On 4 July 2023, the fellows and teachers of the Ethics Education Fellowship program gathered for the first time at a Global Community of Practice meeting. While the 30 fellows from Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles had been meeting regularly, this was the first meeting where the teachers had the opportunity to connect with colleagues from the six participating countries.

Under the title “Bringing Ethics Education to Life in our Classrooms,” the webinar brought together over 200 teachers. During the two-hour session, teachers shared their experiences of implementing ethics education in their classrooms and highlighted the challenges they face. These challenges include sustaining transformations in learners amidst negative stereotypes and biases reinforced by families and communities, as well as dealing with competitive education systems and limited time availability for participatory and collaborative learning.

However, teachers also spoke positively about how transformative pedagogy has allowed for dynamic engagement with learners, leading to improved relationships and increased reflection on diversity within their communities.

The webinar aimed to promote a deeper understanding of transformative pedagogy, and teachers from different countries had the opportunity to listen to each other’s experiences. Language interpretation in various languages, including English, Bahasa Indonesia, Bengali, and Nepali, was provided to ensure inclusivity and effective communication.

The success of the first webinar inspired another session that took place on 25 July 2023. Over 100 educators attended this session to further advance knowledge and reflections on how to support meaningful learner-led actions. The emphasis was on fostering positive transformations within the communities. Participants had the opportunity to listen to positive examples of genuine child-led actions. They reflected on the value of allowing learners to propose ideas, conduct their own projects and carry out actions to bring positive transformations in their communities. They also discussed the importance of teachers providing proper and strong support to children.

The webinar was an extraordinary opportunity for teachers from different countries, cultures, and religions to come together, share their experiences and reflect on how they can promote and ensure meaningful participation of learners in their classrooms.

The Ethics Education Fellowship program is a collaboration between the ministries of education of Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles, together with Arigatou International, the Guerrand-Hermès Foundation for Peace, the KAICIID International Dialogue Centre, the Muslim Council of Elders, and UNESCO, represented by the UNESCO Regional Office for Eastern Africa and the UNESCO New Delhi Cluster Office. The process is supported by the National Commissions for UNESCO.

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Children under 18 years old account for half ((566 million) of the Multidimensional Poverty Index (MPI) – poor people in the world, the 2023 Global MPI report has revealed.

The report reveals that 54.1 percent of poor children live in Sub-Saharan Africa, making poverty reduction for these 306 million children a vital focus for the region. On the other hand, the MPI shows that South Asia is home to 177 million poor children, or 31 percent of poor children. Across 110 countries 27.7 percent of children are poor, compared with 13.4 percent of adults. This situation calls for urgent actions and engagement in reducing child poverty.

On a positive note, the report shows that some countries recorded remarkable reductions in poverty. For example, India saw 415 million people exiting poverty within just 15 years from 2005 to 2021. And, in just four years from 2010, more people exited poverty in China (69 million) than live in the UK. While Indonesia saw an eight million reduction in the number of MPI poor in the five years to 2017.

Overall, the report, covering 110 countries’ MPI ratings, demonstrates that poverty reduction is achievable. But lack of comprehensive data over the COVID-19 pandemic poses challenges in assessing immediate prospects, according to the compilers.

Despite these encouraging trends, the lack of post-pandemic data for most of the 110 countries covered by the global MPI restricts understanding of the pandemic’s effects on poverty.

The global MPI is a key international resource that measures acute multidimensional poverty across more than 100 developing countries. First launched in 2010 the global MPI advances SDG 1—ending poverty in all its forms everywhere— and measures interconnected deprivations across indicators related to SDGs 1, 2, 3, 4, 6, 7 and 11. The global MPI is produced by the Oxford Poverty and Human Development Initiative (OPHI) and other partners. OPHI is a member of the Global Coalition to End Child poverty, which Arigatou International – End Child Poverty is part of. We believe in data and evidence, such as the global MPI as a pathway to addressing child poverty.

Read/Download the global MPI report > https://ophi.org.uk/global-mpi-2023/

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The Ethics Education Fellowship program unfolded simultaneously across six countries, making significant strides to strengthen the sustainable delivery of ethics education programs for children. Through the program, 323 teachers have been trained, paving the way to impact 4,430 children in Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles in its first year.

This groundbreaking initiative brings together six ministries of education and UNESCO National Commissions, which have worked hand in hand to integrate ethics education into their national programs. The ministries have made institutional commitments to pilot ethics education programs in formal education settings, to contribute to their national educational goals and ultimately strengthen the social cohesion to build more peaceful and inclusive societies.

“Ethics education is at the center of our planning of transforming education. It is much more important to have ethics at the center of given education rather than to have a good school infrastructure, teacher training, books and modern technologies by which we are providing it,” stated Dr. Dipu Moni, Minister of Education of Bangladesh.

This collaborative effort is made possible through a partnership between Arigatou International, the Guerrand-Hermès Foundation for Peace, the KAICIID International Dialogue Centre, the Muslim Council of Elders, the UNESCO Regional Office for Eastern Africa, and the UNESCO New Delhi Cluster Office, in collaboration with the National Commissions for UNESCO of the participating countries.

A Transformative Pedagogy Approach

Education plays a critical role in building more inclusive, peaceful societies. Ethics education, in particular, can equip teachers to provide educational spaces that nurture in learners the kind of ethical values and ethical reflection practices that can equip them to flourish and thrive.

“When we talk of ethics education we are not talking about the philosophical study of ethics, we are talking about creating spaces for children. We want to go on a journey with you to help empower our children,” explained Mr. Suchith Abeyewickreme, Program Officer, Arigatou International – Geneva.

Ethics Education equips children and youth with life skills by employing transformative pedagogical approaches that place them at the center of learning, enhance their capacity to think critically, make ethical decisions, and learn to work collaboratively with others to make positive contributions to their communities.

First Train the Trainers Workshop

The Ethics Education Fellowship kicked off in Indonesia on 3-9 October 2022 with a Train the Trainers Workshop for the 30 fellows, which includes ministry officers, school principals, teachers, professors, lecturers, teacher trainers, and curriculum developers from the six participant countries. At the workshop, the fellows were trained in designing and delivering training workshops for teachers.

“The fellows are ethics education champions in their country. They will serve to strengthen the country’s capacity for ethics education through the capacity development of teachers and teacher education as well as school-based initiatives,” explained Ms. Mary Kangethe, Director of the Education Programme at the Kenya National Commission for UNESCO.

