the requisite knowledge, skills, values and attitudes necessary to create a more just, peaceful, inclusive, secure and sustainable societies. Education policies, planning and programming should also adopt a conflict-sensitive approach to enhance the capacity of the sector to promote peace. It is envisaged that GCED will enhance and nurture a deeper and better approach in human development and therefore guarantee prosperity and high quality of life for all in a secure and clean environment.

In order to develop holistic individuals, education needs to go beyond acquisition of knowledge and cognitive skills development to inculcating values, soft skills, and attitudes that facilitate and promote structural transformation and international co-operation. This spirit is captured by the Africa Agenda 2063, and Continental Education Strategy for Africa (CESA) 2016 to 2025 which are the instruments that drives the education agenda for Africa. This is also in line with the global trends as stipulated by Sustainable Development Goals (SDGs) and the Education Agenda 2030.

Africa has diverse cultures, multiple ethnic groups, different religions and languages. It is therefore imperative that its 1.2 billion people appreciate and live the fullness of this diversity. The Africa Agenda 2063 envisions “An integrated, prosperous and peaceful Africa, driven by its own citizens and representing a dynamic force in the global arena’ under the slogan – The Africa we want.” One of the seven aspirations for the ‘Africa we want’ is to have a peaceful and secure continent, with harmony among communities starting from grassroots level. Effective management of this diversity will lead to peaceful coexistence amongst communities and social-economic transformation. In order to achieve this, a culture of peace and tolerance must be nurtured among Africans including children and youth. LTLT is the panacea to instill and inculcate respect for other people, their history, traditions and values, as well as promoting a culture of peace and understanding. It is envisaged that by 2063, Africa will have entrenched and nourished a culture of human rights, democracy, gender equality, inclusion, peace, prosperity, security and safety for all citizens.

The Strategic Objective 10, of the Continental Education Strategy for Africa 2016-2025 emphasizes promotion of peace education, conflict prevention and resolution at all levels of education and for all age groups. The Competence based curriculum in Kenya is value laden. It adopts a value based approach.
The curriculum is used as a channel through which values based education / ethics education can be enhanced for sustainable peace in the world. The curriculum adopts a multi-dimensional approach in values. In order to prepare the future generations to be creative and responsible global citizens and to foster global citizenship, teaching and learning activities in formal and non–formal education settings must be facilitated. KICD has developed a Values and Citizenship mainstreaming matrices. This I believe will have a great impact on learners at all levels of education.
Curriculum should take advantage of the fact that learners spend most of their formative years in school, which presents opportunities for the curriculum to mould and reinforce values upon which the learner’s character is formed. The emerging trend in terms of curriculum is to adopt a value-based approach to education that will create learning opportunities within the formal, non-formal and informal curriculum dimensions to inculcate the desired values in all learners. For example, the ongoing curriculum reform in Kenya recognizes that global citizenship are is important to the socio-economic development and stability of the country, in the same way that competencies in academics are important. Indeed, citizenship forms one of the seven core competencies that the curriculum is based on while values form one of the four pillars in the envisaged curriculum.
The Competency Based Curriculum also calls for a shift from content based textbooks to workbooks where learners are in charge of their own learning materials for values nurturing should begin at an early stage while children are still acquiring literacy skills and preferably in mother tongue. This may include true or fictional stories that may stay in the child’s mind and influence that behavior. In the creation of each story, each image, each piece of information, each exercise, is the potential for transferring values, attitudes and actions related to global citizenship (Sinclair M. edited 2013).

[how_has_the_implementation_of_the_learning_to_live_together_programme_helped_nurture_interfaith_and_or_intercultural_learning_towards_bridging_divides_in_society_600_words_] => LTLT has facilitated interfaith and intercultural learning by recognizing the fact that we have religious and cultural diversity in Kenya. Nominations to participate in different workshops and meetings took into consideration this reality as much as was possible. This provided rich engagements during the trainings and meetings. Indeed all the three major faiths were represented during the trainings of curriculum developers and also during the conference. These are:
• Hinduism
• Islam
• Christianity
Gender balance was ensured in selecting participants for the workshops.
A deliberate effort was also made to ensure that in the course of the training days all the faiths represented were accorded a day to give devotion / offer prayer in their respective faiths before the sessions began

The trainings included a session on interfaith and intercultural engagements either through a world café, group work or gallery walks. There are very few opportunities for interfaith conversations and these opportunities were really appreciated by both the participants.

Opportunities for different communities to present their culture, music and dance were very enriching and facilitated appreciation of diversity. This included such activities as the drumming circles and cultural evening.

The in-depth exploration of the 4 values in LTLT provided a convergent point for all ethnic groups , cultures and religions. This facilitated closer working relations.

Further The Basic Education Curriculum Framework in Kenya is based on six principles. One of the guiding principles is Diversity and Inclusion.There are two dimensions in the guiding principle of diversity and inclusion. First, the Framework will guide learners to appreciate Kenya’s diversity in terms of race, ethnicity, gender, language, culture, and religion. The second dimension relates to the fact that learners are different in terms of their learning needs and abilities and these differences need to be respected and valued within an inclusive learning environment. Inclusion will entail ensuring that all learning institutions accommodate all learners regardless of their physical, emotional, intellectual, or any other need. It involves provision of reasonable accommodation characterized by flexibility, responsiveness and support. The Framework recognizes that not all learners are academically gifted but considers every learner’s social and cognitive capabilities, their needs and desires, and respects the differences in the way children learn. The ultimate aim is to guarantee basic education for every learner according to their abilities and needs.

The other key principle is Community Service Learning which is a new and critical aspect in the reformed curriculum in Kenya. This is a form of experiential education that enables students to apply their knowledge and skills in a different setting. Teachers then support students to analyze what they have learned by taking part in this activity and how it might be applied to their academic and personal development. Community service learning entails a balanced emphasis on both students’ learning and addressing real needs in the community. Learning outcomes are linked to meaningful human, safety, educational, and environmental needs that are co-determined with community partners and service recipients. The service experience is brought back to the classroom to enhance learning. Students work on real problems that make academic learning relevant while simultaneously enhancing their social skills, analytical ability, civic and ethical responsibility, self-efficacy, and career development. This will go a long way to facilitate interfaith and intercultural learning.

[please_give_some_examples_to_show_your_resourcefulness_creativity_and_synergy_in_working_with_different_stakeholders_to_implement_and_sustain_ethics_education_programs_600_words_] => KICD recognizes the significant role played by other actors in Value Based Education. There is need to go beyond traditional working in silos that have divided stakeholders and replace it with networks of partnerships working together to leverage on each other’s strengths. KICD seeks to forge partnerships and collaboration with the various actors in Values Based Education. This will create synergies and minimize duplication in the implementation of a Values Based Education.
In view of this, KICD planned the workshops with key stakeholders to dialogue and reflect on the framework for adopting a Values Based Education Approach in the envisaged curriculum reform. KICD also organized a conference where all key stakeholders were represented. In the conceptualization of VbE , KICD sought the expertise of Arigatou International and Aga Khan Foundation among others. KICD with partners explored the Global perspectives on VbE and Identified local best practices provided by the Aga Khan Foundation. At Aga Khan Academies we strive to be:
Inquirers Knowledgeable
Thinkers Communicators
Principled Open-minded
Caring Courageous
Balanced Reflective
Leaders Stewards
“ The Aga Khan Academies will also have their own areas of special emphasis, including: an explicit concern for the value of pluralism, a strong emphasis on the ethical dimensions of life, a more specialized knowledge of how global economics work…a focus on comparative political systems…and the broad study of a variety of world cultures.”
Speech by His Highness the Aga Khan , 2006
By giving students a deep grounding in their local context and an understanding of global issues they show what can be done to improve people’s quality of life. By developing dispositions in students they create a basis for the ways in which they can take action. Values should be embedded explicitly and implicitly into the work of the school. The focus should be on students acting ethically, not just talking about ethics. There is need to make ethical questions a choice between ‘right’ and ‘right’, rather than just ‘right’ and ‘wrong ‘and get learners to think through the reasoning that underpins their choices – what are they prioritizing when they choose? Understand why some people might make different choices in the same situation. Other critical areas of concern in VbE ARE:
• Focus on students working collaboratively with a range of people and in a range of situations.
• Show examples where collaboration between diverse people has led to specific beneficial outcomes.
• Create tasks where students have to work together to be able to succeed.
• Try to maintain a balance between open-mindedness and complete relativism.
• Content will focus on students’ own and others’ cultures.
• Understand why cultures are as they are.
• Try to get beyond the obvious expressions of culture – food, festivals, fashion etc.
• Show the evolutionary nature of culture.
• Be aware of what students have done already and how you are building on this.
Ways to mainstream Values
 Whole school environment, culture and atmosphere.
• Curriculum content.
• Pedagogical approaches.
 Co-curricular activities.
 Community Service.
 School policies and procedures.
 Appraisal of teachers and staff.
 Collective responsibility.
 Student representative council
 Transitional Assessment –Exhibition, Personal Project and Extended Essay
 Student Leadership and Personal Development.
 Mentorship Programs
 Student Internship

Building on this KICD has been able to develop a values mainstreaming matrix to guide curriculum developers in mainstreaming of values and pertinent and contemporary issues in the curriculum reform process.
I have also undertaken online courses on “Cooperative Games: Enhancing Children's Participation and Collaborative Learning”, “Cultural Diversity and Inter Cultural Understanding” and “Global Citizenship Education”.

