Geneva, 13 March 2025 – A high-level side event at the 58th session of the Human Rights Council brought together around 140 participants, both online and in person, including representatives from 24 Permanent Missions to the UN in Geneva. Organized by the Child Rights Connect Working Group on Children and Violence, in collaboration with Arigatou International, Lumos, Plan International, Terre des Hommes, the United Nations Office on Violence against Children, the World Health Organization (WHO), and World Vision International, the event reinforced the urgent need for sustained accountability and action to end violence against children. The event was co-sponsored by the Permanent Missions of Kenya, Colombia, and Canada to the United Nations in Geneva.
The discussion was built on the momentum generated by the Global Ministerial Conference in Bogotá (2024), where over 120 governments pledged to end violence against children. Panelists stressed the need to translate these commitments into real, measurable change.
Ms. Maria Lucia Uribe, Executive Director of Arigatou International – Geneva, moderated the panel and set the tone for the discussion, referencing a powerful message delivered by children at the Annual Day on the Rights of the Child: “We have heard from you, but sometimes what you promise is change, and the promises don’t get fulfilled.” She emphasized the need for collaboration between states, organizations, and civil society to hold governments accountable.
International human rights mechanisms are instrumental in ensuring accountability, but panelists stressed that true progress requires cooperation across sectors. H.E. Ambassador Álvaro Ayala, Deputy Permanent Representative of the Republic of Colombia, highlighted this by recalling his country’s legislative progress, stating: “Colombia has taken a decisive step toward breaking the harmful cycle of violence. In 2021, law 2089 was enacted explicitly to prohibit the use of corporal punishment, the elimination of degrading treatment, and any form of violence as a method of correction or against children or adolescents.”
A powerful moment in the event was the participation of six children from Colombia, Ecuador, Kenya, and Nepal, actively involved in Ending Violence Against Children (EVAC) initiatives. They shared their perspectives through video messages, highlighting the urgent need for governments and institutions to uphold their commitments. Their voices added depth to the discussion, reinforcing that children must not only be heard but also meaningfully involved in decision-making processes. Jaskiran from Kenya spoke about the importance of tackling cyberbullying and digital safety, calling for “immediate responses to cyberbullying cases so that delays don’t perpetuate violence.” Similarly, Chetan and Sahadip from Nepal called for meaningful youth participation: “Governments should organize meetings where children and young people can share their ideas and help plan actions to meet international commitments. Our voices matter in saving the future.”
Dr. Najat Maalla M’jid, Special Representative of the UN Secretary-General on Violence Against Children, stressed: “We need to translate [commitments] into action quickly (…) and we need to make sure that we have children on board.” Echoing this, H.E. Ambassador James Ndirangu Waweru, Deputy Permanent Representative of the Republic of Kenya, pointed out the cultural shift needed to protect children: “Corporal punishment was once normal. Today, if you attempt it in Kenya, you will find yourself as a guest of the state—not in the State House, but in prison, because punishment has been prohibited.”
Concrete steps toward accountability were outlined. Professor Benyam Dawit Mesmur, Member of the UN Committee on the Rights of the Child, highlighted the need for focus on both emerging issues like cyberbullying and longstanding threats such as corporal punishment. Meanwhile, Ms. Sabine Rakotomalala, Senior Technical Officer at WHO, announced a digital dashboard to track country commitments, a one-stop platform to monitor pledges, policies, and progress—ensuring transparency and accountability at every step.
The event ended with a call to turn words into action. Ms. Anne-Marie Vuignier, UN Representative for Geneva at World Vision International, stressed: “Pledges without action are just words.” The discussion underscored that ending violence against children is not just a long-term goal—it is an immediate necessity. Moving forward, participants called for stronger political will, financial investment, and sustained collaboration to protect every child, everywhere. Final statements were made by representatives from Canada and Mexico, reaffirming their countries’ commitments and progress to ending violence against children, including cross-sector efforts on positive parenting and violence-free schools.
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Human Rights Council 58th session
Annual Discussion on the Rights of the Child
(HRC res. 7/29 and 55/29)
13 March 2025
Statement delivered by Ms. Emma Nowotny, Child Rights Program Officer, Arigatou International – Geneva
Arigatou International welcomes the discussions on child rights and early childhood development, and the important views and recommendations that children shared.
According to WHO, six in ten children under five experience physical or psychological violence from caregivers. This perpetuates cycles of abuse, but evidence shows that supporting parents, promoting positive parenting, challenging harmful norms, and strengthening legal protections can foster healthy child development.
In line with General Comment No. 7 (2005), we call for a holistic approach to child development interventions to ensure access to health, nutrition, early education, protection from violence and neglect, and the meaningful participation of children. Strengthening these foundations is critical to lifelong well-being, inclusion, and the prevention of violence against children.
We call on governments, decision-makers, and civil society to:
Today’s education gaps, growing mental health crises, and rising narratives of exclusion and hate threaten children’s dignity, safety, and sense of belonging. These realities underscore the urgent need to nurture children’s holistic well-being as a pillar of resilience and social cohesion.
To conclude, we urge all States and organizations to adopt multi-sectoral approaches, fostering collaboration beyond silos to create effective mechanisms for child protection and empowerment.
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A training of trainers workshop was held in Bamako, Mali, from 3 to 7 March 2025, under the theme: “Creating Safe, Favorable, and Resilient Learning Environments to Protect Children’s Right to Education in Times of Conflict and Crisis.” The workshop brought together 28 educators, teacher trainers, and school leaders from across the country to strengthen their ability to foster safe, inclusive, and supportive classrooms—even amid conflict and crisis.
Facilitated by Ms. Eleonora Mura, Senior Expert on Ethics Education at Arigatou International – Geneva, the workshop is part of a broader regional initiative led by UNESCO-IICBA, UNESCO Mali, and the Ministry of Education of Mali, with support from the Government of Japan. The initiative is also being implemented in Burkina Faso, the Central African Republic, South Sudan, Chad, and Niger.
Throughout the five-day training, participants engaged deeply with transformative pedagogy approaches that integrate peacebuilding, gender-responsive practices, and mental health and psychosocial support (MHPSS). The workshop emphasized learner-centered strategies aimed at safeguarding children’s well-being and promoting resilience in their educational journeys. “I find the transformative pedagogy approach very relevant to mobilize the knowledge and competencies of learners and to co-develop learning opportunities in the classroom,” shared one participant, reflecting the collective enthusiasm for practical tools that respond to students’ needs.
Participants also recognized transformative pedagogy as a powerful tool to improve communication and build learners’ confidence.“One thing I learned during this workshop is that transformative pedagogy can be used by teachers to boost students’ confidence,” said one educator. Another added, “This workshop helped me understand how improving communication with learners is key—not just for solving problems, but also for fostering honest dialogue and meaningful exchanges in the classroom.”
Participants explored concrete strategies for creating safe school environments and for training others in their communities. This effort lays the groundwork for a national network of empowered educators who can expand the reach and impact of this training across Mali.
A particularly moving moment came when one participant shared: “Particularly as we live in a situation of war that has been imposed on us, we can use what we learned in this workshop to bring peace to our schools.”
As Mali continues to face immense challenges, this initiative stands as a powerful testament to the resilience of its educators and their unwavering commitment to children’s right to education. The workshop represents an important step toward peace, empowerment, and educational transformation in the region.
Arigatou International – Geneva is honored to contribute to this initiative. We extend our heartfelt thanks to our partners for recognizing the impact of our pedagogical approach and for entrusting our team to lead this Training of Trainers workshop.
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On March 5, Arigatou International and Globethics hosted a roundtable discussion at the Geneva Press Club, bringing together key stakeholders to address the ethical challenges and strategic responses to the ongoing funding crisis in the humanitarian and development sectors.
The event, Navigating the Development and Humanitarian Funding Crisis: Ethical Implications and Strategic Responses, gathered representatives from CSOs, UN agencies, diplomats, and humanitarian experts to discuss the far-reaching consequences of budget cuts and shifting donor priorities. As major donors, including the USA, Germany, Switzerland, and the UK, have significantly reduced their contributions to global aid, participants examined how to uphold ethical standards while ensuring the protection of vulnerable populations.
A key takeaway from the discussion was the urgent need to rethink funding models. With traditional aid structures proving unsustainable, experts emphasized the importance of diversifying financial sources, engaging private sector stakeholders, and strengthening local solutions to build long-term resilience. The conversation also underscored the necessity of balancing immediate humanitarian responses with sustainable development strategies to prevent long-term setbacks in human rights and peacebuilding efforts.