During this immersive workshop, the fellows sharpened their knowledge, skills, and competencies in ethics education and transformative pedagogies that support dialogue, reflection and action. They are now spearheading the program at the national level, and working with other government education partners to ensure that ethics education can be integrated into training, national programming and policies.

Mike Waltner, Senior Programme Manager for the Asia Region Programme at the International Dialogue Centre – KAICIID described this initiative as transformative. “It’s more than integrating ethics and dialogue into education systems; it’s about catalyzing societal change. Teachers are bringing the lessons from the fellowship into classrooms and beyond to empower children and youth to be agents of that change. At KAICIID, we believe in the power of dialogue to foster understanding and peace. This project equips young learners to be leaders who can work together with their peers from different religions and cultures to create a better world,” he said.

Training Workshops for Teachers

Between January and May 2023, the fellows conducted national training workshops for teachers, with the technical support of international trainers from Arigatou International and KAICIID. In total, 323 teachers were trained in the implementation of ethics education programs for children.

“If I hadn’t attended this workshop on ethics education, I wouldn’t have noticed several things that I’m aware of now. This workshop has had a direct impact on me. I now find myself automatically thinking, reflecting, and seeing things differently,” shared one of the participants from Seychelles.

A participant from Nepal shared how the workshop had helped him become aware of his own unconscious biases. He understood the importance of treating all children equally, regardless of their differences, and felt empowered to ensure fairness and inclusivity for all students in the classroom.

These trained teachers are set to implement ethics education programs in their schools according to their country’s implementation plans. In its inaugural year, the program aims to reach 4,430 children.

The group of partners developed a comprehensive Training Guide to support the national teacher training workshops, offering step-by-step guidelines to support fellows to conduct the workshops, along with a framework and tools for monitoring, evaluation and learning. A Teacher Activity Booklet was also developed to support the designing and delivering of ethics education programs in the classroom.

The guides are based on Arigatou’s Ethics Education Approach and the expertise of KAICIID on interreligious and intercultural dialogue as central components of a transformative pedagogy that contribute to the promotion of global citizenship. They also include a human-centered education approach, promoted by the Guerrand-Hermes Foundation for Peace, that places the learner at the center of the education experience.

A Global Community of Practice

This initiative not only aims to establish a network of formal education institutions but also provides a platform for sharing knowledge and building capacity. In this light, a Global Community of Practice was established, fostering a network of Fellows. Through monthly webinars, participants deepen their knowledge on specific topics, receive support in preparing national workshops, share experiences, and strengthen connections.

Reflecting on the benefits of belonging to the Global Community of Practice, Ms. Nita Isaeni, a fellow from Indonesia said: “Being part of this community means a lot to me. It’s a place where I can learn and improve, not just in terms of knowledge but also in how I perceive things and connect with my inner self. Moreover, I get the opportunity to build connections and social networks with people from all over the world, which is very valuable to me.” Ms. Isaeni is the Coordinator of Learning Transformation, at the Directorate of Teachers for Primary School, MoECRT.

Implementation with children in schools

In March 2023, the implementation with children began, yielding encouraging results. Teachers have witnessed positive outcomes, with notable improvements in student engagement and participation. Integration of peace and ethics clubs in schools has been a successful initiative, fostering a sense of community. Ms. Norah Babu, a teacher from Thogoto Model Primary School in Kenya, shared her perspective: “Through participatory and collaborative learning, students who were once hesitant to ask questions now feel comfortable seeking assistance from their peers. I’ve also learned the importance of creating a safe learning environment, resulting in my students eagerly anticipating my lessons.”

The Ethics Education Fellowship responds to the critical need to prioritize and invest in ethics education within formal education systems. By building the capacity of teachers to foster positive relationships and empower learners, the program contributes to the creation of more inclusive, respectful, and resilient societies. Equipped to respond to ethical challenges, students become active citizens and agents of positive change.

The Ethics Education Fellowship program serves as an inspiring example of the power of collaboration, dedication, and a shared commitment toward children, their education, and the future of our societies.

_{This news article has been developed jointly by the partners of the Ethics Education Fellowship.}

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The Ethics Education Fellowship made its debut in Seychelles with a national Teacher Training Workshop, held from 20 to 24 February 2023, which brought together 20 primary and secondary school teachers. The program, endorsed by the President of Seychelles and approved by the Cabinet of Ministers, aims to extend its reach to over 450 children across 15 schools.

The Ethics Education Fellowship Program

The Fellowship Program is a collaborative initiative involving the ministries of education from Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles. The program seeks to enhance the sustainable implementation of ethics education programs in formal education settings, promoting intercultural and interreligious learning and dialogue, as a contribution to global citizenship, and building more inclusive and peaceful societies.

By building the capacities of educators in each participating country, the program equips them with the skills to design and facilitate transformative learning journeys for children. This approach places learners at the center of the educational experience, fostering critical thinking, ethical decision-making, and collaborative problem-solving to empower them to make positive contributions to their communities.

Ms. Diana Monthy, a Lecturer at the Seychelles Institute of Teacher Education and a Fellow of the program, highlighted the importance of ethics education for the country. Referring to the national Constitution’s preamble, she emphasized that the program presents a timely opportunity to assess the national commitment and progress in creating “a just, fraternal and humane society in a spirit of friendship and co-operation with all peoples of the world… and where Seychelles serve as an example of a harmonious multi-racial society.”

The Training Workshop for Teachers

Ms. Merna Eulentin, the Principal Secretary for Education of Seychelles, took the stage at the opening ceremony of the training workshop for teachers, setting the tone for the upcoming days. In her opening remarks, Ms. Eulentin emphasized the Government of Seychelles’ commitment to ethics education and its importance as a means to strengthen educational programs: “Ethics education is the focal point at this critical untimely topic, it is a means to strengthen education programs that foster ethical values in an inter-cultural learning context,” she said. She also highlighted how this initiative aligns with Sustainable Development Goal 4.7, promoting a culture of peace, global citizenship, non-violence, and appreciation of cultural diversity.

The event was attended by the Executive Director of the Office of the Minister of Education, members of the National Assembly, the Dean of the University of Seychelles, as well as students and teachers.