[how_have_you_supported_child_and_youth_led_actions_projects_based_on_the_learning_to_live_together_programme_] => KICD has developed values and citizenship matrices that will guide mainstreaming of values and citizenship in all levels of education. In doing so KICD held consultative meeting with among partners , Arigatou International who presented the Ethics Education framework and the trans formative pedagogy. This has actually informed the curriculum reform process particularity on the values based approach. KICD customized this and has identifies eight core values that are relevant to the local contex that will be mainstreamed in all learning areas and at all levels of education in Kenya.
I have participated in Child/ Youth led project on Amani/ Peace Hangout Briges for Peace. I developed a curriculum for Twaweza (An NGO in Kenya working with high school students: "Hang Out Bridges for Peace" that worked with secondary schools in Kenya and was based on LTLT Approach and Framework.A pilot program aimed forging relationships between high school students in Kenya of different ethnic, racial, social, economic, cultural and religious backgrounds.
ICT as a solution to build bridges across divides.
Implemented through Amani / Peace Clubs. The objectives of the project include:
Teaching the values of peace, co-existence and national cohesion to selected groups of High School youth.
Demonstrating the power of technology in bridging divides between people, communities and cultures.
Setting up virtual and human networks that share and apply the values of peace, co-existence and cohesion among socially and culturally diverse communities.
Positioning the program as a model solution to the challenge of youth radicalization in Kenya.
The projects themes are:
National cohesion, national values and principles, peace, and coexistence of Kenya's diverse peoples for inclusive development

Positive role modeling

The role of technology in building bridges between communities and cultures.
The project uses the following strategies:
Networks
Amani Peace Clubs
Cross-cultural dialogue
Peer-to-peer collaboration
Technology as a mediator through Student Google Hangouts
Enlisting support and participation of key actors
Students from Matuga Girls High School, Nairobi School & Arya Girls engage in offline and online activities.
Sessions guided by the curriculum topics - Self Identity, Good Character, National Integration, Peaceful Conflict Resolution, National Values and Principles of Governance & Leadership and Integrity.
Clubs engage in online and offline activities on alternate weeks.
During the Hangouts they share their ideas, learning experiences and undertake co-creation projects with Amani Clubs in the other participating schools.
Amani Hangout Bridges Activities allow students to engage in :-
Learning about themselves & others.
Inter cultural dialogue and understanding.
Co-creation of content.
Project is still ongoing and club members participated in Safer Internet Day on 7th Feb 2017.

[video_link] => https://ethicseducationforchildren.org/images/Jane_Nyaga_Project_application.mp4
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Organization: KENYA INSTITUTE OF...
Location: KENYA

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[name_of_organization] => MINISTRY OF EDUCATION, KENYA NATIONAL COMMISSION FOR UNESCO, WORLD VISION KENYA, KENYA INSTITUTE OF CURICULUM DEVELOPMENT
[contact_person_name] => MARY KANGETHE AND ANNE WAICHINGA
[contact_email] => kangethe1234@gmail.com
[country] => KENYA
[city] => NAIROBI
[please_explain_how_has_the_organization_implemented_the_learning_to_live_together_programme_in_systematic_ways_1000_words_] => KNATCOM and WVK collaborated with Ministry of Education (MoE) in the implementation of LTLT in Kenya. The implementation process started off in September 2014 with the sensitization of policy level officials from MoE, Kenya Institute of Curriculum Development (KICD) and the Teachers Service Commission (TSC). This paved way for a pilot project in Tana Delta Tana River County which targeted 13 primary schools.
The Tana River County was selected for the implementation of the program because of the dramatic increase in ethnic violence in the region.Ethnic clashes between the Orma, wardei and Pokomo communities had resulted in deaths and displacements affecting hundreds of children in the whole county. The Orma and Wadeiare pastoralist while Pokomos are predominantly farmers. The conflict revolves around water and pasture.Over thirty schools were closed for a period of four months as a result of the crisis. Poverty levels in the area remain high and the academic performance in both primary and secondary schools is below average. The county has a low school enrollment rate, especially for girls. Primary enrollment is at 68%, pre-primary at 23%, and secondary at 5%; university and polytechnics enrollment is negligible. Gender related issues such as circumcision of girls and early marriages were prevalent.
The pilot programme entailed training of ToTs drawn from TSC, MoE, KICD and the National Cohesion and Integration Commission (NCIC) from the national and county levels. This was followed by a training of 26 teachers from the target primary schools (two teachers per school).During the training it was observed that teacher had challenges contextualizing the content and activities from the LTLT manual. It was also observed that there was need to sensitize head teachers from the target schools to ensure good uptake of the programme at the school level.
To respond to the challenges we (the implementing team) developed an LTLT Teacher Activity Book (TAB) for Kenya. A second training to orient the teachers on the TAB and support them to implementation at the school level was also organized. During this second training session, the teachers underwent intensive training on child participation as this was to be used in module 2 for the school projects. A back to back one day sensitization for head teachers from the targeted schools was also held.
The implementation at the school level started with a baseline to establish the status of peace education initiatives in the beneficiary schools. The teachers then implemented module one sessions (lessons 1-7) for a period of one term. Amonitoring exercise was then carried out in all the participating schools culminating into a one day review workshop with the teachers.Thereafter teachers embarked on module two of the TAB and child led school/community projects. External monitoring of the project was then conducted by a consultant with the following deliverables 1) Evaluation report,2) Most Significant Change Stories from teachers and pupils. The successful implementation of the one year project climaxed into a celebration during the International World Day of Peace on 21st September, 2015. The forum provided an opportunity to showcase the gains made through project as well as sensitized the community on peace building. A final one day planning meetingwith the implementing teachers was held to lay down strategies for sustainability of the project.
The LTLT in Tana Delta integrated a monitoringsystems to inform the programme implementation process. The teachers conducted an evaluation of their lessons after delivery either through smiles, and other activities as provided in the TAB. Teachers also filled reflection forms on their views on the lessons. External monitoring was provided by the then Moe Headquarter officers (TOTs). Reflection meetings also served to collect the views of the teachers on the programme. The Most Significant Change technique was used to identify successful stories.
Following the success pilot of LTLT the team embarked on a number of strategies to mainstream LTLT in the curriculum, education policies and other programmes namely;
1) Sensitization of KICD leadership and curriculum developers to facilitate mainstreaming of LTLT into the new curriculum
2) One day policy dialogue meeting was held with senior MoE officials from technical departments to facilitate mainstreaming of LTLT in policies and technical programmes
3) Development of Positive Discipline Handbook and Facilitators Manual for teachers which contribute of eradication of violence against children at the school level.
4) Integration of LTLT in the programme on Prevention and Management of Emerging forms of Violence.
5) Expansion of the pilot programme to Baringo where 60 teachers from 30 primary schools and six education officers were trained on LTLT. This was coupled with a community /county leadership dialogue meeting and psycho social intervention in four schools that hosted displaced learners.
6) In collaboration with UNESCO IICBA the team initiated a peace building programme that adopts the LTLT themes and approaches
7) LTLT was also integrated into the Life skills training of KNATCOM Youth Forum members