Collaboration emerged as another critical theme, with speakers calling for collective action rather than competition for scarce resources. The discussion highlighted the ethical responsibility of humanitarian and development actors to maintain transparency, accountability, and commitment to their core missions despite financial pressures.
The roundtable concluded with a strong call for bold, collective action to ensure that ethical principles remain at the heart of humanitarian efforts. As the crisis deepens, innovative financing, stronger partnerships, and a commitment to human rights will be essential in shaping the future of global aid.
For a full summary of the discussion, read the Geneva Press Club’s press release here: Press release “Navigating the Development and Humanitarian Funding Crisis”
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A training workshop took place on the outskirts of Nairobi, from 26 February to 2 March 2025, bringing together 32 educators from Kitui and Murang’a counties. Jointly organized by the Ministry of Education of Kenya, the Kenya National Commission for UNESCO, and the Kenya Institute of Curriculum Development, this workshop is a key component of the second phase of the Ethics Education Fellowship. It is expected that in this phase, the program will reach 800 children across four schools.
The participants, representing primary and secondary schools, teacher training colleges, and universities, were joined by key officials from the Ministry of Education, Kenya, including the Department of Teacher Education, Department of Planning, Department of Quality Assurance, and the Department of Partnerships and East Africa Affairs. The workshop was also attended by representatives from the Kenya National Cohesion and Integration Commission, the Kenya National Commission on Human Rights, and the Inter-Religious Council of Kenya.
Mr. Elyas Abdi, Director General of Basic Education, Ministry of Education, emphasized the foundational role of ethics and values in national development. “Kenya will achieve development by embracing values and ethics, which are key to building a better future,” he affirmed in an interview with MyGob newspaper. He underscored the alignment of this initiative with Kenya’s Vision 2030 and Sustainable Development Goal 4.7, which promotes education that fosters peace, global citizenship, and cultural understanding.
The Opening Ceremony set the tone for a powerful journey of reflection, dialogue, and transformation. Distinguished speakers offered compelling insights on the role of ethics in strengthening education and empowering students to navigate contemporary global and social challenges.
Mr. Kilian Nyambu, Deputy Director of Public Education and Engagement at the National Cohesion and Integration Commission, highlighted the essential role of ethics in building a unified and peaceful society. He noted that ethics education can help address the root causes of social and political challenges, while promoting national cohesion.
Mr. Suchith Abeyewickreme, Senior Technical Lead for Ethics Education for Children at Arigatou International, applauded Kenya’s steadfast commitment to values-based education. He spoke of ethics as a golden thread that can be woven into curricula, extracurricular activities, and everyday school life—cultivating empathy, responsibility, and critical thinking among learners.
Dr. James Njugu, Acting Secretary General of the Kenya National Commission for UNESCO, celebrated the successes of Phase 1 and encouraged educators to work collaboratively to reimagine and renew the educational experience. He emphasized the importance of equipping teachers with the tools to support the aspirations of today’s youth and future generations.
Dr. Sam Ngaruiya, speaking on behalf of the Director General of Education, officially inaugurated the workshop. He reaffirmed the Ministry’s vision of nurturing ethical, responsible citizens capable of addressing both local and global challenges through education.
The five-day gathering was facilitated by Ms. Mary Kangethe, Kenya National Commission for UNESCO; Ms. Dorah Kitala, Ministry of Education; Ms. Olivia Opere, School of Education, Kenyatta University; and Mr. Suchith Abeyewickreme, Ethics Education – Arigatou International. A special highlight of the week was the return of educators from Phase 1, who served as support facilitators, generously sharing their experiences and insights to guide the new cohort.
“This initiative creates opportunities for educators to foster safe learning environments and build skills for healthy relationships and social responsibility,” stated Ms. Kangethe.
The Ethics Education Fellowship program is made possible through the collaborative efforts of Arigatou International, the Guerrand-Hermès Foundation for Peace, the International Dialogue Centre (KAICIID), the Higher Committee of Human Fraternity.
Arigatou International extends its sincere appreciation to all partners, facilitators, and participants for their unwavering leadership. Congratulations to the newly trained educators who are taking bold steps to embed ethics education into their classrooms and communities across Kenya.
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A new chapter in ethics education began in Salamanca, Guanajuato, as 15 facilitators participated in a Learning to Live Together training workshop. The event, held in collaboration with the Secretary of Education of Guanajuato (SEG) and ‘Comunidad FAST’ (Faith, Social Action and Transformation), marks a significant effort to foster social and emotional skills among young students.
The workshop, held from January 31 to February 3, 2025, is part of a strategic initiative to foster safe learning environments, protect children from violence and promote their holistic well-being. Facilitators trained during this workshop will implement the Learning to Live Together program in 28 public schools across Salamanca throughout the school year, reaching more than 5,000 young people aged 12 to 15. Salamanca was specifically chosen due to its high levels of violence, organized crime, and child recruitment, making this initiative a crucial step in promoting peace and safety for children and adolescents.
Facilitated by Mr. Francisco Vila, Head of Programs, and Ms. Silvia Correa, Consultant on Ethics Education, both from Arigatou International – Geneva, the workshop was organized with the support of GNRC México under the leadership of Ms. Sandra Cazares, Pastor and Founder of ‘Comunidad FAST.’
The training aimed to equip educators, youth leaders, and social workers with essential methodologies and resources to implement ethics education programs effectively within their communities. By the end of the workshop, participants had developed a profound understanding of the core concepts, methodologies, and educational approach of Learning to Live Together, enabling them to refine their teaching strategies and create meaningful learning experiences.
Ms. Cesia Espinoza, a workshop participant, reflected on her experience: “I arrived at the facilitator workshop expecting to receive tools to implement the program, and while I did gain those, it was also a transformative experience that reconnected me with my spirituality. It showed me how, through ethical values, we can plant the seeds of change in our surroundings.” This sentiment was echoed by Ms. Patricia Restrepo, who added, “This experience has enriched me and strengthened my conviction in the methodology and philosophy of working for children and adolescents from a holistic perspective, rooted in spirituality—starting from within ourselves.”
Ms. Teresa Castellanos, an official from SEG and President of EduPaz, visited the workshop and engaged in a dialogue with the participants. She shared insights on the pressing issues of violence affecting children and adolescents in the region, fostering an open discussion on the role of education in addressing these challenges. Inspired by her words, many participants reaffirmed their commitment to fostering safe spaces for young learners. They engaged in thoughtful discussions on the impact of violence on children and adolescents, emphasizing the transformative role of values-based education in challenging environments.
Through interactive sessions and reflective exercises, participants gained the knowledge and skills needed to design ethics education programs tailored to their specific contexts. Additionally, the sessions provided valuable insights into monitoring and evaluation tools, ensuring the sustainability of the initiatives.
“I am convinced that we will reach many lives and homes, paving the way for a better world based on love, empathy, respect, and reconciliation—fundamental values both for the foundation and society, which need to be strengthened and, most importantly, lived,” reflected Ana Laura Aguilera at the end of the workshop.
Following the training, teachers will bring this program to life, inspiring adolescents to become changemakers in their communities. By fostering creativity and leadership, students will not only develop meaningful projects but also amplify their voices, take ownership of their spaces, and lead transformative initiatives that shape a brighter future for themselves and those around them.
“We don’t see Learning to Live Together as a project with a start and end, but rather as an ongoing element that strengthens our work as a faith-based community, allowing us to offer true guidance to adolescents,” explained Sandra Cazares when discussing the next steps. “It was a deeply enriching experience that encouraged us to connect with ourselves, with God, and with our communities. It equipped us to foster empathy, methodically address conflict resolution, self-esteem, and peacebuilding, critically analyze injustices, and, most importantly, it mobilized us into action.”
Salamanca is currently considered a priority area by the State of Guanajuato due to its high levels of violence and school dropout rates. Through ethics education and intercultural and interfaith learning, this workshop represents a powerful step toward building pathways to peace and creating safe spaces for young people in Salamanca and beyond.
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A five-day Teacher Training Workshop on Transformative Pedagogy for Fostering Holistic Well-being and Safe Learning Environments for Empowered Learners took place from 29 September to 04 October 2024 in Juba, South Sudan. The workshop brought together 47 educators from 10 schools across 5 states, along with teacher trainers, and government officials.
Organized by the Ministry of General Education and Instruction, UNESCO South Sudan, and UNESCO International Institute for Capacity Building in Africa (IICBA), the workshop aimed to strengthen the capacity of educators to create safe, inclusive, and resilient learning environments.