Facilitator Mr. Suchith Abeyewickreme from Arigatou International delivered a keynote address, emphasizing the necessity of ethics education in a world that is increasingly diverse and interconnected. Mr. Abeyewickreme highlighted the need to acknowledge and engage with the diversity within classrooms and among teachers, making it an essential aspect of education.

Hosted at the University of Seychelles, the workshop was led by the national team of fellows with support from Mr. Abeyewickreme. The participants consisted of school teachers specializing in Personal Social Education and Catholic Religious Education.

Throughout the five-day workshop, participants familiarized themselves with the Ethics Education framework presented in the program. The framework is centered around three pillars: relationships, ethical reflections, and collective action. This approach enables learners to develop positive relationships, engage in ethical reflection and dialogue, and enhance their ability to live together harmoniously. By cultivating these skills, the program aims to empower children to effect positive change within their communities, fostering their personal growth and contributing to their societies.

Reflecting on the workshop, one participant shared, “If I hadn’t attended this workshop on ethics education, I wouldn’t have noticed several things that I’m aware of now. This workshop has had a direct impact on me. I now find myself automatically thinking, reflecting, and seeing things differently.”

Launch of the Implementation in Schools

The Fellowship Program was officially launched in Seychelles on 31 March 2023 in a formal ceremony, marking the beginning of its implementation with children from local schools.

The ceremony started with an address from Dr. Justin Valentin, Minister of Education of Seychelles, followed by Mrs. Vicky Michel, Secretary General of the Seychelles National Commission for UNESCO, and Ms. Maria Lucia Uribe, Executive Director of Arigatou International – Geneva.

During the ceremony, the team of fellows presented the Ethics Education Fellowship highlighting its pillars and transformative pedagogical approach. Subsequently, certificates were awarded to the trained teachers.

Mr. Ahmed Afif, Vice President, and Mrs. Linda Ramkalawan, First Lady of the Republic of Seychelles, also attended the event. Artistic performances, including a song and a Creole dance performed by children, added to the celebratory atmosphere of the ceremony.

A Collaborative and Multistakeholder Journey

The Ethics Education Fellowship program is built on a fellowship model, with five representatives from each country collaborating to lead the national efforts. These representatives include educators and ministry officers who organize training workshops for teachers, monitor the successful implementation of ethics education programs for children, and advocate for the crucial role of ethics education at a national level.

Furthermore, the fellows have established a Global Community of Practice to foster collaboration, share experiences and work together for the expansion of the program.

The program is a collaboration between the ministries of education, together with Arigatou International, the Guerrand-Hermès Foundation for Peace, the KAICIID International Dialogue Centre, the Muslim Council of Elders, and UNESCO, represented by the UNESCO Regional Office for Eastern Africa and the UNESCO New Delhi Cluster Office. The process is supported by the National Commissions for UNESCO of Indonesia and Kenya.

We extend our heartfelt appreciation to the dedicated fellows: Ms. Betty-Mai Sofa, Ms. Sharon Frederic, Ms. Diana Monthy, Ms. Sandra Jeanne and Ms. Erica Derjacques-Inacio. We thank them for their invaluable contribution in conducting this teacher training workshop. We would also like to express our sincere gratitude to the partners and organizations involved, whose collaboration and support have played a pivotal role in ensuring the sustainability of this program.

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A group of 38 teachers from Bangladesh recently participated in a 5-day training workshop as part of the Ethics Education Fellowship program. The workshop aimed to equip these educators with the necessary skills to implement the program in 19 schools, benefiting approximately 1,200 children across the country.

The Ethics Education Fellowship program is a collaborative initiative between the governments of Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles. Its objective is to foster ethical values in children, promote global citizenship and build a more peaceful and inclusive society. The Directorate of Secondary and Higher Education – DSHE, under the Ministry of Education of Bangladesh, is responsible for coordinating the program in the country.

Program Launch in Bangladesh

On 22 January 2023, the Ethics Education Fellowship program was officially launched in the People’s Republic of Bangladesh. Dr. Dipu Moni, the Minister of Education of Bangladesh, participated in this occasion. In her keynote speech, Dr. Moni emphasized the crucial role of ethics education in transforming education, stating, “Ethics education is at the center of our planning. It is much more important to have ethics at the core of education than to focus solely on infrastructure, teacher training, books, and modern technologies.”

The launch ceremony also saw the participation of Mr. Mohibul Hassan Chowdhury, Deputy Minister; Mr. Suleman Khan, Secretary, Secondary and Higher Education Division, Ministry of Education; Prof. Nehal Ahmed, Director General, Directorate of Secondary and Higher Education; Ms. Susan Viz, Officer in Charge of UNESCO Bangladesh, representatives from partner organizations, as well as teachers and children.

Training Workshop for Teachers

The training workshop for teachers took place from 22 to 26 February 2023. The local fellows, a group of five educators and ministry representatives, facilitated the workshop. The fellows play a pivotal role in leading the training, delivery, and advocacy efforts within the country.

Additionally, Ms. Eleonora Mura, Senior Expert on Monitoring, Evaluation, and Learning from Arigatou International, provided support and guidance to the fellows during the workshop.

The opening ceremony of the training workshop featured keynote speeches by Dr. Suleman Khan, Secretary for Secondary and Higher Education, and Mr. Md. Belayer Hossain Talukdar, Additional Secretary. They emphasized the importance of ethics education in fostering critical thinking, and positive relationships, and implementing Global Citizenship Education. They also highlighted how the ongoing curriculum reform in Bangladesh has integrated ethics as a vital component, which is being incorporated into grades 1 and 2, as well as 6 and 7.

During the workshop, participants explored the Ethics Education Conceptual Framework, centered around three pillars: Relationships, Ethical Reflection and Dialogue, and Collective Action. Ms. Amina Begum, Senior Teacher of Bengali at Biddamoye Govt. Girls School, shared her perspective, stating, “The concept of dialogue and a safe learning environment are very meaningful aspects that will help me prepare and implement ethics education with children.”

A Transformative Impact on Teachers

After completing the workshop, the trainees expressed how the transformative pedagogy approach presented in the program empowered them to critically question their assumptions and biases. They felt encouraged to examine the root causes of social injustices and take action to create a more just and equitable society. The teachers recognized their potential as powerful advocates for change within their schools and communities, driving improvements in education at all levels.