[how_has_the_organization_used_the_ethics_education_framework_to_further_mutual_understanding_and_respect_among_people_in_their_local_contexts_600_words_] => The LTLT National Trainers of Trainers (ToTs) in Kenya underwent an experiential learning of the ethics education framework which helped them to reflect and internalize the values, concepts, education approach and methodologies of LTLT. This helped the facilitators to model the same to the teachers involved in the pilot project in Tana River. As stated above, the participating teachers hailed from a post conflict situation involving various neighboring communities in the county namely Orma, Wardei and Pokomo. The teachers consisted of the three ethnic communities and could not mix freely at the initial training of the pilot project. The trainers modeled the LTLT values of Empathy and respect, used the learning process that helped the teachers to explore and reflect on their situation. The trainers also used activities within the Kiosks especially module one to help the teachers develop self- awareness (Understanding self and others, acknowledging myself in relation to others, appreciating diversity and putting myself in the shoes of others). Some of the activities that promoted self- awareness included the star, the diminishing islands, the silent journey, analysis of the conflict in Tana delta and role-plays on their conflict. Teachers were also provided with opportunities for self- driven learning through role plays, and provision of space for learning such as through the silent journey. Though these experiences, the teachers gradually overcame their negative feelings towards each and interacted freely throughout the life of the project. One teacher stated:
“To me, the journey at first was difficult. I was wondering how I could manage to deliver this message to the pupils. Then, I realized I have to encourage myself. I learnt to interact with other teachers, to mediate in pupils’ conflicts, and to handle my temper”

At the beginning of the project, teachers appeared unexposed, exhibited low confidence levels and poor communication skills. Again through the trainers modeling of the LTLT values, use of participatory learning where all participants were involved and provision of safety where all could express themselves freely without being judged, a transformation was noted in individual teachers, their physical appearance improved, demonstrated higher levels of self- esteem and better communication skills.
Baringo County experiences chronic inter community conflicts triggered by cattle rustling. The county is host to the Ilchamus, Tugen, Turkana and Picot communities. They are all pastoralists communities and fight over water and pasture. LTLT was introduced to respond to a conflict that pitted the Pokot against Tugen and Ilchamus. As a result of the conflict many Ilchamus and Tugen families were displaced including school going children. The displaced took refuge among the Tugen community and majority of the school going children and their teachers were hosted in schools devoid of boarding facilities. In some of schools the displaced children were not fully accepted resulting into strained relationships within the school community.Strong feelings of anger and resentment among teachers and learners were evident due to the inadequate resources. The introduction of the LTLT programme provided the teachers who were from the different communities with an opportunity to vent out their feeling in a safe learning environment. Through the LTLT learning activities such as the silent journey the teachers were able to reflect on the four core values and other aspects of the ethical education approach. This empowered them with effective attitudes and beliefs which was evident in their interpersonal relationships during the training.

The training provided an opportunity for exploration of key concepts of LTLT such as human dignity, inter-cultural learning, spirituality and Ethics Education. The participants shared their traditions, music and dance. This helped the teachers to begin to appreciating each other and those who headed schools sheltering displaced learners expressed willingness to provide a safer environment (physically and psychologically) for the learners.
The teachers were also equipped to roll out the LTLT programme at the school level through the training which specific activities from the TAB.

At the national level the engagement with the curriculum developers facilitated the integration of LTLT into the curriculum reform process this is demonstrated by the strong emphasis of values in the new curriculum, it is dubbed as the ‘Value and Competence Based curriculum’. In addition one of the key outcomes of the curriculum is to produce an ethical, engaged and empowered learner. This is inline with the Ethics Education Framework which emphasizes values (Ethical), participatory learning (engaged learner) and skilled development (empowered). Subsequently the curriculum is expected to promote ethical relationship in and out of school culminating into a global citizenship culture

[explain_how_the_implementation_of_the_learning_to_live_together_programme_has_been_sensitive_to_the_local_context_600_words_] => The implementation of LTLT in Kenya has been sensitive to the local context. The first activity entailed training of policy makers on LTLT to facilitate ownership at the management level in the Ministry of education. The choice of ToTs took into consideration inclusion of the main players in peace building through Education including the Ministry, TSC and National Cohesion and Integration Commission. The TOTs comprised a mix of Headquarters and County staff to facilitate effective involvement of the Headquarters and local level offices.
All training sessions provided for an opportunity for context analysis (reality check). This helped the participants to analyze their situation in relation to the challenges related to peace, the causes and their proposed interventions. This also helped the facilitators to understand the world of the participants and the issues they were grappling with in relation to peace and mutual understanding such as conflicts at school level amongst learners, teachers and parents due to ethnic background, religious diversity, gender issues (Female genital mutilation and early marriages) and poverty. Teachers stated that they had challenges resolving issues among learners from different communities as it was open to misinterpretation. The LTLT endeavored to address this issues
The trainings and implementation at school levelutilized local resources within the learning process such as songs, skits, music instruments and stories. Teachers and learners at the school level had opportunity for interfaith and intercultural exchanges based on the local context.
The implementing team in Kenya developed a contextualized LTLT Teacher Activity Book for Kenya. The book helped customize the LTLT content and activities to the Kenyan context.It took into consideration the opportunities that teachers had to implement LTLT at the school level in regard to time. The TAB also adopted local examples and simplified the language to the level of the teachers.

[how_have_the_programs_implemented_impacted_your_organization_children_and_facilitators_] => 1. Organization
Since independence, one of the Goals of education in Kenya is to promote National Unity. The Kenya constitution 2013 provides for the promotion of National values and Principle. There has been various attempts to operationalize this commitments at institutional level including the life skills Education and Peace education in Kenya. LTLT provided a concrete approach to addressing conflicts in Kenya and promoting appreciation of diversity. The LTLT has influenced the implementation of life skills and value based education programmes in the Ministry of education. The concepts of safe learning environment, self- driven and experiential learning as well as the learning process have been mainstreamed in Positive discipline initiative, the prevention and management of emerging forms of violence programme.
The programme has also been adopted for intervention in emergency situations due to violent conflicts. It is against this view that LTLT was implemented in Baringo and it is proposed for use in 6 more Counties in the region.
LTLT has provided tools that can directly be used at school level to promote peace and understanding. This have served to facilitate the implementation of the Education Sector Policy on Peace Education by the Ministry of education.
Partners in the Education sector have adopted the use of LTLT in their interventions e.g. the World Vision Kenya used the LTLT approach to develop a training Manual on Life skills for their target schools.
The LTLT provided an avenue for partnerships in the education sector. The initiative began with a collaboration between the Ministry of Education and its agencies including TSC. The UNESCO Regional office for Eastern Africa then joined the initiative. To upscale the imitative, the Kenya Institute of Curriculum Development (KICD) then worked with Arigatou International. Other institution that are currently working together in the implementation of LTLT initiatives include: national Cohesion and Integration Commission (NCIC),national Steering Committee on Peace Building(facilitates community dialogue), Kenya National Commission for UNESCO, World Vision Kenya, Lifeskills Promoters and Kenya Red Cross (provides Psych-social interventions in schools targeted for LTLT).
2. Children
Enhanced self –awareness- Through LTLT activities, the children were able to develop better understanding of themselves and their connections with others. This boosted their confidence and self- esteem in General.
Enhanced interpersonal relationships across ethnic, gender and religious divides; at the initial stages of the programme there was a relatively high level of animosity among children from different communities. One of the teachers reported that while presenting a session on forgiveness one of the children asked “How can I forgive snakes?” while referring to children from the other communities.However towards the end of the programme it was evident that children could interact freely. The pupils recognized the similarities among cultures and faiths. One child expressed her appreciation to have learnt about the mosque and share about the church to other children. The programme facilitated closer working relationships between boys and girls. This being a Muslim region the normal practice was that girls and boys conducted their affairs separately.
Improved relationships between teachers and pupils; this was made possible through enhanced self- esteem, enhanced communication skills and attitude change. During monitoring, the implementers noted that teachers talked about how their teachers with excitement and they stated that they felt closer to the teachers who were implementing the programme
Enhanced capacity for leadership and working in teams- Through the LTLT activities and the school project, the children’s leadership skills found expression. The programme was supported by the school presidents and deputy presidents (Kenyan schools have a children Government’s system)
Capacity to address societal challenges in their locality-The children in Tana River County implemented various school based projects.

Through the projects the children addressed immediate challenges at school and in the community. Some of the gains madefrom this projects include;
• Children from the Pokomo community were the first members of the community to cross the Tana River (Which was the barrier between Pokomo and Orma) to seek out children who had dropped out from their school as a result of the conflict. They sought support from the local administration to travel to the orma villages. Due to their initiative, 6 children who had dropped out of school went back to Kibisu primary school.
• Kipao Primary school created awareness against early marriages and rescued a girl from their school who had been married off. The girl went back to their school and attended the project celebration event.
• BuraKofeira Primary school had low enrolment as children from one of the communities could not enroll in the as members of their community were attacked in the school while taking shelter during the conflict. According to their traditions, they could not go near a place where the blood of their kinsmen was shed. Through the LTLT programme, Head teacher organized for a cleansing ceremony so that the children could enroll in the school.
• Lazima primary school reduced bullying in the schoolespecially during meals time.