Mr. Tap Raj Pant, Chief of Education at UNESCO’s Juba Office, officially welcomed the participants, setting the tone for the event. This was followed by opening remarks from Mr. David Lowela, Director General for Basic and Secondary Education and Acting Undersecretary of the Ministry of General Education and Instruction. In his address, Mr. Lowela emphasized the collective responsibility of ensuring safe learning environments, stating, “We need to make the learning space safe. Making the learning place safe is the responsibility of all of us, the Ministry of Education, our partners and even the students.”
Facilitated by Mr. Suchith Abeyewickreme, Senior Technical Lead for Ethics Education at Arigatou International Geneva, Ms. Erica Derjacques-Inacio, Consultant with Arigatou International Geneva, and Ms. Eyerusalem Azmeraw, Project Coordinator at UNESCO IICBA, the workshop focused on transformative learning approaches to address the challenges faced by South Sudan’s education sector.
Participants explored strategies to foster the holistic well-being of learners by promoting dignity, rights, and agency, alongside building a supportive and inclusive educational environment. The workshop emphasized:
Discussions focused on key themes such as conflict resolution, peacebuilding, gender equity, and social transformation—critical components for addressing South Sudan’s unique socio-political challenges. South Sudan’s current development landscape is shaped by its complex history, including years of conflict, high inflation, and vulnerabilities to climate-related shocks. The nation’s political system is undergoing a fragile transition, compounded by risks such as drought, flooding, and continued conflict. Additional challenges include early marriage, widespread poverty, limited access to sanitation, severe food insecurity, and the pressing need for humanitarian aid. South Sudan is facing a dire humanitarian crisis; in 2022 alone, an estimated 8.9 million people—out of a population of 12.4 million—required humanitarian assistance.
The well-being of teachers was highlighted as a critical foundation for empowering them to become agents of change in their communities. One teacher noted, “You need to have peace in your mind. If you don’t have peace in your mind, you can’t help others achieve peace in theirs.” Reflecting on the impact of the training, another participant shared, “I used to focus solely on providing knowledge, but after this training, I learned how to nurture students’ well-being and address dimensions I had never considered before.” This underscores the transformative effect of prioritizing holistic development in education.
This initiative forms part of the project: “Creating Safe, Supportive, and Resilient Learning Environments to Safeguard Children’s Right to Education Amid Conflict and Crises in the Sahel, Central, and East Africa,” sponsored by the Government of Japan. The project focuses on strengthening the capacity of educators to ensure children’s right to education is upheld in regions affected by conflict and instability.
We thank UNESCO IICBA for entrusting us with this significant undertaking. The commitment of South Sudanese teachers to creating transformative learning spaces is inspiring. You are the foundation of a brighter future for our children.
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The Ethics Education Fellowship is stepping into its second phase with ambitious new initiatives designed not only to broaden its reach and impact but also to establish a lasting foundation for sustainable change in education.
Launched in 2022 by Arigatou International, the Guerrand-Hermes Foundation for Peace, KAICIID International Dialogue Centre, the Higher Committee of Human Fraternity, and UNESCO, this program has already made a profound impact, reaching schools in Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles.
Through the support of local Ministries of Education and National Commissions for UNESCO, the fellowship has sparked a movement that uses the transformative power of education to promote core values such as empathy, mutual respect, solidarity, and reconciliation—values crucial for building peaceful, inclusive societies.
This second phase introduces innovative approaches, harnessing technology and digital tools to reach teachers and learners in remote areas, encouraging interactive engagement from learners., and significantly expanding the program’s reach.
With an active involvement from diverse stakeholders, the program is setting the stage for a future where ethics education is embedded into the educational system, ensuring its sustainability and relevance for generations to come.
Building on the success of its first phase, which saw 324 teachers trained and over 8,000 children reached, the second phase of the Ethics Education Fellowship is poised to scale up its impact and create a strong foundation for institutionalizing ethics education at the national level. With the formation of country committees, a strategic advocacy plan, and the launch of new training workshops, the program is setting the stage for a transformative shift in education.
Bangladesh
In Bangladesh, the Directorate of Secondary and Higher Education has formed a Program Implementation Committee to drive coordination across the education sectors, setting the stage for an exciting new chapter of the program.
Children from the first phase of the Ethics Education Fellowship led impactful initiatives through their Ethics Clubs, such as raising funds for flood relief, cleaning school grounds, and planting trees. These actions not only helped their communities but also inspired their peers to take part, creating a ripple effect and fostering a sense of active citizenship. One student shared, “It is amazing to take part in such work. Of course, it is our responsibility to keep our premises clean, but when necessary, we should get down to work without hesitation.”
On 14 September 2024, fellows and teachers from Bangladesh met online to share progress, tackle challenges, and plan the next phase of the Ethics Education Fellowship. They discussed ongoing activities and innovative approaches to boost learner engagement. Reflecting on the program’s impact, Mr. Moinul from Pabna shared, “I am practicing ethics education regularly, and learners are happy,” highlighting the meaningful progress in fostering ethical values and enriching learning experiences.
The team of fellows in Bangladesh is preparing for the next National Teacher Training Workshop, set for 19-23 January 2025. This five-day workshop will bring together 48 new teachers from both madrasah and general schools, equipping them with the tools to further advance ethics education.
Indonesia
In Indonesia, the Ethics Education Fellowship is leveraging digital technology to expand its reach and deepen its impact. To make ethics education accessible to teachers nationwide, the Ministry of Basic and Secondary Education has developed three online learning modules. These modules, based on Arigatou International’s Teacher’s Activity Booklet, focus on three key dimensions of the Pancasila Student Profile: critical thinking, collaboration, and global diversity. Available in both Bahasa and English, the modules ensure that ethics education is integrated into the daily lives of students, aligning with the nation’s foundational ideology, Pancasila.
Since the launch of the second phase of the Fellowship program, 200 educators have participated in training workshops designed to empower them with the tools and skills to integrate Ethics Education into their school programs. With a strong focus on enhancing the Pancasila Student Profile, these workshops are not just about teaching—they’re about transforming how educators role model ethics, nurture critical thinking, and foster global citizenship diversity in the classroom.
By the end of the workshops, participants were fully equipped to design, implement, monitor, and evaluate tailored Ethics Education programs that meet the unique needs of their students.
Reflecting on the training’s impact, Mrs. Arlitasari shared, “Ethics Education plays an essential role in shaping future students. Through this training, I learned about children’s rights and how to incorporate these into the learning process to ensure they are fulfilled.” Mrs. Herawati added, “Ethics Education offers countless benefits, especially in creating a safe, child-friendly environment that fosters optimal learning outcomes—where the process is as important as the result.”
Kenya
The second phase of the Ethics Education Fellowship in Kenya was officially launched during the Stakeholder Forum on 30 August 2024, which brought together a diverse group of key stakeholders to discuss how to ensure the program’s sustainability, particularly its integration into the national curriculum. Hosted at the Kenyan Institute of Curriculum Development, the forum featured an online address by Ms. Maria Lucia Uribe, Executive Director of Arigatou International Geneva, who represented the Fellowship partners.
As the program moves forward, children from the first phase continue to lead by example through impactful initiatives. A standout example was the collaboration between the Ethics Club at KU Primary School and students from “Tree Side Special School,” a school for children with special needs. This special event not only promoted inclusion and empathy but also created lasting connections between students from different backgrounds, showing the power of shared experiences.
Additionally, the Fellowship’s influence reached new heights with the acceptance of a research paper at the prestigious International Conference at Kenyatta University. Titled “A Transformative Approach to Integrating Ethics Education into Teacher Training for Promoting Social Cohesion, Peace, and Inclusion in Kenya,” the paper, developed by Ms. Sanjanee Ambegoda, Ms. Eleonora Mura, and Mr. Francisco Vila from Arigatou International, alongside fellows Ms. Olivia Opere, Ms. Nelly Machu, and Ms. Mary Kangethe from UNESCO National Commission for Kenya, showcases the program’s ongoing commitment to shaping a more inclusive and peaceful society through ethics education.
Mauritius
One of the most exciting developments in the second phase of the Ethics Education Fellowship in Mauritius is the inclusion of Rodrigues Island. While the program was previously focused solely on the main island due to Rodrigues’ remoteness and access challenges, this new phase expands the program to reach this important region.
During this period, the team in Mauritius also established a steering committee to oversee the second phase of the Fellowship, focusing on four key areas: (i) curriculum integration, (ii) the development and digitization of materials—including a Cultural Map, (iii) teacher training, and (iv) implementation at the school level.
The Cultural Map is a particularly innovative component of the program. Designed to highlight the historical, cultural, and religious significance of various locations across Mauritius, this interactive tool allows students to click on different places and learn about their importance. This creative approach aims to engage students in their local heritage while fostering a deeper connection to their community.