Mr. Joydip Dey, one of the program fellows, highlighted the significant benefits brought about by the program. He pointed out, “In our previous education system, there was a heavy emphasis on rote learning, resulting in students being fed pre-structured ideas. Unfortunately, this approach sometimes contributed to increased intolerance in society. However, with the introduction of the new curriculum, we are now prioritizing independent thinking among learners, which strongly aligns with the principles of ethics education. It is indeed a crucial time to implement ethics education in Bangladesh.” Mr. Dey is an Assistant Professor at the Government Teachers Training College in Dhaka and a member of the subject committee of the National Curriculum Framework.

The implementation of the program with children in schools began in March, yielding highly positive responses from teachers, with significant engagement observed among the participating children.

We extend our sincere appreciation to the dedicated fellows: Ms. Geetanjali Barua, Mr. S.M. Shafiul Alam, Mr. Zonayed Ahmed, Mr. Joydip Dey, and Dr. Syed Mizanur Rahman. We also thank all the individuals and organizations involved in the successful execution of the Ethics Education Fellowship program in Bangladesh, and the teachers for their commitment and enthusiasm.

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The training workshops for teachers under the Ethics Education Fellowship, concluded successfully in Indonesia, reaching 200 participants from five regions. The teachers received specialized training through engaging activities, equipping them with the necessary skills and knowledge to implement ethics education programs in their local schools. It is estimated that these teachers will reach 1,500 students by the end of 2023.

A Collaborative and Multistakeholder Journey

Designed to strengthen the sustainable delivery of ethics education programs for children, the Fellowship invites teachers to prepare and facilitate a learning journey for children. This approach helps learners to develop positive relationships with themselves and others, engage in ethical reflection and dialogue, enhance their ability to learn to live together and develop collective actions to make positive impacts in their communities.

The Ethics Education Fellowship is being carried out simultaneously and collaboratively in Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles. The program operates on a fellowship structure, where dedicated representatives from each country play a key role. These fellows lead the national efforts by organizing training workshops for teachers, ensuring the successful implementation of ethics education programs with children, and advocating for the importance of ethics education on a national scale. Furthermore, the fellows have established a Global Community of Practice to learn from each other, collaborate and support the expansion of the program.

This program is a collaborative effort involving Arigatou International, the Guerrand-Hermès Foundation for Peace, the KAICIID International Dialogue Centre, the Muslim Council of Elders, and UNESCO, which is represented by the UNESCO Regional Office for Eastern Africa and the UNESCO New Delhi Cluster Office. The process is supported by the National Commissions for UNESCO of Indonesia and Kenya. The program is being led in each country by the ministries of education, through the fellows, a group of educators and ministry officers, that were trained as teacher trainers back in October 2022.

Empowering Teachers through Training in Indonesia

The training program for Indonesian teachers consisted of two phases. The first phase, a hybrid workshop held in Suravaya in February 2023, brought together 67 participants from various regions. Over three days, participants had the opportunity to share their experiences, discuss critical issues affecting learners, and explore the role of education in addressing these challenges. Key topics included discrimination, stereotypes, violence, and their impact on children’s lives in schools.

Participants explored the Ethics Education Conceptual Framework which is built around three pillars: Relationships, Ethical Reflection and Dialogue, and Collective Action. They reflected on what ethics means in their lives and their interactions with others, and on the ethical challenges they, the children and their communities face. While doing it, participants identified how ethics education programs can foster transformation in children by encouraging ethical reflections and engaging them in dialogue with others.

“The workshop provided extraordinary benefits to me personally. Now I better understand how an educator should be a role model for students, especially in the classroom,” said one of the teachers, while highlighting the importance of learning to respect each other, and accept our differences.

Teachers explored the alignment between the transformative pedagogy approach and the Pancasila principles of the Indonesian Constitution. They also recognized the critical significance of interreligious and intercultural dialogue and its practical implementation in the classroom.

Dr. Itje Chodidjah, Executive Chair of the Indonesian National Commission for UNESCO, Ministry of Education, Culture, Research and Technology, Indonesia, emphasized the relevance of the Fellowship during her opening remarks at the workshop. She highlighted the program’s connection to the Pancasila ideology and expressed her commitment to supporting the Fellowship at the national level.

In May 2023, the second phase of the program took place with onsite workshops in five different regions: Sorong Regency, West Java, West Kalimantan, South Sukawesi, and East Java. These workshops focused on building teachers’ capacity to foster positive relationships and empower learners to create inclusive, respectful, and resilient societies. Teachers received guidance on implementing ethics education programs across various grade levels, from kindergarten to elementary, junior, and senior high school.

“For the Indonesian context, the workshop is very enriching because the experiences the teachers had is in line with their needs in the implementation of the Pancasila Students’ Profile Project. The workshop helped teachers understand more about ethics education, and more importantly, it enlightened them to make ethic education more visible and practical in their classroom,” shared Ms. Euis Lesmini Djuanda, School Principal and Fellow.

Looking Ahead

The trained teachers are now prepared to implement ethics education programs in their respective regions, positively influencing the lives of children in Indonesia. The Ethics Education Fellowship remains committed to its mission of nurturing global citizenship, building inclusive societies, and preparing students to tackle ethical challenges as active and responsible citizens.

Our gratitude goes to the fellows and all organizers who have supported the training program for teachers in Indonesia.

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Arigatou International joined the United Nations Committee on the Rights of the Child to call for the inclusion of religious leaders and parents in training about the rights of children in the digital environment and to collaborate with them.

The statement was delivered by Ms. Emma Nowotny, Child Rights Program Officer, on 10 March 2023, during the Annual Day on Children’s Rights at the 52nd session of the Human Rights Council.

This year, the theme of the Annual Day was The Rights of the Child and the Digital Environment. Through the statement, Arigatou International called on governments, decision-makers and civil society to “invest in educational programs and spaces that empower children to take an active role in the digital environment and become positive influencers among peers.”

Human Rights Council 52nd session
Annual Discussions on the Rights of the Child
10 March 2023
 
Distinguished panelists,
 
Arigatou International welcomes the discussions on child rights and the digital environment and the important views and recommendations that children shared. 

In line with General comment No. 25 (2021), we call for a holistic approach to maximize the benefits and minimize the risks that the digital environment presents, to ensure that violence against children is addressed properly and mitigated.
 
Legal protection is crucial for a safe digital environment, but we must also prioritize combating the normalization and stigma of online violence and its intersection with other types of violence.