Capacity for Enjoyment of learning- The LTLT activities provided an opportunity for the children to enjoy themselves
Improved performance-Majority of the classes involved in the LTLTinitiatives improved in the academic performance. This was associated to the increased confidence and self -efficacy promoted by the Programme.

3. Facilitators
Enhanced capacity to work with vulnerable children and teachers in difficult circumstances- The programme targeted the vulnerable children in Kenya as they are from the hard to reach regions and in difficult circumstances (Affected by conflicts/Displaced).The LTLT Programme equipped facilitators to work with teachers and learners in these regions.
Improved capacity of Facilitators to design and implement value-based interventions. The ethics Education framework presented to the facilitators a concrete approach to operationalize ethics and value based learning.

Improved Interaction with others is including children: Findings suggest that the training allowed facilitators to discover personal skills to improve their interaction with others. As stated by one of the teachers at the end of the basic training workshop: “I learnt that we all are learners and this is what I will try to apply in the classroom.”

Improved pedagogical approaches; despite the fact that most of the facilitators were trained teachers they mainly appreciated the learning process presented by LTLT and the concepts of safe learning environment, Self- directed learning and collaborative learning.

Enhanced capacity to facilitate children/youth led projects- The facilitators developed skills of facilitating higher level child participation. This entailed challenging them to move from the comfort of being the centre of activities to allowing children to take a centre stage. One teachers trained stated that;

“I have learnt that the three elements of Ownership, Participation, and Empowerment are crucial for the project’s success.”

The in-depth exploration of the 4 values in LTLT provided a convergent point for all ethnic groups and religions. This facilitated closer working relations.

[please_give_some_examples_to_show_your_resourcefulness_creativity_and_synergy_in_working_with_different_stakeholders_to_implement_and_sustain_ethics_education_programs_600_words_] => As earlier stated, Tana River is one of the regions with low education indicators in Kenya. The teaching force in the region is not as qualified and experienced as the average teacher in Kenya. Implementing LTLT in this region called for adaptation capacities, designing and redesigning of the programme approach, strong support to the teachers and forging close collaboration with education actors at the national and county levels. The cost of implementation is also high due to the vast region and poor infrastructure.

The programme in the Tana River County entailed over seven face to face interactions with the teachers either through training, reflection meetings or monitoring. This ensured continuous engagement with the teachers. As a result, the teachers felt supported and invested sustained energy in the implementation of the programme. To cut on the implementing team gave up the rates of allowances provided by government and implemented the programme on a modest subsistence allowance.
Another strategy that has been used to implement and sustain ethics education in Kenya is through mainstreaming in the curriculum.
The overall wellbeing of a child is critical for the survival of any society. Children like adults are faced with a myriad of challenges and issues owing to the legal, technological, social, cultural and economic dynamics in society.Values are defined as standards that guide an individual on how to respond or behave in a given circumstance. Our values influence how we feel, act and make choices in life. The nurturing of values will facilitate the achievement of the curriculum reforms' vision, particularly with respect to molding ethical citizens.
Curriculum is used as a channel through which Ethics education can be enhanced for sustainable peace in the world. The reformed curriculum in Kenya adopts a multi-dimensional approach in addressing Ethics education. In order to prepare the future generations to be creative and responsible global citizens and to foster Ethics education, teaching and learning activities in formal and non–formal education settings must be facilitated. The vision of the Basic Education Curriculum Reforms Framework (BECRF) is to enable every Kenyan to become an engaged, empowered and ethical citizen. Its Mission is to nurture every learners potential. This will be achieved by providing every Kenyan learner with world class standards in the skills and knowledge that they deserve, and which they need in order to thrive in the 21st century. This shall be accomplished through the provision of excellent teaching, school environments and resources and a sustainable visionary curriculum that provides every learner with seamless, competency based high quality learning that values every learner.
The first pillar of the BECF is Values. KICD is adopting a Value based Approach to Education in the reformed curriculum. Value-based Education (VbE) is an approach to teaching that works with values. It creates a strong learning environment that enhances academic attainment, and develops students' social and relationship skills that last throughout their lives. VBE equips students with social capacities that help them work with, and relate to others effectively. It provides them with the self-esteem and confidence to explore and develop their full potential. In view of this 65 curriculum developers across all learning areas have undertaken the Basic LTLT Training which was conducted in two phases in 2016. The training of curriculum developers was aimed at enabling them to mainstream ethics education in the reformed curriculum in Kenya.

[how_have_you_supported_child_and_youth_led_actions_projects_based_on_the_learning_to_live_together_programme_] => Under the Tana River Pilot project, the programme supported 10 school based programmes that were child led and implemented by the schools in collaboration with the community members. The projects were designed to address immediate challenges in the school or the community as shown below:
School Project
Imani Primary School Inter-faith Campaign
Kibusu Primary School Bringing children back to school
Riketta Primary School Bringing children back to school, Focusing on siblings, neighbors and community at large
Lazima Primary School Dealing with bullying
Semikaro Primary School Peace Campaign
Onwardei Primary School Establishment of a school vegetable garden
Kipao Primary School Campaing against early marriages
Bura Kofeira Primary School Back to school campaign
Birissa Primary School Rights and Responsibilities of the child 'Mapatano'
Garsen Primary school Inter-faith campaign & Promoting good time management -'Jikakamue'

[video_link] => https://youtu.be/4ifU4vW9aGY
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Organization: MINISTRY OF EDUCATION,...
Location: KENYA

Implementación más transformadora

Array
(
    [nombre_de_la_organizaci_n] => Fundación Centro Bartolomé de las Casas
    [nombre_de_la_persona_de_contacto] => Walberto V. Tejeda
    [correo_electr_nico_de_contacto] => tejedor12.cbc@gmail.com
    [pa_s] => El Salvador
    [ciudad] => San Salvador
    [explique_c_mo_ha_implementado_la_organizaci_n_el_programa_aprender_a_vivir_juntos_de_manera_sistem_tica_1000_palabras_] => (Español - english below) En CBC comenzamos a trabajar en Educación Ética desde 2005, como parte de nuestra misión de desarrollar alternativas para la reconciliación en una sociedad de posguerra fuertemente marcada por el trauma, la polarización sectaria y la violencia. CBC contaba con una experiencia sólida en Pedagogía y Educación para la Paz, que ayudó a detectar la necesidad de un marco ético desde el cual trabajar con diferentes actores enfrentados que transmitían a las nuevas generaciones sus propios traumas y prejuicios. 

Una hermosa oportunidad de iniciar el camino de reflexión y acciones concretas, fue el taller sobre juventudes y adultocentrismo, realizado en San Salvador en 2005, con la participación de diferentes actores regionales y facilitado por el especialista chileno Klaudio Duarte, para evaluar enfoques, técnicas y metodologías de trabajo con la niñez y juventudes en el contexto violento de posguerra y superar el adultocentrismo vigente en los programas existentes. 

CBC fue una organización consultada por Arigatou y por la  coordinadora regional de GNRC para América Latina y el Caribe, Mercedes Román, sobre contenidos específicos relacionados con un proyecto de educación ética que se desarrollaba a nivel global, tan pronto como en 2006.

Gracias a nuestra participación como CBC en la 9° Asamblea Mundial del Consejo Mundial de Iglesias (Porto Alegre, 14-23 de febrero, 2006), conocimos algunos planteamientos iniciales y primeros borradores del naciente proyecto de Educación Ética, en el taller  “Interfaith Learning and Ethics Education” (18 de febrero), organizado con Agneta Ucko, en el que pudimos compartir experiencias y lecciones aprendidas desde la práctica en El Salvador y otros contextos. Conocimos el naciente “resource kit” que tenía el objetivo de: “fosters interfaith learning, ethics education and children's spiritual development based on common ethical values”.

Muy pronto tuvimos la oportunidad de hacer una implementación piloto de ese resource kit - borrador de manual, en la forma de taller piloto sobre “violencia juvenil” (1 a 5 de noviembre de 2007) en San Salvador. 

Coordinando con María Lucía Uribe, por entonces miembro del staff de la oficina de Ginebra, fuimos probando en CBC el modelo metodológico, los valores, varias técnicas y contribuimos desde nuestra experiencia pedagógica con varias metodologías, juegos y técnicas desarrolladas o adaptadas desde la educación popular en nuestros programas (AVJ,  p. 213-215). 