To ensure the success of the program, a stakeholders meeting was held with school heads and representatives from various institutions, where they were briefed on the achievements of the first phase and the goals for the second. The meeting was an invitation to contribute to the continued success and growth of the program.
Looking ahead, the team in Mauritius is preparing for a training workshop in early 2025, where 154 Life Skills and Social and Modern Studies teachers from 46 schools will come together to deepen their understanding of ethics education and learn how to integrate it into their classrooms.
Nepal
During this period, the team of fellows in Nepal has been actively reviewing and adapting the Teacher’s Activity Booklet to include local examples, while also developing reference materials tailored for teachers. To ensure strong support for the teachers involved in the second phase, they organized a consultation on 9 December with district-level education heads and school headteachers, fostering collaboration and alignment with local education leaders.
From 10-15 December, a National Training of Teachers Workshop was held to equip new educators joining the Fellowship program. The workshop brought together 21 teachers from three provinces, along with two municipality education officers, to deepen their understanding of ethics education and prepare them to implement the program effectively in their classrooms.
Seychelles
A key highlight of Seychelles’ engagement in the second phase is the integration of Ethics Education into a new Diploma for Teachers, designed to equip educators across the island with the skills to develop and implement ethics education programs in schools. This initiative is being spearheaded by the Department of Curriculum Leadership and Implementation within the Ministry of Education, ensuring a strong foundation for the program’s sustainability.
Throughout this period, a variety of impactful activities were carried out in schools that participated in the first phase, including learners’ and teachers’ circles, a compassion and empathy event, visits to nursing homes for the elderly, and an interfaith gathering for teachers. These activities helped deepen students’ and teachers’ understanding of ethics while promoting values such as empathy, solidarity, and respect.
Looking ahead, the next National Teacher Training Workshop in Seychelles is set for 27-31 January 2025. This workshop will not only strengthen the teachers’ capacity but also extend the program to schools on outlying islands, broadening its reach beyond the mainland.
Global Collaboration and Advocacy
In addition to the country-specific progress, several key activities have significantly amplified the program’s impact.
On 23 September, a consultation with 25 learners from participating countries was held in collaboration with the United Nations Office of the High Commissioner for Human Rights (OHCHR) and UNESCO. This consultation gave children a platform to voice their ideas, requests, and concerns regarding the United Nations Human Rights Council Resolution on Ensuring Quality Education for Peace and Tolerance for Every Child. The insights and recommendations gathered from the children have been shared with the OHCHR, offering a vital contribution to shaping policies that reflect the needs and perspectives of those directly affected.
On 27 November 2024, the first Learning Circle of the second phase took place, bringing together 65 participants for an engaging online gathering. Fellows and teachers from across the program shared exemplary practices from their countries, fostering a vibrant space for collaboration, innovation, and mutual learning.
As the second phase progresses, the Ethics Education Fellowship demonstrates the power of ethics education to foster peaceful, inclusive, and resilient communities. Its success across all six countries paves the way for a global movement that is reshaping education.
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A significant step forward in the global efforts to end violence against children was taken at the Global Ministerial Conference on Ending Violence Against Children held in Bogota, Colombia from 7-8 November 2024.
During the meeting, Arigatou International held a side event on The Role of Religious Leaders in Ending Violence Against Children, hosted in collaboration with the Interfaith Alliance for Safer Communities, United Nations Office on Violence against Children, World Council of Churches, and World Vision International.
This timely gathering brought together more than 60 participants including religious leaders, government representatives, civil society actors, and children to highlight the critical role faith communities play in child protection. Moderated by Ms. Maria Lucia Uribe, Executive Director of Arigatou International Geneva, the discussions resonated with a shared commitment to fostering collaboration and action.
Keynote speaker Sheikh Ibrahim Lethome, Secretary General of the Centre for Sustainable Conflict Resolution, and Legal Advisor of the Supreme Council of Kenya Muslims, brought attention to harmful practices sustained under the guise of religion. He pointed out that cultural and religious norms sometimes perpetuate violence against children, despite existing laws. His call for faith leaders to challenge such practices resonated deeply. Faith leaders, he argued, are uniquely positioned to reconcile faith with child protection.
Voices from diverse regions and faith traditions shared powerful insights, and government officials from Colombia, Pakistan, the United Arab Emirates, and Zambia underscored the unique influence and reach of faith communities in addressing systemic issues. Their trust, values, and leadership within communities place them in a pivotal position to advocate for and protect children.
H.E. Msgr. Luis Manuel Ali Herrera of the Pontifical Commission for the Protection of Minors shared good practices from the Catholic Church, emphasizing the importance of global accountability in safeguarding children, and stressing the need for standardized measures to protect children.
Building on this, Ms. Ornella Barros, Program Officer at Arigatou introduced the Toolkit Nurturing the Spiritual Development of Children in the Early Years, developed by the Consortium on Nurturing Values and Spirituality in Early Childhood for the Prevention of Violence. This resource focuses on equipping faith actors to protect children from violence in early childhood by supporting parents, caregivers, educators and communities to nurture children’s spiritual development. She shared how the Toolkit has been successfully implemented in Mexico, Brazil, Pakistan, and India.
The discussion also featured success stories from around the world. Ms. Sarah Ahmad, Member of the Provincial Assembly, and Chairperson of the Child Protection and Welfare Bureau, Punjab, shared how collaboration with religious leaders has led to impactful results in the past, like the reduction of polio cases. She also shared how they are promoting positive parenting across 900 mosques and shrines in Punjab, Pakistan.
Ms. Susan Musonda, from the Ministry of Community Development and Social Services of the Government of Zambia, highlighted how intergenerational dialogues and the involvement of traditional leaders have driven meaningful change, noting that “When faith leaders speak, people tend to listen.” Similarly, Lt. Col. Abdulrahman AlTamimi, Deputy Director General of the International Affairs Bureau at the UAE Ministry of Interior, emphasized the trust people place in religious leaders. He explained that this trust often positions them as first responders, offering not only spiritual support but also moral, emotional, and material assistance.
Salome, a child representative from Colombia, provided a moving perspective on the normalization of violence against children within cultural and religious contexts. “Many beliefs normalize certain types of violence against children,” she said, calling for laws, education, and collaboration with religious leaders to create safe spaces for children and effective support channels.
Mr. Bill Forbes, Global Director of Child Protection and Participation from World Vision shared insights from a five-year research project, highlighting the profound impact of faith communities in ending violence against children. He talked about “Channels of Hope” a program to empower faith leaders through dialogue and reflection. Echoing this, Mr. Peter Prove, Director of the Commission of the Churches on International Affairs of the World Council of Churches (WCC), showcased the success of collaborative church initiatives addressing violence in all its forms. According to Prove, “The structural violence against children represented by inaction to prevent the climate catastrophe is an aspect that the WCC is emphasizing, along with the close nexus between its peacebuilding work and the protection of children from violence, including the situation of children recruited by armed groups.”
The event also spotlighted innovative policy-level work in Colombia. Dr. Alexander Jaimes, Director, Office of Religious Affairs, Ministry of Interior of Colombia, described how faith communities became pivotal during the pandemic, helping to prevent child abuse and suicide while fostering social cohesion. Religious leaders in the country have also been instrumental in sharing best practices, providing expertise, and extending protection to areas beyond the government’s reach.
As the discussions drew to a close, Dr. Lorena Rios, Colombian Senator and Coordinator of the Commission for Childhood and Adolescence, Congress of Colombia, emphasized the importance of including children’s voices in decision-making. “Listening to children’s voices is mandatory. Any activity or policy that comes from a State or a civil society organization must include their protagonists, and in this case, the protagonists are children,” she affirmed.
Mr. Pablo Espiniella, Senior Special Assistant and Chief of Staff at the United Nations Office of the Special Representative of the Secretary-General on Violence Against Children, delivered the closing remarks. He highlighted the renewed Pathfinding Initiative (Pathfinding 2.0), launched during the conference, and emphasized its goal of prioritizing child protection on government agendas through a cross-sectoral, bottom-up approach. Mr. Espiniella underscored the vital role of faith communities in supporting and advancing this initiative.
The event concluded with a call to action, emphasizing the need to scale up successful practices in a cost-effective manner and enhance coordination among faith actors, civil society, and governments.
Key recommendations included strengthening the capacity of religious leaders to effectively protect children, leveraging the influence of faith communities to address the needs of the most vulnerable children—such as those on the move, children living on the streets, and others—and building evidence on the role and effectiveness of faith communities in ending violence against children. Additionally, participants called for creating spaces to showcase and promote successful collaborations between governments, religious communities, and faith-based organizations. They also recommended formalizing the services provided by religious communities as part of national child protection systems.