We, therefore, call on governments, decision-makers and civil society to:
 
1. Develop training for those closest to children and with the moral authority to intervene and support, namely religious leaders, parents, caregivers and educators to learn about the rights of children in the digital environment, understand the risks and linkages with other violence, recognize the early signs of child’s victimization, and reporting mechanisms.  We call particular attention to the role of religious leaders in many parts of the world, who are well-positioned to influence their believers and protect children.  Religious communities are the largest and most connected grassroots organizations in the world, and with an immense potential to support and influence social change.

2. Invest in educational programs and spaces that empower children to take an active role in the digital environment and become positive influencers among peers. This requires providing them with the space to take joint action to address hate speech and the spread of extreme ideologies, protect themselves against violence and abuse, speak up for others, and understand their rights, including in the digital environment. Ethics education programs that support the development of critical thinking, intercultural and interreligious competencies, and foster empathy and individual and collective responsibilities, have proved effective in empowering children and youth as agents of change.
 
To conclude, we invite all States and organizations present here to use a multi-sectoral approach to create synergies to develop more effective mechanisms to protect and empower children. It is our ethical responsibility to move beyond working in silos and collaborate.
 
Thank you
 
Arigatou International

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Arigatou International joined the United Nations Committee on the Rights of the Child to call for the inclusion of religious leaders and parents in training about the rights of children in the digital environment and to collaborate with them.

The statement was delivered by Ms. Emma Nowotny, Child Rights Program Officer, on 10 March 2023, during the Annual Day on Children’s Rights at the 52nd session of the Human Rights Council.

This year, the theme of the Annual Day was The Rights of the Child and the Digital Environment. Through the statement, Arigatou International called on governments, decision-makers and civil society to “invest in educational programs and spaces that empower children to take an active role in the digital environment and become positive influencers among peers.”

Human Rights Council 52nd session
Annual Discussions on the Rights of the Child
10 March 2023
 
Distinguished panelists,
 
Arigatou International welcomes the discussions on child rights and the digital environment and the important views and recommendations that children shared. 

In line with General comment No. 25 (2021), we call for a holistic approach to maximize the benefits and minimize the risks that the digital environment presents, to ensure that violence against children is addressed properly and mitigated.
 
Legal protection is crucial for a safe digital environment, but we must also prioritize combating the normalization and stigma of online violence and its intersection with other types of violence.

We, therefore, call on governments, decision-makers and civil society to:
 
1. Develop training for those closest to children and with the moral authority to intervene and support, namely religious leaders, parents, caregivers and educators to learn about the rights of children in the digital environment, understand the risks and linkages with other violence, recognize the early signs of child’s victimization, and reporting mechanisms.  We call particular attention to the role of religious leaders in many parts of the world, who are well-positioned to influence their believers and protect children.  Religious communities are the largest and most connected grassroots organizations in the world, and with an immense potential to support and influence social change.

2. Invest in educational programs and spaces that empower children to take an active role in the digital environment and become positive influencers among peers. This requires providing them with the space to take joint action to address hate speech and the spread of extreme ideologies, protect themselves against violence and abuse, speak up for others, and understand their rights, including in the digital environment. Ethics education programs that support the development of critical thinking, intercultural and interreligious competencies, and foster empathy and individual and collective responsibilities, have proved effective in empowering children and youth as agents of change.
 
To conclude, we invite all States and organizations present here to use a multi-sectoral approach to create synergies to develop more effective mechanisms to protect and empower children. It is our ethical responsibility to move beyond working in silos and collaborate.
 
Thank you
 
Arigatou International

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Every year, the world commemorates the International Women’s Day (March 8) to recognise the achievements and contribution of women towards creating a better world. Today, the world is faced with a multiplicity of crises, and this only calls for inclusive approaches towards addressing these crises, including child poverty.

Recognising the vital role they play in securing children’s wellbeing and dignity, we work with women leaders from diverse contexts towards creating a world free of child poverty. These women lead and promote innovative solutions aimed at addressing the root causes of child poverty.

In celebrating this year’s International Women’s Day, we cast a spotlight on three young women at the forefront of such innovative solutions to address child poverty.

Shazmin Rafeeq, I CAN Malaysia

Shazmin’s leadership:  A community centre to serve children, particularly Rohingya children living as refugees in Kuala Lumpur, Malaysia.

I CAN Malaysia (founded by Shazmin) established a community learning center – the Darul eslah Academy – that provides basic nutrition, non-formal and social skills education to the children living as refugees, as well as volunteer opportunities for university students and other members of the community. Further, I CAN Malaysia, collaborates with several Madrassas to provide psycho-social support to the children, in addition to religious education and nurturing spirituality and positive values. Shazmin has been instrumental in leading these processes and working with other young people to act.

“We believe in the philosophy “Give a man a fish, and you feed him for a day; show him how to catch fish, and you feed him for a lifetime.” The focus of ICAN Malaysia is not only to help people living in or affected by poverty with their basic needs; but also to make them self-reliant by providing required training and guidance accordingly. Instead of considering poor people as burden or liability for the society, with our help, training, assistance and guidance each individual can start contributing to the society in every aspect.”

Zvonmira Jakić, GNRC (Global Network of Religions for Children) Bosnia and Herzegovina

Zvonmira’s leadership: Advocacy and social entrepreneurship.

Zvonimira Jakić is the youth coordinator for the Global Network of Religions for Children (GNRC) in Bosnia and Herzegovina and a youth advisor of the Presidency of Bosnia and Herzegovina, among other key leadership roles. Zvonmira is also a champion of promoting children’s education, forming a global program for tutoring for children in vulenrable circumstances. A receipient of the 2019 SEEBA “Best Young Entrepreneur” Award for the startup “Green Solutions” for innovation in agriculture digitalization, Zvonmira’s work epitomizes this year’s International Women’s Day theme, “DigitALL: Innovation and Technology for Gender Equality.”

“Changemaker (is) the word which explains me the best … I am mentoring several university and high school students around the globe (focusing) on Bosnia and Herzegovina, where I teach and mentor them to become future leaders and changemakers of the world. My motto for change and work is: “INSPIRE.ACT.CHANGE!” … My biggest success is when I see that one of my students made a positive CHANGE in the globe.”