Después de un primer tiempo de creación, adaptación, experimentación y validación, CBC comenzó a ponderar e introducir en toda su programación el enfoque de Educación Ética, estableciendo un diálogo con los enfoques de género y masculinidades, pedagogía cooperativa y corporalidad, memoria colectiva. 

Los primeros esfuerzos  mostraron posibilidades muy prometedoras sobre las potencialidades y escenarios locales para abordar el creciente problema de la prevención y protección de la niñez y juventudes ante la violencia social en El Salvador. CBC contaba con una trayectoria reconocida en Educación y desarrollo comunitario, lo cual comenzó a perfilar la necesidad de concretar una ética sobre la cual trabajar con los más diferentes actores.

Desde 2008 a la fecha, hemos implementado sistemáticamente LTLT en toda nuestra programación, porque es una plataforma de educación ética que se articula con educación para la paz de una forma muy versátil y sirve para desarrollar diferentes contenidos y temáticas, actuando en un marco de inclusión sin discriminación, acciones afirmativas de la diversidad y diálogo intercultural e interreligioso. 

LTLT ha sido implementado, monitoreado y evaluado y retroalimentado por CBC como por las propias personas y entidades protagonistas y por la membresía de GNRC El Salvador. Para M&E se contó ayuda de la oficina de Educación Ética en Ginebra y algunas entidades académicas locales que han colaborado con aportes y mediciones. 

Desde 2012, LTLT se ha integrado exitosamente en CBC dentro del programa de Masculinidades, que  enfoca principalmente a hombres jóvenes y adultos y niños, desarrollando diálogos y metodologías que ayudan a deconstruir el modelo hegemónico violento de masculinidad y estimulan masculinidades y paternidades positivas, integradoras y participativas de los derechos de las niñas y las mujeres, empoderando para el acceso universal e igualitario a la educación y previniendo el abuso y la violencia sexual. 

También se ha integrado plenamente con el programa de Memoria Sobreviviente, con las víctimas y sobrevivientes del conflicto armado, enfatizando en autocuidado de equipos facilitadores y la pedagogía de la memoria. Educación ética también hace parte importante del programa de juegos cooperativos, integrando el marco de educación ética en la práctica pedagógica lúdica (metodologías participativas no competitivas), artística (murales y música) y terapéutica (resiliencia comunitaria).

(English) At CBC, we started working in Ethics Education since 2005, as part of our mission to develop alternatives for reconciliation in a post-war society strongly marked by trauma, sectarian polarization and violence. CBC had a solid experience in Pedagogy and Education for Peace, which helped to detect the need for an ethical framework from which to work with different actors that transmitted to the new generations their own traumas and prejudices.

A beautiful opportunity to start the path of reflection and concrete actions was the workshop on youth and adult centrism, held in San Salvador in 2005, with the participation of different regional actors and facilitated by the Chilean specialist Klaudio Duarte, to evaluate approaches, techniques and methodologies of work with children and youth in the post-war violent context and overcome the existing adult centrism in existing programs.

CBC was an organization consulted by Arigatou and by the regional coordinator of GNRC for Latin America and the Caribbean, Mercedes Román, on specific content related to an ethical education project that was developed globally, as early as in 2006.

Thanks to our participation as CBC in the 9th World Assembly of the World Council of Churches (Porto Alegre, February 14-23, 2006), we met some initial and first drafts of the nascent Ethics Education project, in the workshop "Interfaith Learning and Ethics Education "(February 18), organized with Agneta Ucko, in which we were able to share experiences and lessons learned from practice in El Salvador and other contexts. We met the nascent "resource kit" that had the objective of: "fosters interfaith learning, ethics education and children's spiritual development based on common ethical values".

Very soon we had the opportunity to make a pilot implementation of this resource kit - draft manual, in the form of a pilot workshop on "youth violence" (November 1-5, 2007) in San Salvador.

Coordinating with María Lucía Uribe, at that time a staff member of the Geneva office, we were testing in CBC the methodological model, values, various techniques and contributed from our pedagogical experience with various methodologies, games and techniques developed or adapted from popular education in our programs (AVJ in Spanish, pp. 213-215).

After a first time of creation, adaptation, experimentation and validation, CBC began to ponder and introduce in all its programming the Ethical Education approach, establishing a dialogue with the approaches of gender and masculinities, cooperative pedagogy and corporality, collective memory.

The first efforts showed very promising possibilities on the potentialities and local scenarios to address the growing problem of the prevention and protection of children and young people in the face of social violence in El Salvador. CBC had a recognized trajectory in Education and community development, which began to outline the need to specify an ethic on which to work with the most different actors.

From 2008 to date, we have systematically implemented LTLT throughout our programming, because it is an ethical education platform that is articulated with education for peace in a very versatile way and serves to develop different content and themes, acting in an inclusive framework without discrimination, affirmative actions of diversity and intercultural and interreligious dialogue.

LTLT has been implemented, monitored and evaluated and fed back by CBC as well as by the individuals and entities involved and by the membership of GNRC El Salvador. For M & E there was help from the Ethics Education office in Geneva and some local academic entities that have collaborated with contributions and measurements.

Since 2012, LTLT has successfully integrated into CBC within the Masculinidades program, which focuses mainly on young men and adults and children, developing dialogues and methodologies that help to deconstruct the violent hegemonic model of masculinity and stimulate masculinities and positive, integrative and Participating in the rights of girls and women, empowering for universal and equal access to education and preventing sexual abuse and violence.

It has also been fully integrated with the survivor memory program, with the victims and survivors of the armed conflict, emphasizing self-care of facilitating teams and the pedagogy of memory. Ethical education is also an important part of the cooperative games program, integrating the ethical education framework into the playful pedagogical practice (non-competitive participatory methodologies), artistic (murals and music) and therapeutic (community resilience).
    [_c_mo_ha_utilizado_la_organizaci_n_el_marco_de_educaci_n_de_tica_para_promover_el_entendimiento_mutuo_y_el_respeto_entre_las_personas_en_sus_contextos_locales_600_palabras_] => (Español - English below) La realidad local de las zonas donde trabajamos está marcada por la violencia y los residentes locales experimentan la discriminación, la exclusión y la inseguridad en cada actividad de su vida cotidiana, desde la preparación de sus alimentos y los horarios de las familias, hasta la planeación de las fiestas comunitarias, la acción social y la búsqueda de empleo. Muchos de los residentes vivieron dolorosamente el período de la guerra civil salvadoreña y quedaron con profundos traumas que afectan la salud personal, la convivencia con otras personas y la capacidad de enfrentar la vida cotidiana con confianza, perseverancia y esperanza. 

Trabajamos el marco de educación ética con la conciencia de la interrelación entre los diferentes elementos que conforman la estrategia pedagógica y un particular sentido de los cuidados necesarios para la seguridad, el aprendizaje, el diálogo en entornos acogedores, sencillos y creativos, tanto para las niñas y los niños, como para las juventudes y la gente adulta que se capacita en AVJ y vive los diferentes espacios formativos. 

En este contexto, desarrollar un entendimiento de los cuatro valores implica vivirlos personalmente, tanto para las personas participantes como para los equipos facilitadores y para los liderazgos de las religiones y de las entidades involucradas. Hemos aprendido que que no son dimensiones rápidas, fáciles o que podemos desarrollar por puro deseo personal, sino en relación incluso con aquellas personas que nos provocaron daños profundos en el pasado o en el presente y que incluso sentimos que pueden amenazar nuestro futuro. Son valores preciosos, no baratos, que después de varios años de procesos, apenas pueden comenzar a vivirse conscientemente y no solamente ser enunciados como discurso. 

(English) The local reality of the areas where we work is marked by violence and local residents experience discrimination, exclusion and insecurity in every activity of their daily life, from the preparation of their food and the schedules of families, to the planning of community parties, social action and job search. Many of the residents lived painfully through the Salvadoran civil war and were left with deep traumas that affect personal health, coexistence with other people and the ability to face daily life with confidence, perseverance and hope.

We work the ethical education framework with the awareness of the interrelation between the different elements that make up the pedagogical strategy and a particular sense of the necessary care for safety, learning, dialogue in welcoming, simple and creative environments, both for girls and children, as well as for young people and adults who are trained in AVJ and who participate in the different training spaces.