We extend our gratitude to the organizers of the Ministerial Meeting for creating a platform to address these critical issues. We also thank our partners and panelists for generously sharing their time and expertise, and contributing to the global movement to end violence against children.
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From 21 to 25 October 2024, Ouagadougou, Burkina Faso, became the center of an inspiring initiative to strengthen education. Fifty teachers and teacher trainers from across the country gathered at the Town Hall of Ouagadougou for an interactive workshop aimed at fostering transformative safe, supportive, and resilient learning environments for children.
This workshop is part of the project, “Creating Safe, Supportive, and Resilient Learning Environments to Safeguard Children’s Right to Education Amid Conflict and Crises,” supported by the Government of Japan. It focuses on equipping education stakeholders with the skills and tools to ensure children’s rights to education are upheld, even in the face of conflict and crisis.
Opening Ceremony with Distinguished Guests
The opening ceremony was attended by prominent officials, reflecting the significance of the initiative. Among them were the Chargé d’Affaires of the Embassy of Japan in Burkina Faso, Mr. Hiroyuki Kanda, and the Secretary-General of the Burkinabe National Commission for UNESCO, Dr. Fatie Ouattara.
Their presence underscored the collaborative spirit behind this initiative, co-hosted by the Ministry of Education, the National Commission of UNESCO of Burkina Faso, and UNESCO IICBA, with facilitation by Arigatou International – Geneva.
A Hands-On Approach to Learning
Facilitated by Ms. Eleonora Mura, Senior Expert on Ethics Education for Children at Arigatou International – Geneva, and Prof. Boubacar Niane of Université Cheikh Anta Diop, Dakar, Sénégal, the workshop was designed to empower participants through interactive sessions based on transformative pedagogy and Arigatou International’s Ethics Education Approach.
At the training workshop, participants gained in-depth knowledge about creating Transformative Safe Learning Environments and supporting learners’ well-being; developed essential skills to design learner-centered activities that integrate safety and well-being into national training programs; and learned to deliver engaging training sessions using participatory, transformative pedagogy, including integrating play-based activities. The workshop focused on the holistic well-being of teachers and learners, integrating also mental health and psychosocial support activities.
For many participants, the workshop provided their first encounter with creating Transformative Safe Learning Environments. The impact was immediate and deeply felt. “I thought it was not possible to create safe environments given the challenges we face, but I learned that we can do so with joy and play,” shared one participant. “I learned that motivation is key to creating a stimulating learning environment. I felt motivated throughout and want to inspire my students,” said another.
This training is particularly focused on addressing school violence in Burkina Faso, including physical, psychological, and inter-ethnic challenges, which threaten the safety and academic success of learners.
Participants concluded the workshop by developing actionable plans and a concrete project to implement safe and inclusive practices in their schools. The project will be finalized with their learners, and implemented with the support of mini-grants awarded to each school.
A Regional Initiative
This workshop is part of a broader project spanning Burkina Faso, the Central African Republic, Mali, South Sudan, Chad, and Niger, with the shared goal of promoting safe, supportive, and resilient school communities.
By empowering educators to create transformative learning environments, this initiative ensures that children’s rights to education are upheld, even in the most challenging contexts.
We thank our partners for trusting Arigatou International with this unique endeavor. Together, we are building a future where every child can learn, grow, and thrive in a safe and supportive environment.
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During the 11th Geneva Peace Week, a hybrid workshop titled “Addressing Discrimination and Xenophobia in Schools through Ethics Education Transformative Pedagogies” brought together educators, policymakers, and peacebuilders. Organized by Arigatou International, the Kenya and Indonesia National Commissions for UNESCO, and UNESCO’s Multisectoral Regional Office for Eastern Africa, the session explored how ethics education can counteract discrimination and foster inclusive environments in schools.
Moderated by Mr. Francisco Vila, Head of Programs at Arigatou International, the workshop featured interactive exercises designed to confront ethical dilemmas related to privilege and exclusion. One activity, “Diminishing Islands,” engaged on-site participants in discussions about real-world scenarios involving social dynamics, encouraging them to explore non-violent and inclusive responses to discrimination.
Ms. Maria Lucia Uribe, Executive Director of Arigatou International—Geneva, opened the dialogue by underscoring ethics education’s transformative potential in addressing discrimination and xenophobia. She highlighted the importance of cultivating empathy and mutual respect among students to create inclusive learning environments.
Following the activity, Ms. Schéhérazade Feddal, Education Program Specialist at UNESCO’s Multisectoral Regional Office for Eastern Africa, explained how the transformative pedagogy behind ethics education equips children and youth with essential life skills. By placing students at the heart of the learning process, this approach fosters empathy and understanding across cultural and religious divides, helping young people to appreciate diversity and develop inclusive perspectives.
Ms. Mary Kangethe, Director of Education Programs at the Kenya National Commission for UNESCO, shared insights from the Ethics Education Fellowship, a program that has been implemented in six countries, including Kenya. She noted that the program, led by the Ministry of Education in Kenya, has heightened children’s awareness of social and cultural dynamics, encouraging them to be more attuned to issues of privilege and bias. Kangethe highlighted the interfaith and intercultural elements of the program, which have offered students new perspectives on diverse religions and cultures. Monitoring and evaluation results have shown that ethics education can positively impact academic performance by building students’ self-confidence and resilience.
Dr. Itje Chodidjah, Executive Chair of the Indonesian National Commission for UNESCO, spoke about the Fellowship’s integration within Indonesia’s educational framework. She explained how it aligns with the Pancasila Profile—Indonesia’s philosophical foundation—incorporated in the national curriculum. The Fellowship’s approach introduces students to interfaith understanding, promoting awareness and mutual respect across diverse beliefs. Teachers involved in the program also play a key role, modeling inclusive behavior and collaborating across schools.
The workshop concluded with an engaging Q&A session, where participants discussed the practical applications of ethics education for peacebuilding and inclusivity in schools. Geneva Peace Week 2024, held from October 14 to 18 at the Maison de la Paix and themed “What is Peace?”, featured over 70 events with 117 partner organizations. This week-long gathering offered a unique platform for global peacebuilders, fostering discussions on how initiatives like ethics education can play a vital role in shaping inclusive, peaceful societies.
We extend heartfelt thanks to Geneva Peace Week for providing a space for dialogue and learning, to our partners for their invaluable trust, to the facilitators for sharing their expertise, and to all participants for their enthusiastic engagement.
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“Education is not neutral. It has two faces. It can either promote mutual understanding, respect, trust and collaboration, or it can exacerbate divisions, polarization, hatred and fear of the other,” said Ms. Maria Lucia Uribe, Director of Arigatou International Geneva, as she addressed global leaders and advocates in a panel discussion on Quality Education for Peace and Tolerance for Every Child at the 57th Session of the Human Rights Council.
The panel discussion, held on 18 September 2024, focused on Resolution 54/5, which emphasizes the need for accessible, equitable, and quality education that promotes peace and tolerance, especially for vulnerable children. The resolution, spearheaded by Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan and Uzbekistan, aims to harness education as a tool for peacebuilding and societal harmony.
Opening the dialogue, Deputy High Commissioner for Human Rights, Ms. Nada Al-Nashif, drew attention to the 460 million children in the world who are deprived of education due to violence, stressing that peace education is crucial even in relatively peaceful societies. She warned that no nation is immune to structural violence, hate speech or gender inequality. “Empowering children with the knowledge, skills and values necessary to contribute to an equitable society is increasingly acknowledged across all United Nations pillars,” she stated reaffirming the role of education in the achievement of peace and security.
H.E. Ms. Alua Nadirkulova, Ambassador-at-Large of the Ministry of Foreign Affairs of Kazakhstan, representing the Central Asian nations behind the resolution, shared her country’s efforts in the repatriation and reintegration of children from conflict zones, including those returning from Syria and Iraq. As a result, over 200 children were enrolled in preschool education and more than 200 children were enrolled in schools. “Only through respect for human rights and fundamental freedoms can peace and tolerance be truly promoted,” she concluded.
Member and former Chair of the UN Committee on the Rights of the Child, Ms. Mikiko Otani, emphasized the critical role of education in fostering peace, tolerance, and human dignity, asserting that “education is the key” to building sustainable peace, especially for children affected by conflict. Drawing on Article 26 of the Universal Declaration of Human Rights and the Convention on the Rights of the Child, she called for the integration of peace education and human rights education into school curricula worldwide, starting from early childhood.
UNESCO’s Ms. Eyerusalem Azmeraw, representing the International Institute for Capacity Building in Africa (IICBA), showcased the organization’s contributions to peace education in collaboration with Arigatou International. She shared success stories from initiatives in Nigeria, Tunisia, Algeria, Kenya and Uganda. Ms. Azmeraw also called for adequate resource allocation for peace education, strengthened teacher training institutions, community engagement, and multi-sectoral collaboration among other necessary measures.