*Zvonmira’s quote is from an interview with the European Democracy Youth Network (EYDN). Read Zvonmira’s full interview ‘Everyday Heros’ responses by the EYDN, here

Haoua Dicko, REJADH (Réseau des Enfants et Jeunes Africains pour les Droits Humains), Mali

Haoua’s leadership: Community mobilisation and youth-led advocacy for human rights and addressing gender-based violence (GBV)

Haoua has been part of the leadership of the REJADH network, spearheading grassroots advocacy work in Mali. REJADH (African Children and Youth Network for Human Rights/Réseau des Enfants et Jeunes Africains pour les Droits Humains) was established as a platform for advocacy by and for young people from 5 countries (Burundi, the Democratic Republic of Congo (DRC), Mali, South Sudan and Somalia) often affected by conflict, poverty, and Gender-Based Violence (GBV). Through this program, we sought to empower young leaders (youth, youth influencers, and young adults) with the necessary skills to help them reduce, prevent, and end gender-based violence and its negative effects on young people and the community at large. Since inception, REJADH has reached more than 5,000 children and youth through direct advocacy efforts. Similarly, its online reach has been overwhelming through the REJADH social media spaces.

“As a member of REJADH since its creation in October 2016 in Addis Ababa, Ethiopia, I can say that REJADH has had a very positive impact in my life, starting with this feeling of being useful in my community. I am now able to serve as a positive example and role model for other young Africans, and more particularly for my Malian brothers and sisters. I am committed to living with a lot of devotion and contribute more to the development of my continent. I believe this piece of wisdom, “the man who fights for others is better than the one who fights for himself”. The fight continues until it succeeds. 

Happy International Women’s Day!

The post <strong>Young women leading innovative solutions to overcome child poverty.</strong> appeared first on End Child Poverty.

The post Young women leading innovative solutions to overcome child poverty. appeared first on Arigatou International.

Every year, the world commemorates the International Women’s Day (March 8) to recognise the achievements and contribution of women towards creating a better world. Today, the world is faced with a multiplicity of crises, and this only calls for inclusive approaches towards addressing these crises, including child poverty.

Recognising the vital role they play in securing children’s wellbeing and dignity, we work with women leaders from diverse contexts towards creating a world free of child poverty. These women lead and promote innovative solutions aimed at addressing the root causes of child poverty.

In celebrating this year’s International Women’s Day, we cast a spotlight on three young women at the forefront of such innovative solutions to address child poverty.

Shazmin Rafeeq, I CAN Malaysia

Shazmin’s leadership:  A community centre to serve children, particularly Rohingya children living as refugees in Kuala Lumpur, Malaysia.

I CAN Malaysia (founded by Shazmin) established a community learning center – the Darul eslah Academy – that provides basic nutrition, non-formal and social skills education to the children living as refugees, as well as volunteer opportunities for university students and other members of the community. Further, I CAN Malaysia, collaborates with several Madrassas to provide psycho-social support to the children, in addition to religious education and nurturing spirituality and positive values. Shazmin has been instrumental in leading these processes and working with other young people to act.

“We believe in the philosophy “Give a man a fish, and you feed him for a day; show him how to catch fish, and you feed him for a lifetime.” The focus of ICAN Malaysia is not only to help people living in or affected by poverty with their basic needs; but also to make them self-reliant by providing required training and guidance accordingly. Instead of considering poor people as burden or liability for the society, with our help, training, assistance and guidance each individual can start contributing to the society in every aspect.”

Zvonmira Jakić, GNRC (Global Network of Religions for Children) Bosnia and Herzegovina

Zvonmira’s leadership: Advocacy and social entrepreneurship.

Zvonimira Jakić is the youth coordinator for the Global Network of Religions for Children (GNRC) in Bosnia and Herzegovina and a youth advisor of the Presidency of Bosnia and Herzegovina, among other key leadership roles. Zvonmira is also a champion of promoting children’s education, forming a global program for tutoring for children in vulenrable circumstances. A receipient of the 2019 SEEBA “Best Young Entrepreneur” Award for the startup “Green Solutions” for innovation in agriculture digitalization, Zvonmira’s work epitomizes this year’s International Women’s Day theme, “DigitALL: Innovation and Technology for Gender Equality.”

“Changemaker (is) the word which explains me the best … I am mentoring several university and high school students around the globe (focusing) on Bosnia and Herzegovina, where I teach and mentor them to become future leaders and changemakers of the world. My motto for change and work is: “INSPIRE.ACT.CHANGE!” … My biggest success is when I see that one of my students made a positive CHANGE in the globe.”

*Zvonmira’s quote is from an interview with the European Democracy Youth Network (EYDN). Read Zvonmira’s full interview ‘Everyday Heros’ responses by the EYDN, here

Haoua Dicko, REJADH (Réseau des Enfants et Jeunes Africains pour les Droits Humains), Mali

Haoua’s leadership: Community mobilisation and youth-led advocacy for human rights and addressing gender-based violence (GBV)

Haoua has been part of the leadership of the REJADH network, spearheading grassroots advocacy work in Mali. REJADH (African Children and Youth Network for Human Rights/Réseau des Enfants et Jeunes Africains pour les Droits Humains) was established as a platform for advocacy by and for young people from 5 countries (Burundi, the Democratic Republic of Congo (DRC), Mali, South Sudan and Somalia) often affected by conflict, poverty, and Gender-Based Violence (GBV). Through this program, we sought to empower young leaders (youth, youth influencers, and young adults) with the necessary skills to help them reduce, prevent, and end gender-based violence and its negative effects on young people and the community at large. Since inception, REJADH has reached more than 5,000 children and youth through direct advocacy efforts. Similarly, its online reach has been overwhelming through the REJADH social media spaces.

“As a member of REJADH since its creation in October 2016 in Addis Ababa, Ethiopia, I can say that REJADH has had a very positive impact in my life, starting with this feeling of being useful in my community. I am now able to serve as a positive example and role model for other young Africans, and more particularly for my Malian brothers and sisters. I am committed to living with a lot of devotion and contribute more to the development of my continent. I believe this piece of wisdom, “the man who fights for others is better than the one who fights for himself”. The fight continues until it succeeds. 

Happy International Women’s Day!

The post <strong>Young women leading innovative solutions to overcome child poverty.</strong> appeared first on End Child Poverty.

The post Young women leading innovative solutions to overcome child poverty. appeared first on Arigatou International.