In this context, developing an understanding of the four values involves living them personally, both for the participants and for the facilitating teams and for the leadership of the religions and the entities involved. We have learned that values are not fast, easy dimensions or that we can develop out of pure personal desire, but in relation even with those people who caused us deep damage in the past or in the present and that we even feel can threaten our future. They are precious values, not cheap, that after several years of processes, they can hardly begin to live consciously and not only be enunciated as discourse.
    [explique_c_mo_la_implementaci_n_del_programa_aprender_a_vivir_juntos_ha_sido_sensible_al_contexto_local_600_palabras_] => (Español - English below) Antes de cualquier diseño para implementación,  el equipo de trabajo de CBC es muy sensible a la costrucción de confianza con enlaces de la comunidad local (comunidades religiosas, organizaciones o personas líderes) para solicitar su permiso, colaboración e integrar muy claramente sus expectativas, recursos y posibilidades. Esta confianza normalmente está precedida de una trayectoria auténtica y reconocida con otros proyectos o acciones de varios años. Por ejemplo, el trabajo de CBC en la Zona de Apopa cuenta con el apoyo de la Casa dela Juventud y las Hermanas del Ángel de la Guarda, una congregación católica de religiosas, que ofrecen su edificio, protección y contactos. 

Sigue una larga y profunda investigación local que incluye también –donde es posible- a las personas y grupos que no están de acuerdo con una implementación de educación ética. A veces, esta investigación presenta datos o factores que pueden hacer inviable la implementación, a pesar de nuestros deseos y la comunidad local, sea por razones de seguridad (la vida está en riesgo para los involucrados) o por otros factores. 

Somos actores que asumimos la diversidad, cultural e interreligiosa, de las comunidades con que hemos implementado. Esta diversidad ha avanzado ahora hasta ser valorada y estimulada en cuanto a la edad, discapacidad, opiniones políticas y otros tipos de alimentación, por ejemplo, respetando y asumiendo a quienes han decidido llevar una dieta vegetariana y pensando en su alimentación cada vez que hay servicios para todos, no solamente cuando lo piden o cuando lo recordamos. También hemos generado en todo el parque comunitario senderos sin escaleras, con rampas,para facililtar el acceso en silla de ruedas, o a personas con bebés o adultos mayores. 

Por ejemplo, aunque la comunidad musulmana es pequeña en el país, la colaboración con el Centro Islámico Salvadoreño nos mostró que hay muchas elementos en la cultura local que tienen orígenes cercanos al Islam, como nombres de personas y apellidos, los números y las matemáticas que usamos, algunas comidas y acciones que podemos hacer juntos, por  ejemplo, deportes, arte, cocina o participar en festividades religiosas significativas, aunque no haya fieles musulmanes residentes en la comunidad. 

Otro ejemplo muy importante es la recuperación de espacios públicos como espacios seguros. En la Zona Montreal del Municipio de Mejicanos, donde trabajamos con el proyecto Bridging the Gap, hay un árbol de mango (Mangífera Indica) muy antiguo, presente en el lugar desde que los primeros pobladores habitaron la zona. El árbol está ubicado al borde de un precipicio abandonado y lleno de basura, muy golpeado por las balas, el fuego de la quema de basura y podas irresponsables. Las tradiciones indígenas nawat nos enseñaron mucho sobre la implortancia de los árboles como seres que guardan memoria y que pueden ser símbolo colectivo de nuestros compromisos con la naturaleza y el futuro. Así que usamos la memoria y el valor que la comunidad otorga a este árbol para crear colectivamente un espacio de recreación para las familias, donde hay un mirador, juegos infantiles y murales comunitarios que rodean al árbol y su memoria y donde los fines de semana la gente puede participar en actividades abiertas de AVJ. Ahora el árbol de mango, un lugar al aire libre, es un espacio seguro. 

(English) Before any design for implementation, the CBC team is very sensitive to building trust with people in the local community (religious communities, organizations or leaders) to request their permission, collaboration and clearly integrate their expectations, resources and possibilities. This trust is usually based on an authentic and recognized trajectory from previous projects or actions. For example, the work of CBC in the Apopa Zone has the support of the House of Youth and the Sisters of the Guardian Angel, a Catholic congregation of nuns, who offer their building, protection and contacts.

It follows a long and deep local research that also includes - where possible - people and groups that do not agree with an implementation of ethical education. Sometimes, this research presents data or factors that can make implementation unviable, despite our wishes and those of the local community, either for security reasons (life is at risk for the people involved) or for other factors.

We are social actors that assume the diversity, cultural and interreligious, of the communities with which we have implemented. This diversity has now advanced to be valued and stimulated in terms of age, disability, political opinions and other types of food, for example, respecting and assuming those who have decided to take a vegetarian diet and thinking about their diet every time there are services for everyone, not only when they ask for it or when we remember it. In another example, throughout the community park of the Montreal Zone, we have built trails without stairs, with ramps, to facilitate wheelchair access, or for people with babies or older adults.

Another example: although the Muslim community is small in the country, the collaboration with the Salvadoran Islamic Center showed us that there are many elements in the local culture that have origins close to Islam, such as names of people and surnames, numbers and mathematics and also some meals. They also invited us to do various actions together with children and young people, for example, sports, art, cooking or participate in significant religious festivities, although there are no faithful Muslims residing in the community.

Another very important example is the recovery of public spaces as safe spaces. In the Montreal Zone of the Municipality of Mejicanos, where we work with the Bridging the Gap project, there is a mango tree (Mangífera Indica) very old, present in the place since the first settlers came to live in the area. The tree is located on the edge of an abandoned precipice and full of garbage, very hit by bullets, the fire of garbage burning and irresponsible pruning. The Nawat indigenous traditions taught us a lot about the implortance of trees as beings that keep memory and that can be a collective symbol of our commitments to nature and the future. So we use the memory and the value that the community gives to this tree to collectively create a recreation space for families, where there is a gazebo, playgrounds and community murals that surround the tree and its memory and where on weekends the people can participate in open activities of LTLT. Now the mango tree, an outdoor place, is a safe space.
    [_c_mo_han_impactado_los_programas_en_su_organizaci_n_sus_ni_os_y_sus_facilitadores_] => (Español - English below) En las niñas y niños, podemos observar que aumentó la participación en las dieferentes actividades comunitarias. Las familias sienten seguridad y confianza para involucrarse, traer a sus niños y disfrutar también de las actividades. 

Las encuestas realizadas por las maestras de las escuelas y centros infantiles, muestran que hasta ocho de cada diez niñas y niños que vivieron procesos con AVJ logran terminar todo el proceso formativo.  Hay reportes de sentirse contentos, conocer los valores fundamentales, practicar al menos una acción de convivencia con sus vecinos (ir a actividades los fines de semana, ayudar con labores de limpieza de espacios comunitarios, participar en actividades de otras comunidades, etc). 

Ahora existen tres espacios seguros para la convivencia donde es posible aprender el programa AVJ y otros enfoques de CBC. Estos espacios son un impacto directo que muestra la colaboración que el manual ha hecho posible entre CBC,la municipalidad y las comunidades locales para el beneficio de la niñez y juventud. Parque comunitario de la Zona Montreal (Mejicanos, San Salvador), el Edupark  de la Zona Popotlán (Apopa, San Salvador) y los senderos de la memoria (Arcatao, Chalatenango). 

En las comunidades de la Zona Montreal, Zona Popotlán y Arcatao, existen ahora 13 grupos y organizaciones liderados directamente por jóvenes que trabajan desde los enfoques de educación para la paz, equidad de género y educación ética, promoviendo juevos cooperativos, facilitando recorridos por los senderos de paz a visitantes. Cerca de 23 jóvenes participan activamente como líderes en las juntas directivas de organizaciones comunitarias.

Los equipos facilitadores, formados por personas jóvenes y adultas de diferentes prácticas religiosas, declaran estar más conscientes del significado de AVJ, viviendo personalmente los valores, cuidando su salud física y mental, buscando actividades específicas de apoyo mutuo y aprendiendo a dialogar intergeneracionalmente con una actitud honesta e intencionada de escucha activa. 

 Para el equipo de facilitadores de CBC el programa ha significado crecer aprendiendo valores y conocimientos para la vida cotidiana desde otras personas de diferentes religiones, culturas y contextos, la oportunidad de ajustar metodologías para que sean inclusivas de la diversidad, y el espacio para desarrollar una espiritualidad que ayude a profundizar en la reconciliación.

CBC ha implementado AVJ en El Salvador junto a 17 entidades religiosas, 27 organizaciones de la sociedad civil, 84 grupos comunitarios, cuatro municipalidades y 02 universidades privadas, con el apoyo de Arigatou International y otras fundaciones privadas. Cerca de 27,000 niñas niños y jóvenes han sido beneficiados con acciones desde el manual AVJ desde 2008 a la fecha. 