Drawing on Arigatou International’s experience in over 50 countries, Ms. Uribe stresses the need for education systems to address structural violence, promote equity and empower children to work together across differences. She called for a whole-community approach, involving governments, religious communities, teachers and families, to create sustainable peace.
A key moment during the session was a video message from 15-year-old Vinaya, a child rights advocate from India. Vinaya spoke powerfully about the struggles faced by minority and disabled children in accessing education, stressing the vital role peace education can play in creating a more inclusive world. “We can make this world a better place by learning to live in harmony with others,” she reminded the audience.
Numerous states expressed strong support for the resolution during the session. Lithuania, Afghanistan and Ivory Coast highlighted the ongoing discrimination against girls in education. Sierra Leone, Namibia, Luxembourg and Mauritius advocated for free education to ensure universal access. Concerns about harmful rhetoric in educational materials were also raised by representatives from Israel, Armenia and Palestine.
The outcomes of the panel discussion will contribute to a comprehensive report on best practices and recommendations for advancing quality education for peace and tolerance. This report will be presented at the 59th session of the Human Rights Council and will inform the 2025 United Nations Peacebuilding Architecture Review.
Arigatou International remains steadfast in its commitment to fostering education systems that nurture values of peace and mutual understanding, empowering children to become key actors in building a peaceful and inclusive future.
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Despite significant progress driven by the United Nations (UN) and mechanisms such as the Convention on the Rights of the Child, children worldwide remain vulnerable to violence caused by structural issues like discrimination, displacement, and poverty. In response, the Working Group on Children and Violence, composed of civil society organizations dedicated to children’s rights, has developed a publication with recommendations to address these critical issues.
On September 10th, the Working Group, co-convened by Arigatou International and World Vision, launched this publication during the 57th session of the Human Rights Council at Palais des Nations in Geneva. The event was organized by Child Rights Connect, the Permanent Mission of Colombia to the UN in Geneva, the World Health Organization and the UN Secretary-General on Violence Against Children. More than 120 participants attended the event, including representatives from 31 Permanent Missions to the UN in Geneva, and more than 50 individuals from different countries joined online.
The publication “Eliminating Violence Against Children: Promoting the Adoption of Effective Measures for Ending Violence Against Children Through Human Rights Engagement” focuses on successful strategies rather than shortcomings. It highlights seven states—Zambia, Montenegro, Sierra Leone, Paraguay, Colombia, Indonesia, and Sweden—that have effectively addressed violence against children. Key strategies identified include political will, legislative frameworks, adequate budget allocation, capacity strengthening, multisectoral collaboration, child involvement, international cooperation and rigorous monitoring and evaluation.
Recommendations for other states include adopting and implementing appropriate legislation, enforcing national child rights policies and action plans, establishing national data collection systems, allocating sufficient budgets, training human resources across sectors, engaging children in solutions and fostering international cooperation and accountability.
Key speakers at the launch included His Excellency Mr. Gustavo Gallon, Ambassador Extraordinary and Plenipotentiary of Colombia. H.E. Mr. Gallon described the publication as a testament to his country’s unwavering commitment to protecting children. Ms. Najat Maala M’jit, Special Representative of the Secretary-General on Violence Against Children, stressed the importance of involving children in solutions, noting, “Children have to be on board as part of the solution because they know very well what works and what doesn’t.” As violence impacts every aspect of life, and children often bear the brunt, it is crucial to include them in collaborative efforts to find sustainable solutions.
Ms. Maria Lucia Uribe, Executive Director of Arigatou International – Geneva, presented the main aspects of the publication, and emphasized, “Violence is preventable, violence can be effectively addressed, violence can be eliminated.” Ms. Anne-Marie Vuignier, UN Representative at World Vision International echoed this sentiment, stating, “We have very important tools; now it is about implementing them,” as she moderated the discussion.
Speakers included the Permanent Representatives from states highlighted in the publication for their effective methods in combating violence against children. Ms. Carolina Solano, External Relations Advisor, from the Permanent Mission of Colombia, expressed her hope that the publication would aid other countries in policy-making. H.E. Mr. Frebriann Ruddyard from the Permanent Mission of Indonesia and H.E. Mr. Lansana Gberie from Sierra Leone emphasized stakeholder engagement and initiatives like school feeding programs. Deputy Permanent Representative of Zambia, Mr. Trevor Sichombo and H.E. Ana Edelmira Rolon, from the Permanent Mission of Paraguay highlighted the importance of multistakeholder cooperation and integrating children’s voices. “We need not only to rely on law and budget allocation, but with multistakeholder cooperation and integrating the voices of children,” she stated. From the Permanent Mission of Montenegro H.E. Ms. Slavica Milacic closed the country presentations with a global call to action, “ It’s time to translate our commitment to concrete actions.”
As the event neared its conclusion, Ms. Sabine Rakotomalala, Senior Technical Advisor at the World Health Organization, urged states to register for the upcoming Global Ministerial Conference on Ending Violence Against Children to be held on November 7-8, 2024, in Bogotá, Colombia. Ms. Brikena Zogaj, Senior Advisor on Child Protection at World Vision, concluded the event with a powerful message: “I choose hope.” She echoed the urgent plea of children, emphasizing that “every five minutes a child dies as a result of violence.” She urged states not to delay action, underscoring the critical need for immediate and sustained efforts to end violence against children.
Arigatou International expresses gratitude to the organizing partners, the representatives of Permanent Missions and the participants joining both onsite and online, for making this launch a success.
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An inspiring workshop for facilitators of the “Learning to Live Together” program took place in Santiago, Chile, marking the beginning of a significant initiative to foster a better coexistence in diverse intercultural and interreligious contexts through ethics education. From July 31 to August 3, 2024, the Methodist Seminary hosted 25 participants, including educators and social workers from Methodist, Catholic and public schools, and leaders from the Scout Movement.
This workshop is the first phase of an intervention project to support each institution in integrating ethics education into their programs. The project includes the planning and implementation stages, as well as a monitoring, evaluation and learning process to ensure effective adoption and impact.
The workshop emphasized the critical role of values-based education in addressing the challenges faced by children and adolescents in Chile. The group engaged in deep reflection on these issues, exploring how education can contribute to creating inclusive and harmonious communities.
A central theme that emerged was the recognition of schools as safe havens for children. Participants widely agreed that schools provide a nurturing environment where children feel welcomed and supported. However, they also highlighted the stark contrast outside the school setting, where children face numerous difficulties, primarily due to parental absence. One of the participants, Ms. Loreto Jara, Head of School Coexistence at a public school emphasized, “The biggest challenge is loneliness. Children are very much alone. The school is a safe place where they can share, which is why we have so many extracurricular activities for them (…) I dream of seeing empowered children, full of confidence and hope for the future,” she added.
Another significant challenge discussed was education in migratory contexts. Ms. Javiera Fredes, Head of Pastoral Management at a Christian school, shared how 60% of her students are migrants, many of whom stay for only a year or two before migrating again. She highlighted the importance of nurturing values and critical thinking in children, “When you strengthen the ethical dimension, you provide pillars where children can ground themselves, giving them a solid foundation of ethical values to help them make the best decisions,” she stated. At the same time, she addressed the difficulty in providing migrant children with the tools they need to navigate today’s society and the issues they face daily.
The spiritual dimension was a key focus of the discussions. Ms. Tania Alvares, representing the Chilean Guides and Scouts Association, shared insights on how spirituality is woven into the scouting experience: “In Scouts, we strive to connect with nature and, through it, discover God or a higher power.” She highlighted the importance of their commitment to “always improving” and serving others. “This program deeply resonates with us because it honors both individual uniqueness and the values of living in a community.”
One of the workshop’s highlights was a dialogue with Ms. Cristina Vega, the National Head of School Coexistence from Chile’s Ministry of Education (MINEDUC). She provided a comprehensive analysis of the realities faced by children in the country, highlighting the importance of the Convention on the Rights of the Child. Alongside her, Ms. Consuelo Jara (19), a former member of the Advisory Council of the Office for the Defense of Children’s Rights, shared her powerful personal story. Ms. Jara’s experiences inspired her to found “Derribando Gigantes” (Tearing Down Giants), an organization led by children that focuses on preventing bullying and improving school coexistence. She recounted how, while still a student, she established the organization, underscoring the critical role the educational community plays in empowering children to become positive change agents.