On the evening of Sinhala and Hindu New Year April 2014, it was a festive day for all Sri Lankans. The garbage dump collapsed in Meethotamulla, Kolonnawa., claiming 38 lives and 180 families were displaced and the affected provided with temporary shelter in Kolonnawa and nearby community centers.

The affected families were relocated into a housing scheme named “Sanhida Sewana” in Kolonnawa area. Most of the families had low-income levels and most families live in poverty. After the garbage collapse, the children’s lives in Meethotamulla became more challenging.

Perturbed by the conditions of these children especially the challenge with them receiving education, Arigatou International – End Child Poverty in collaboration with the Sarvodaya Shramadana Movement established an education center (also Children’s Empowerment Centre) in December 2018 during the “End Child Poverty and the Global Network of Religions for Children (GNRC) Southeast Asia Regional Meetings” in Sri Lanka.

Since inception, this center has been providing coaching classes for all children. There’s a growth in the number of children that join this class since some parents have seen a change in their children’s exam marks and interest in attending schools and shared their thoughts with other parents. Today, 50 Children attend coaching classes, and 4 voluntary teachers attend two days a week to teach these children. Subjects such as Mathematics, Sinhala, Tamil, English language and general knowledge classes are taught. As a result of the classes offered at the Centre, children from Meethotamulla have been passing their grade 5 exams and have gone to better schools within the district. Further, many students have passed the ordinary level exams and most of them have been selected to technical colleges.

The Children empowerment center will further support children until they complete their secondary education and will provide knowledge to children on essential life skills such as leadership skills, communication skills and critical thinking. There was established need to also teach the children some ethics education The voluntary teachers who visit for coaching classes also cover this kind of lesson for children’s well-being.

On January 21^st, 2023, the End Child poverty Knowledge Center organized a small event and visited the center with voluntary teachers. The day was planned with fun-based activities, and storytelling to motivate children and let them understand the value of education. At the end of the session, stationaries were distributed among the children as an appreciation for receiving good marks in the school term exam last year and for continuously joining the classroom, In Sri Lanka’s economic crisis, exercise books and other stationery items price hiked, and these parents couldn’t afford them. The End child poverty Knowledge center is planning to establish a library for the children to borrow books weekly basis so it’ll not only help to improve their reading skills but will also let them see the world and understand the values that they should include in their lives. A change in a single child can lead to a change in many children.

The post Our journey with Children Empowerment Centre – Meethotamulla, Sri Lanka appeared first on End Child Poverty.

The post Our journey with Children Empowerment Centre – Meethotamulla, Sri Lanka appeared first on Arigatou International.

On the evening of Sinhala and Hindu New Year April 2014, it was a festive day for all Sri Lankans. The garbage dump collapsed in Meethotamulla, Kolonnawa., claiming 38 lives and 180 families were displaced and the affected provided with temporary shelter in Kolonnawa and nearby community centers.

The affected families were relocated into a housing scheme named “Sanhida Sewana” in Kolonnawa area. Most of the families had low-income levels and most families live in poverty. After the garbage collapse, the children’s lives in Meethotamulla became more challenging.

Perturbed by the conditions of these children especially the challenge with them receiving education, Arigatou International – End Child Poverty in collaboration with the Sarvodaya Shramadana Movement established an education center (also Children’s Empowerment Centre) in December 2018 during the “End Child Poverty and the Global Network of Religions for Children (GNRC) Southeast Asia Regional Meetings” in Sri Lanka.

Since inception, this center has been providing coaching classes for all children. There’s a growth in the number of children that join this class since some parents have seen a change in their children’s exam marks and interest in attending schools and shared their thoughts with other parents. Today, 50 Children attend coaching classes, and 4 voluntary teachers attend two days a week to teach these children. Subjects such as Mathematics, Sinhala, Tamil, English language and general knowledge classes are taught. As a result of the classes offered at the Centre, children from Meethotamulla have been passing their grade 5 exams and have gone to better schools within the district. Further, many students have passed the ordinary level exams and most of them have been selected to technical colleges.

The Children empowerment center will further support children until they complete their secondary education and will provide knowledge to children on essential life skills such as leadership skills, communication skills and critical thinking. There was established need to also teach the children some ethics education The voluntary teachers who visit for coaching classes also cover this kind of lesson for children’s well-being.

On January 21^st, 2023, the End Child poverty Knowledge Center organized a small event and visited the center with voluntary teachers. The day was planned with fun-based activities, and storytelling to motivate children and let them understand the value of education. At the end of the session, stationaries were distributed among the children as an appreciation for receiving good marks in the school term exam last year and for continuously joining the classroom, In Sri Lanka’s economic crisis, exercise books and other stationery items price hiked, and these parents couldn’t afford them. The End child poverty Knowledge center is planning to establish a library for the children to borrow books weekly basis so it’ll not only help to improve their reading skills but will also let them see the world and understand the values that they should include in their lives. A change in a single child can lead to a change in many children.

The post Our journey with Children Empowerment Centre – Meethotamulla, Sri Lanka appeared first on End Child Poverty.

The post Our journey with Children Empowerment Centre – Meethotamulla, Sri Lanka appeared first on Arigatou International.

More than 500 students at St. Mary’s School Msongari, Nairobi were excited to learn about the Sustainable Development Goals (SDGs) and how they could be involved in achieving these global goals.

In a visit in the school on 6^th February 202, we were honoured to interact with the students, sharing about the need to involve children in conversations and actions around the SDGs, through the SDGs club in the school.

Speaking to the students, the Executive Director of the Kenya SDGs Forum assured the students that their understanding of the SDGs would enable them contribute not only to the national development agenda but also to the global one; adding that achievement of the SDGs would make the world a better place for everyone.

Addressing the students at the morning assembly, the school Principal lauded the partnership and welcomed the idea of the SDGs club in the school, saying that it would enable the students to better understand the SDGs while contributing to their implementation. He also noted that knowledge on the SDGs would complement the students’ formal learning.

“SDGs clubs are safe spaces in schools for students to learn about the SDGs and take little but impactful actions within their context, just like the SDGs Academy for Children” Michael Adikwu, Lead, SDGs Academy for Children, Arigatou International.

This visit is part of a series of ongoing interventions with partners towards establishing SDGs clubs in schools. These clubs will be part of the greater partnership with the Arigatou International’s SDGs Academy for Children.