(English) In girls and boys, we can observe that participation in different community activities increased. Families feel safe and confident to get involved, bring their children and also enjoy activities.

The surveys carried out by the teachers of the schools and children's centers show that up to eight out of every ten girls and boys who lived through processes with LTLT manage to finish the whole training process. There are reports of feeling happy, knowing the fundamental values, practicing at least one action of coexistence with their neighbors (going to activities on weekends, helping with cleaning tasks of community spaces, participating in activities of other communities, etc).

Now there are three safe spaces for coexistence where it is possible to learn the LTLT program and other CBC approaches. These spaces are a direct impact that shows the collaboration that LTLT has made possible between CBC, the municipality and local communities for the benefit of children and youth. Community Park of the Montreal Zone (Mejicanos, San Salvador), the Edupark of the Popotlán Zone (Apopa, San Salvador) and the trails of memory (Arcatao, Chalatenango).

In the communities of the Zona Montreal, Zona Popotlán and Arcatao, there are now 13 groups and organizations led directly by young people working from the approaches of education for peace, gender equity and ethical education, promoting cooperative games, facilitating tours of the trails of peace to visitors. About 23 young people actively participate as leaders in the boards of community organizations.

The facilitating teams, formed by young people and adults of different religious practices, declare to be more aware of the meaning of LTLT, living the values personally, taking care of their physical and mental health, looking for specific activities of mutual support and learning to dialogue intergenerationally with an attitude honest and intentional active listening.

 For the team of CBC facilitators, the program has meant growing by learning values and knowledge for everyday life from other people of different religions, cultures and contexts, the opportunity to adjust methodologies to be inclusive of diversity, and the space to develop a spirituality that helps to deepen reconciliation.

CBC has implemented LTLT  in El Salvador with 17 religious entities, 27 civil society organizations, 84 community groups, four municipalities and 02 private universities, with the support of Arigatou International and other private foundations. Nearly 27,000 girls, boys and young people have been benefited with LTLT actions  from 2008 to date.
    [_de_qu_manera_la_implementaci_n_del_programa_aprender_a_vivir_juntos_ayud_a_cultivar_el_aprendizaje_interreligioso_y_o_intercultural_para_tender_puentes_entre_las_divisiones_de_la_sociedad_600_palabras_] => (Español - English below) Las visitas interreligiosas. Una de las más significativas maneras en que el programa LTLT ayuda al entendimiento mutuo, a tender puentes y a la reconciliacion, es la visita a los lugares de culto de las religiones que participan en la GNRC El Salvador. Cuando aprendemos que visitar a las personas de una comunidad religiosa, sea en una fecha significativa o en el ritmo normal del calendario, es un acto de respeto y empatía y no solamente  una visita turística o pedagógica, iniciamos un viaje juntos que nos ha llevado a desarrollar amistades duraderas, aprendizajes útiles para la vida cotidiana que vienen de las tradiciones religiosas (recetas y alimentos, materiales de estudio, consejos, ideas para la enseñanza y acción, etc). Por ejemplo: saludar a las personas en la mezquita con el saludo del Islam, encender el fuego cuando vamos al sitio sagrado de las tradiciones indígenas, reconocer el lugar donde la Iglesia Luterana inició su presencia en El Salvador, visitar la cripta de catedral donde está la tumba del obispo mártir Monseñor Romero, celebrar y saludar en las redes sociales y personalmente por las diferentes fechas del año nuevo de las diferentes religiones. 

Los talleres de autocuidados. Una experiencia muy querida y valorada por los diferentes equipos facilitadores son las sesiones regulares de autocuidados. Se trata de espacios abiertos a todas las personas (“nuevas y de las primeras generaciones”) que han recibido capacitación como facilitadoras locales en diferentes procesos, organizadas y facilitadas por el equipo terapeútico de CBC. El objetivo de las sesiones es reconocer las dificultades que encontramos en el acompañamiento pedagógico de los grupos, aprender a procesar lasdificultades de manera saludable y  construir resiliencia personal y colectiva. Hacemos ejercicios de escucha activa, meditaciones, tiempos de silencio personal, aprendizaje de herramientas complementarias y cultivamos la amistad entre los equipos, con sensibilidad a las tradiciones religiosas de los participantes. A veces se trata de una mañana al mes (siempre entre lunes y jueves) o de un fin de semana intenso cada cuatro meses. Este grupo es un símbolo muy visible de construcción de puentes de confianza que unen a personas de tradiciones religiosas diferentes, barrios enfrentados por pandillas contrarias y personas de diferentes edades, condición social y diferentes niveles educativos. 

(English) The interreligious visits. One of the most significant ways in which the LTLT program helps mutual understanding, building bridges and reconciliation, is to visit the places of worship of the religions that participate in the GNRC El Salvador. When we learn that visiting people from a religious community, whether on a significant date or in the normal rhythm of the calendar, is an act of respect and empathy and not just a touristic or pedagogical visit, we begin a journey together that has led us to develop lasting friendships, useful learnings for everyday life that come from religious traditions (recipes and food, study materials, advice, ideas for teaching and action, etc.). For example: to greet people in the mosque with the greeting of Islam, to light the fire when we go to the sacred site of the indigenous traditions, to recognize the place where the Lutheran Church began its presence in El Salvador, to visit the cathedral crypt where it is the tomb of the martyr bishop Monseñor Romero, celebrate and greet on social networks and personally for the different dates of the new year of the different religions.

The self-care workshops. A well-loved experience valued by the different facilitating teams is the regular self-care sessions. These are spaces open to all people ("new and of the first generations") who have received training as local facilitators in different processes, organized and facilitated by the CBC therapeutics team. The aim of the sessions is to recognize the difficulties that we find in the pedagogical accompaniment of the groups, to learn to process the difficulties in a healthy way and to build personal and collective resilience. We do active listening exercises, meditations, times of personal silence, learning of complementary tools and we cultivate the friendship between the teams, with sensitivity to the religious traditions of the participants. Sometimes it is one morning a month (always between Monday and Thursday) or an intense weekend every four months. This group is a very visible symbol of building bridges of trust that unite people of different religious traditions, neighborhoods faced by opposing gangs and people of different ages, social status and different educational levels.
    [por_favor_brinde_algunos_ejemplos_para_mostrar_su_ingenio_creatividad_y_sinergia_al_trabajar_con_diferentes_actores_interesados_para_implementar_y_mantener_programas_de_educaci_n_tica_600_palabras_] => (Español - English below) El fortalecimiento de las capacidades locales. 
El proceso previo al diseño de la implementación nos muestra muchas capacidades locales: espacios para reunirnos, gente que sabe tocar música o conoce artes y oficios diversos. También la investigación nos muestra las potencialidades locales: aquellas cosas que quizá no son vistas o valoradas por mucha gente de la comunidad pero que alguien identifica como potencial futuro. Por ejemplo: en la Zona Montreal mucha gente solamente veía un lugar inseguro y un basurero en el lugar donde estaba el árbol de mango, pero una familia vecina usaba el lugar para que sus niños jugaran, pues no había otro espacio cercano. Esta familia que conocía todo el sitio mencionó ideas que podíamos hacer juntos y  ahora es una realidad en la que esa familia y otras nuevas vecinas son cuidadores y administradores para toda la comunidad.

El uso de los recursos locales. 
Trabajamos constantemente en la adaptación y creación de herramientas, técnicas y materiales que sean sencillos, relativamente fáciles de desarrollar por los equipos facilitadores, amigables con el medio ambiente, cooperativos y abiertamente inclusivos de la equidad de género – no sexistas. Por ejemplo, algunas comunidades no pueden pagar un paracaídas con el cual se puede realizar muchos juegos y técnicas de aprendizaje cooperativo. CBC promovió la utilización de sábanas viejas o sacos desechados para guardar café, que cuando son unidos con hilo pueden formar una gran manta parecida a un paracaídas. También hemos promovido la creación de rituales inspirados en la sabiduría de las tradiciones indígenas, como el ritual del árbol de la vida: sembrar colectivamente un arbolito de la flora local que esté descuidado, proporcionándole agua, abono y cariño a través de un ritual para bendecirlo (a veces haciendo una lectura de una tradición religiosa o un texto de la literatura local) y posteriormente sembrándolo en un lugar aceptado por todo el grupo. Esto es de bajo costo, amigable con el ambiente y provee muchas enseñanzas a los niños. 