The workshop was filled with enthusiasm, as the participants showcased their passion, eagerness to learn, and motivation to implement the program in their respective institutions. Key discussions revolved around respecting children’s rights and nurturing their spirituality. The dedication and experience of the participants shone through in their commitment to making a difference in their communities.
Participants represented different institutions, including the Methodist School of Santiago, Methodist School Los Andes, Sweet Nursery and Kindergarten, Cristóbal Colón School, Blas Cañas Commercial Institute, San Bernardo Belgium School and the Chilean Guides and Scouts Association.
The workshop was organized by the Global Network of Religions for Children (GNRC), GNRC Chile and Arigatou International – Geneva. Special thanks are extended to the facilitators, Mr. Marco Fabián Laguatasi Correa, Advisor for CELAM (Latin American and Caribbean Episcopal Council) and GNRC Ecuador Coordinator; Mr. Marcelo Neira, Director of Advocacy and Studies at the Archdiocese of Santiago; along with the support of Ms. Maria Jose Ananias, Coordinator of Networks and Programs for Latin America and the Caribbean at GNRC; Mr. Francisco Vila, Head of Programs at Arigatou International – Geneva; and Mr. Oscar Espinoza, Pastor at the Methodist Church of Chile, Chaplain of the Methodist School of Santiago and GNRC Chile Coordinator.
The success of this event is a testament to the collective effort and shared vision of those dedicated to improving the lives of children and creating a more peaceful, inclusive society. Thank you to everyone who made this significant workshop possible.
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In a pioneering initiative, Arigatou International — Geneva, the Global Network of Religions for Children (GNRC) Tanzania, and the Global Religions for Children Foundation joined forces to carry out a training workshop in Tanzania. Launched during the Day of the African Child, the workshop equipped religious, community leaders, and social workers with skills to nurture the spiritual development of children in their formative years. The event is based on the innovative Toolkit, “Nurturing the Spiritual Development of Children in the Early Years,” developed by the Consortium on Nurturing Values and Spirituality in Early Childhood for the Prevention of Violence.
The workshop, held from 16-20 June 2024, brought together 16 participants from various faith communities, including Roman Catholics, Mennonites, the Shia Muslim community, and the Bahá’í community. Over the course of three days, participants reflected on the critical role of spiritual development in preventing violence in early childhood and learned how to facilitate similar workshops in their local communities for parents and caregivers.
A highlight was the participation of Mr. Mathis Haule, Deputy Director of the Child Development Department from the Ministry of Community Development, Gender, Women and Special Groups in Tanzania. In his address, Mr. Haule provided an insightful overview of the challenges related to violence against children in Tanzania and emphasized the government’s ongoing collaboration with stakeholders to address this pressing issue.
Underscoring national initiatives for Early Childhood Development (ECD), Mr. Haule stated, “We are currently developing a national ECD program and guidelines for parenting. These initiatives do not currently include aspects of spiritual development despite its importance, and by participating in this workshop we look forward to understanding how we can integrate spiritual development into our national initiatives.”
This workshop marks the first implementation of the Toolkit in Africa, positioning Tanzania as a leader in advancing spiritual development within the region. Participants include child development NGO representatives, project officers, religious leaders, and government consultants, many of whom bring substantial expertise in child development and ECD. Their main takeaways have centered on bridging the gap in integrating spiritual development into existing ECD programs and its profound link to preventing violence.
Participants reflected on the multifaceted nature of spirituality and its significance in shaping a child’s early years. Discussions focused on fostering safe environments, positive relationships, and empowering experiences that cultivate spiritual growth.
The workshop was facilitated by Mr. Suchith Abeyewickreme, Technical Lead, at Arigatou International – Geneva; Mr. Francisco Vila, Head of Programs at Arigatou International – Geneva; Ms. Joyce Mdachi, Coordinator at GNRC Tanzania; and Mr. Venance Temu, Project Officer at GNRC Tanzania. This initiative was possible thanks to the support of the Smart Peace Foundation.
As the program continues, the participants are expected to carry forward the teachings to their communities, contributing to a larger movement across Africa that prioritizes spiritual development as a cornerstone of child protection. The Shia, Bahai and Mennonites communities, as well as, the NGO Ladies Joint Forum committed to implementing the Toolkit within their existing ECD programs.
Following the workshop, a roundtable discussion took place on 21 June 2024, bringing together 11 religious leaders from diverse communities including the Anglican Church, Moravian Church, Shia Community, National Muslim Council of Tanzania (BAKWATA), Lutheran Church, Bahá’í Community, Hindu Community, and the Inter-religious Council for Peace Tanzania.
The roundtable aimed to introduce the Consortium and the Toolkit, explore potential synergies and collaborations, and discuss strategies for integrating the Toolkit into existing Early Childhood Programs. The discussion also focused on advocating for the inclusion of Spiritual Development in Early Childhood Development Programs at both national and regional levels.
We extend our gratitude to our partners for their steadfast commitment and to the participants for their dedication. This initiative was made possible with the generous support of the Smart Peace Foundation.
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A series of workshops based on the “Toolkit: Nurturing the Spiritual Development of Children” took place in Brazil, bringing together 71 parents and caregivers, along with 121 children. Organized by Pastoral da Criança in collaboration with the Anthropology Departments at the Federal University of Mato Grosso and the Federal University of Santa Catarina, these workshops aim to inspire families to nurture children’s spirituality as a means to protect children from violence and foster their holistic development.
Pastoral da Criança has integrated the Toolkit into their existing program, ‘Celebração da Vida’ (Celebration of Life), which connects families in the community once a month. The program now includes Toolkit activities held twice a month for 90-minute sessions. These sessions, which began in October 2023, are conducted in four locations: Cuiabá, Florianópolis, Guaratuba, and Campo Largo.
The integration of the Toolkit complements existing content as it connects how fostering the spiritual development of children in the family can contribute to creating violence-free environments, developing positive relationships with caregivers, fostering resilience in children, supporting their social and emotional development, and fostering their mental health and psychosocial well-being. With this program, Pastoral encourages vulnerable families to become protagonists in their communities, so that they themselves can be agents of their own transformation.
Digital Integration and Accessibility
To ensure broad accessibility, Pastoral da Criança translated the Toolkit into Portuguese and incorporated its content into their Android app. This app provides parents and caregivers with information on health, nutrition, education, and child development, and now it includes a focus on spirituality.
The app has become an essential tool for facilitators conducting home visits and community sessions. It features the learning program, guiding notes, and support materials for meetings with religious leaders. Facilitators can upload session reports, note challenges faced, and use Monitoring, Evaluation, and Learning tools such as registration and parent attendance. This digital adaptation not only reduces the printing costs and environmental impact but also exemplifies how technology and online tools can support the implementation of the Toolkit.
Local Adaptations and Community Engagement
Pastoral da Criança has tailored the Toolkit to address issues specific to their context, such as violence and the lack of play opportunities. “I learned how to deal with playing with children, when it is time to play, and when it is time for duties. I learned to give more love and affection to each one and to understand and appreciate the importance of life,” shared a participant. “With the knowledge I gained from the course, I am now more patient with my daughters,” stated a mother of three. “I spend more time with them, pay more attention to them, and play with them more. As a result, they no longer misbehave to get my attention, which helps avoid stress for both them and me,” she continued while describing how the workshops helped her family strengthen their bonds and improve their relationships.
By forming support networks that include public, private, community, and religious institutions, volunteers and families work together to tackle these challenges. This localized content enhances the relevance of the Toolkit, ensuring it meets the needs of the communities it serves.
In Cuiabá, a Catholic Sister facilitating the sessions noted that parents shared personal stories of neglect and abandonment, highlighting the severe challenges they faced in their own childhood. In Guaratuba, a community leader highlighted that creating a safe and open environment encouraged participation and interaction, emphasizing the importance of setting the right tone for effective Toolkit implementation.
Caroline Dalabona, Nutritionists from Pastoral da Criança explained that “the approach always considers the participants’ opinions and what they have to say without judgment, leading to deep reflection and potential changes in the education and care of children.” The Toolkit addresses positive and respectful child upbringing methods, offering powerful alternatives to physical and emotional punishment, which is often used due to a lack of knowledge or perceived efficacy.
Promising Results and Future Plans
The team in Brazil has customized the learning program to include short activities for parents and caregivers as ‘homework.’ These activities engage families between sessions and promote three key conditions for nurturing spiritual development: safe and violence-free environments, positive caregiver-child relationships, and empowering experiences.
The initial implementation phase has shown promising results in engaging families and fostering holistic child development. Plans for Pastoral da Criança involve expanding these sessions to more families and other locations.