We are partnering with the SDGs Kenya Forum and the Kenya Flying Labs, to establish and equip the SDGs club at St. Mary’s School Msongari, Nairobi.

Arigatou International, through the SDGs academy for children believes that the best bet for a sustainable future is to teach children about the SDGs while they are young. The SDGs Academy aims to do this by providing children with simplified and easy-to-use learning tools on the SDGs. It will deliver this goal through the SDG model classroom for children that offer safe virtual and physical child-friendly spaces for interaction and exchange. Additionally, activities within the SDG Model classroom will involve a storytelling campaign for children on the SDGs, and multi-level gaming mobile applications and web apps that are relevant to children ages 4 and above.

The post <strong>Socializing the SDGs among children in schools</strong> appeared first on End Child Poverty.

The post Socializing the SDGs among children in schools appeared first on Arigatou International.

More than 500 students at St. Mary’s School Msongari, Nairobi were excited to learn about the Sustainable Development Goals (SDGs) and how they could be involved in achieving these global goals.

In a visit in the school on 6^th February 202, we were honoured to interact with the students, sharing about the need to involve children in conversations and actions around the SDGs, through the SDGs club in the school.

Speaking to the students, the Executive Director of the Kenya SDGs Forum assured the students that their understanding of the SDGs would enable them contribute not only to the national development agenda but also to the global one; adding that achievement of the SDGs would make the world a better place for everyone.

Addressing the students at the morning assembly, the school Principal lauded the partnership and welcomed the idea of the SDGs club in the school, saying that it would enable the students to better understand the SDGs while contributing to their implementation. He also noted that knowledge on the SDGs would complement the students’ formal learning.

“SDGs clubs are safe spaces in schools for students to learn about the SDGs and take little but impactful actions within their context, just like the SDGs Academy for Children” Michael Adikwu, Lead, SDGs Academy for Children, Arigatou International.

This visit is part of a series of ongoing interventions with partners towards establishing SDGs clubs in schools. These clubs will be part of the greater partnership with the Arigatou International’s SDGs Academy for Children.

We are partnering with the SDGs Kenya Forum and the Kenya Flying Labs, to establish and equip the SDGs club at St. Mary’s School Msongari, Nairobi.

Arigatou International, through the SDGs academy for children believes that the best bet for a sustainable future is to teach children about the SDGs while they are young. The SDGs Academy aims to do this by providing children with simplified and easy-to-use learning tools on the SDGs. It will deliver this goal through the SDG model classroom for children that offer safe virtual and physical child-friendly spaces for interaction and exchange. Additionally, activities within the SDG Model classroom will involve a storytelling campaign for children on the SDGs, and multi-level gaming mobile applications and web apps that are relevant to children ages 4 and above.

The post <strong>Socializing the SDGs among children in schools</strong> appeared first on End Child Poverty.

The post Socializing the SDGs among children in schools appeared first on Arigatou International.

Over 150 policymakers, faith actors, representatives of governments and UN agencies and other humanitarian actors got together to produce concrete policy recommendations to advance faith-sensitive mental health and psychosocial support for children on the move.

UNICEF estimates that 37 million children are on the move in the world today. Children affected by forced migration and displacement are one of the most vulnerable groups, suffering from multiple violations of their rights and experiencing stressful and traumatic conditions that have a severe impact on their psycho-social well-being.

The rapid increase in child migration in the last decade has highlighted the need to set up specific policies and frameworks to protect children on the move.

While mental health and psychosocial support of children on the move have been at the center of many effective approaches to enhance the protection and well-being of migrant children, faith-inspired psycho-social support frameworks have been largely overlooked.

“We need to meet people, children included, where they are at. We need to listen, learn, seek to understand and tailor our approaches. We need to make sure that policy leaves room for taking into consideration the religious and spiritual experience of the population in question,” stated Ms. Stephanie Shanler, Child Protection Specialist at UNICEF, during the roundtable discussion focused on Syria.

Faith-sensitive mental health and psychosocial support approaches play a crucial role in ensuring the well-being of children on the move. Spiritual nurture supports children’s resilience, acting as a protective factor positively affecting trauma responses during displacement.

Three roundtable discussions dedicated to producing policy recommendations were organized between December 2022 and February 2023. The discussions were focused on the countries of the Northern Triangle in Latin America (Guatemala, Honduras and El Salvador), Syria and Ukraine.

“It is not ‘faith-sensitive’ in terms of knowing everything about religious expression. It is very much about listening and asking questions. So much of the guidelines (Faith-Sensitive Approach in Humanitarian Response) is about mapping, assessing, listening, identifying,” highlighted Professor Alastair Ager, Director of the Institute of Global Health and Development at Queen Margaret University, at the Roundtable focused on the Ukraine crisis.

These roundtables were organized under the umbrella of the Partnership on Religion and Sustainable Development (PaRD) and sponsored by GIZ. They were co-hosted by Arigatou International, the Institute for Global Health and Development at Queen Margaret University, the United States Institute of Peace, World Vision International, KAICIID Dialogue Center, Islamic Relief Worldwide, the Network for Traditional and Religious Peacemakers and Syria Bright Future for the roundtable in Syria.

“We recognized, as we started rolling out the program, that faith leading was needed, especially as it was one of the few positive things in a child’s life that they could hold on to, that can propel positive behavior,” said Christalle Gemon, when sharing about her experience working with children and youth at the UNDP Trinidad and Tobago Accelerator Lab.

The first phase of this project took place back in 2021 when a series of three webinars were organized for educators and policymakers working with migrants and refugees in Europe. A booklet titled “Faith Sensitive Mental Health and Psychosocial Support (MHPSS) to Foster Resilience in Children on the Move” was launched in November 2021 as part of the project. The booklet builds on the reflections and recommendations collected during the series of webinars.

The policy discussions helped translate the knowledge and best practices outlined in the booklet into concrete policy recommendations. A policy brief will be developed in the first half of 2023 to inform the efforts of host governments and other relevant stakeholders in supporting, adopting and implementing faith-sensitive mental health and psychosocial support approaches as part of a broader strategy to foster peacebuilding and sustaining peace.

The post Developing Policy Recommendations to Advance Faith-sensitive Mental Health and Psychosocial Support for Children on the Move appeared first on Ethics Education for Children.

The post Developing Policy Recommendations to Advance Faith-sensitive Mental Health and Psychosocial Support for Children on the Move appeared first on Arigatou International.