Masculinidades y Educación Ética. 
CBC es una institución pionera en el abordaje de las masculinidades para la prevención de la violencia, las paternidades positivas, la justicia de género y el avance de los derechos de las mujeres. En nuestros procesos con diferentes comunidades pudimos ver diferentes situaciones muy tristes en las que muchas mujeres no podían participar en los procesos formativos por la inseguridad de la zona, los mandatos culturales machistas en sus familias o por el aprendizaje social que tomaron desde niñas. Desarrollamos talleres previos con hombres adultos, religiosos y líderes locales, para trabajar masculinidades con la intención de sensibilizar sobre la necesaria participación de las mujeres, el cambio de paradigmas machistasy el involucramiento en acciones afirmativas. Aprendemos con los propios participantes sobre interpretaciones liberadoras de algunos textos religiosos que hablan de las mujeres, recuperamos personajes históricos o presentes de mujeres significativas y de hombres que tuvieron comportamientos diferentes a los hegemónicos hacia las cuestiones de género. Un gran porcentaje de estos hombres aceptan y apoyan después los procesos de AVJ a nivel local. Y finalmente, varios de estos hombres son involucrados en los diferentes talleres para niñas, niños y jóvenes como cuidadores, ayudantes logísticos o adultos modelo. Desde hace varios años, el programa de Masculinidades de CBC incorpora elementos fundamentales de AVJ en sus procesos formativos con hombres de toda la región centroamericana. 

Foto-palabra para M&E
A partir de anteriores proyectos de investigación de CBC sobre resiliencia comunitaria con Gail Hochachka (Canadá) en Arcatao (2012), hemos aprendido que M&E puede ser realizada y presentada por los propios protagonistas, en lenguajes creativos como la fotografía (tradicional y digital) y pequeños formatos de vídeo. Esta metodología que hemos llamado Foto-Palabra (inspired by photo elicitation) funciona bien con niñas, niños y jóvenes, pero también con personas adultas que nunca usaron antes una cámara digital. Cada persona puede tomar fotos para ilustrar con imágenes diferentes momentos de su proceso personal o colectivo, agregando pequeños comentarios. Después, cuando un grupo une sus imágenes y aportes personales, pueden trabajar juntas para crear una narrativa común e inclusiva sobre su proceso, los aprendizajes, impactos y lecciones aprendidas. Ahora esta metodolodogía está siendo usada en otros talleres y procesos de AVJ en otros países. 

(English) The strengthening of local capacities.
The process prior to the design of the implementation shows us many local capacities: spaces to meet, people who know how to play music or know different arts and crafts. Research also shows local potentialities: those things that may not be seen or valued by many people in the community but that somebody identifies as a potential future. For example: in the Montreal Zone many people only saw an unsafe place and a dump in the place where the mango tree was, but a neighboring family used the place for their children to play, since there was no other space nearby. This family that knew the whole site mentioned ideas that we could do together and now it is a reality in which that family and other new neighbors are caregivers and administrators for the whole community.

The use of local resources.
We constantly work on the adaptation and creation of tools, techniques and materials that are simple, relatively easy to develop by facilitating teams, friendly to the environment, cooperative and openly inclusive of gender equity - non-sexist. For example, some communities can not afford a parachute with which many games and cooperative learning techniques can be performed. CBC promoted the use of old sheets or discarded bags to store coffee, which when joined with thread can form a large blanket resembling a parachute. We have also promoted the creation of rituals inspired by the wisdom of indigenous traditions, such as the ritual of the tree of life: collectively plant a tree of local flora that is neglected, providing water, fertilizer and love through a ritual to bless it (sometimes doing a reading of a religious tradition or a text of local literature) and then sowing it in a place accepted by the whole group. This is inexpensive, environmentally friendly and provides many lessons for children. Now, this sensitive and low-cost inclusive ritual is used in many workshops of Ethics Education in other countries in Latin America. 

Masculinities and Ethical Education.
CBC is a pioneer institution in addressing masculinities for the prevention of violence, positive paternity, gender justice and the advancement of women's rights. In our processes with different communities we could see very sad situations in which many women could not participate in the training processes due to the insecurity of the area, the patriarchal cultural mandates in their families or because of the social learning they took as children. We developed previous workshops with adult men, religious and local leaders, to work masculinities with the intention of raising awareness about the necessary participation of women, the change of sexist paradigms and the involvement in affirmative actions. We learn from the participants themselves about liberating interpretations of some religious texts that talk about women, we recover historical or present personages of significant women and men who behaved differently to the hegemonic towards gender issues. A large percentage of these men accept and then support the AVJ processes at the local level. And finally, several of these men are involved in different workshops for girls, boys and young people as caregivers, logistical assistants or model adults. For several years now, the CBC Masculinidades program incorporates fundamental elements of the LTLT in all training processes with men from the entire Central American region.

Photo-word for M & E
Based on previous CBC research projects on community resilience with Gail Hochachka (Canada) in Arcatao (2012), we have learned that M & E can be realized and presented by the protagonists themselves, in creative languages such as photography (traditional and digital) and small video formats. This methodology that we have called Photo-Word (inspired by photo elicitation) works well with girls, boys and young people, but also with adults who never used a digital camera before. Each person can take pictures to illustrate with different images moments of their personal or collective process, adding small comments. Later, when a group unites their images and personal contributions, they can work together to create a common and inclusive narrative about their process, learning, impacts and lessons learned. Now this methodology is being used in other workshops and LTLT processes in other countries.
    [_c_mo_ha_apoyado_las_acciones_proyectos_liderados_por_ni_os_y_j_venes_basados_en_el_programa_aprender_a_vivir_juntos_] => (Español - English below) El proyecto “Bridging the Gap” es un proyecto de Centro Bartolomé de las Casas (CBC), financiado por Vastenactie (Holanda), para  promover y fortalecer el tejido social fomentando la participación del liderazgo juvenil local en dos zonas marginales de San Salvador, El Salvador. El proyecto presenta un programa integral para prevenir la violencia y la delincuencia social y de género, especialmente entre niñas, niños y jóvenes. 

El proyecto motiva a las niñas, los niños y a la gente joven que participó de LTLT, para potenciar sus propias ideas para construir la paz en las familias y la comunidad, con acciones concretas. Para generar interés, lanzamos el “Premio para la Paz”, un certamen participativo anual que consiste en financiar con USD500.00 a dos iniciativas locales generadas y ejecutadas por la niñez y juventud. Las ideas son diversas: huerto para el centro infantil, un taller de elaboración de artículos reciclados para el hogar, viveros de especies foretales nativas, festival cultural, batucadas, etc. Los premios son entregados en materiales y asesoría para que sean los mismos niños o jóvenes quienes puedan implementar sus ideas. 

Estas ideas propias a nivel local, estan dirigidas a la gente joven no organizada en pandillas, a las familias, las escuelas, los grupos deportivos y las Iglesias en la creación de puentes de confianza y comprensión mutua, reduciendo la brecha entre organizaciones locales, escuelas públicas e Iglesias. 

Otra iniciativa local es la Plataforma Juvenil Intergenérica, un grupo de líderes jóvenes que se reúne para construir una voz propia que sea escuchda por los lideres adultos, para monitorear y solicitar rendición de cuentas a las municpalidades, organizaciones sociales y entidades que trabajan en la zona. La Plataforma existe en Arcatao, Chalatenango y está siendo fortalecida en Zona Montreal y Zona Popotlán. 

(English) The project "Bridging the Gap" is a project of the Bartolome de las Casas Center (CBC), funded by Vastenactie (Holland), to promote and strengthen the social fabric by encouraging the participation of local youth leadership in two marginal areas of San Salvador, El Salvador. The project presents a comprehensive program to prevent violence and social and gender crime, especially among girls, boys and young people.

The project motivates girls, boys and young people who participated in LTLT, to enhance their own ideas to build peace in families and the community, with concrete actions. To generate interest, we launched the "Prize for Peace", an annual participatory contest that consists of financing with USD500.00 two local initiatives generated and executed by children and youth. The ideas are diverse: garden for the children's center, a workshop for making recycled items for the home, nurseries of native foretales species, cultural festival, batucadas, etc. The prizes are given in materials and advice to be the same children or young people who can implement their ideas.

These local ideas are aimed at young people not organized in gangs, families, schools, sports groups and churches in building bridges of trust and mutual understanding, reducing the gap between local organizations, schools public and churches.

Another local initiative is the Youth Platform, a group of young leaders (girls and boys) who meet to build their own voice that is heard by the adult leaders, to monitor and request accountability to the municipalities, social organizations and entities working with children and youth in the area. The Platform exists in Arcatao, Chalatenango and is being strengthened in Zona Montreal and Zona Popotlán.
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Organization: Fundación Centro...
Location: El Salvador

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