By leveraging digital tools and fostering community engagement, Pastoral da Criança’s innovative approach to implementing the Toolkit provides a model for other regions. Their efforts highlight the potential for holistic child development programs to create meaningful and lasting change in vulnerable communities.
We thank the leadership, staff, and volunteers of Pastoral da Criança, a member of the International Consortium on Nurturing Ethical Values and Nurture Spirituality in Early Childhood and of the GNRC, for their commitment to implementing the Toolkit. Special thanks go to the parents, caregivers and children for participating in the workshops with joy and enthusiasm.
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A significant stride in child development and family engagement has been achieved in Mexico with the successful implementation of the Toolkit for Nurturing the Spiritual Development of Children. This initiative, spearheaded by the Franciscan Sisters and World Vision Mexico, has positively impacted over 800 parents and caregivers and more than 1,000 children from July 2023 to July 2024.
The Toolkit has been implemented in various settings across four Mexican states: Guanajuato, Michoacan, Puebla, and Veracruz, including schools, an orphanage, and community parishes. Both organizations reported high levels of participant engagement, showcasing a promising start to this comprehensive program.
Following the Training of Trainers workshop in June 2023, several Facilitator Training Workshops were held to cascade the program. Taking place from August to October 2023, these workshops prepared organizational staff, faith actors, and religious leaders with the necessary knowledge and skills to carry out workshops with parents and caregivers. The training emphasized the importance of spiritual development for children’s holistic growth and well-being, and how this can protect children from violence in their early years.
As part of these workshops, facilitators also developed action plans to adapt the Toolkit to local contexts. An additional request from World Vision’s trainers led to the creation of simplified materials to accommodate parents and caregivers with lower literacy levels.
The Franciscan Sisters integrated the Toolkit into their “Escuela para Padres” (Parents’ school), conducting sessions in four schools and an orphanage. This effort involved 20 trained facilitators working with 200 parents and caregivers and reaching 400 children.
The sessions, held bi-weekly and monthly, have witnessed high levels of participation and enthusiasm. One of the most significant outcomes for parents and caregivers is their newfound recognition of spirituality beyond religion. Additionally, the workshops have been instrumental in helping them reduce the use of violence in raising their children.
“The Toolkit is practical and easy to adapt, helping to employ new strategies for parenting and education,” noted one of the facilitators. Parents have expressed gratitude for the insights gained, especially regarding their own childhood behaviors and how these influence their parenting styles.
Diana, a mother who participated in the program, shared, “This has helped me a lot to have a better connection with my children, to understand them, and to understand myself. I now try to be a better person so that I can be a better mother.” “The workshops helped me tremendously in many ways. For example, I am no longer as harsh with my daughter; I try to be more empathetic towards her, to listen to her, to spend more time with her, to understand her, and not to be so explosive or bossy,” said another participant.
World Vision Mexico also integrated the Toolkit into their existing work with religious communities. They trained 90 faith actors working in rural communities as facilitators. These facilitators, primarily catechists, have been conducting sessions in six parishes, engaging 600 parents and caregivers with a 98% attendance rate.
Facilitators from World Vision reported a high level of enthusiasm and engagement from the parents and caregivers, despite location and language barriers. These parishes are hard to reach and often spread far from one another, with some parents and caregivers traveling by foot to the sessions. Additionally, many participants are from Nahuatl indigenous communities, most with lower levels of Spanish as this isn’t their native language. Despite these challenging circumstances, there has been a higher number of participants than predicted, with some sessions attracting up to 60 individuals.
One notable outcome of this group has been the active participation of fathers, which is usually rare in such programs. “My children have noticed the difference in how we treated them before the workshops and now that we are participating in the workshops,” stated a father from Veracruz, illustrating the impact of the program on his family. “Before, I used to get angry when the girls didn’t do something, and now I understand them more. I have more patience with them, I understand that they miss their mom, and I must fill that role,” added a single father of tween girls.
Both organizations have seen the Toolkit’s positive impact firsthand. The Franciscan Sisters have noted that the Toolkit complements their existing work and has enriched their parenting programs. The Sisters hope to scale up implementation to the other thirteen schools they operate after this pilot phase.
Similarly, World Vision Mexico’s facilitators reported that the Toolkit has helped parents and caregivers in rural parishes strengthen their spirituality and better understand their roles in nurturing their children’s development.
The successful implementation of the Toolkit for Nurturing the Spiritual Development of Children in Mexico was made possible with the support of Porticus. This initiative signifies a robust approach to supporting diverse families and communities. The engagement levels and positive feedback from both parents and facilitators underline the effectiveness and necessity of such programs. As the initiative continues to evolve, it holds the promise of strengthening parenting skills and supporting children’s holistic development and well-being.
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Held on 23-25 April 2024, the ‘Convening of Champions’ meeting marked a significant milestone in the Ethics Education Fellowship collaboration. The gathering was attended by 70 participants from 17 countries, including senior representatives from Ministries of Education, UNESCO offices, partner organizations, as well as religious leaders. The event served as a bustling hub for discussing the importance of prioritizing and investing in Ethics Education.
The event featured two days of technical discussions and strategic planning, followed by a one-day high-level segment. Held in Abu Dhabi, UAE, the meeting was co-hosted by the Muslim Council of Elders and the Higher Committee of Human Fraternity, together with Arigatou International, Guerrand-Hermès Foundation for Peace, KAICIID International Dialogue Centre, and UNESCO.
The meeting explored the Ethics Education Fellowship program’s transformative impact on children, teachers and the community. Launched in 2022 with the engagement of the Ministries of Education of Bangladesh, Indonesia, Kenya, Mauritius, Nepal and Seychelles, the program sought to contribute to global citizenship and to build inclusive and peaceful societies.
Throughout the three-day event, participants reflected on the critical role Ethics Education plays in the current context and how it can address the needs of children to support their holistic well-being. “An essential step in the road to peace is to ensure that every child grows up with full access to their innate capacity for spiritual development. This is why the implementation of interfaith ethics education both in schools and in other educational settings is so vital,” stated Mr. Hironari Miyamoto, in representation of Rev. Keishi Miyamoto, President of Arigatou International.
In the same vein, H.E. Dr. Ahmad Belhoul Al Falasi, Minister of Education of the UAE stated, “Our approach to education must ensure that our young people develop a core set of universal principles and values that reflect the shared experience of humanity that are relevant in any society.”
Representatives from the Ministries of Education shared invaluable insights drawn from their experiences implementing the program in the participating countries, which reached 324 teachers and benefited 8,034 children and youth. They showcased the excellent results of the program, discussed challenges and opportunities, explored its scalability and sustainability at the national level and looked into potential collaborations with diverse partners.
H.E. Dr. Justin Davis Valentin, Seychelles Minister of Education, remarked, “We took the Fellowship Program very seriously and it fits very well in our strategy of promoting value-based education. We are already experiencing great outcomes as a result of implementing ethics education within our school curricula.”
One of the event’s highlights was amplifying the voices of children and young people. Through video messages, children shared their learnings after participating in the program. Alice, a young student from Kenya explained how the program helped children in her class coexist more peacefully by appreciating the differences between ethnic groups. Similarly, Tia, a student from Seychelles said, “Ethics education is important for me because it showed me to learn more about me and others;” “Ethics Education also taught us to avoid racism, treat everyone equally and respect everyone’s precious opinion” added Warisa, from Bangladesh. Bernadeth from Indonesia stated that the activities were interesting and fun. “I learned how to make quick and wise decisions. I think it is important for my daily life,” she declared.
Calling for the Ministries of Education to continue and expand the program, Kumakshi, a student from Mauritius said, “I hope that ethics education will be introduced in all schools in Mauritius.” “All students should have the opportunity to get involved in ethics education programs,” reflected Krishna, from Nepal.
Country representatives made commitments to increase the investment and focus on Ethics Education in formal and non-formal education systems. They also stated their plans to integrate and mainstream Ethics Education to promote intercultural and interreligious learning and dialogue in the education curriculum, policies and programming across the education system. Participating countries’ plans include strengthening the capacity of formal education institutions and educators on Ethics Education through teacher training programs for pre- and in-service teachers.
“We have seen in these days concrete evidence of how ethics education contributes to foster the principles of human fraternity and interconnectedness, peaceful coexistence and solidarity, nurturing positive relationships and empowering learners to transform societies,” stated Dr. Khalid Al Ghaith, Secretary General of the Higher Committee of Human Fraternity, on behalf of the Secretary General of the Muslim Council of Elders, Judge Abdelsalam, as the event came to an end.
A full report of the event, including its main results, next steps, and the commitments from each country will be released soon. The recording of the high-level panel is available in this link.
We thank the ministries of education, and partners of the Ethics Education Fellowship, including the fellows, teachers and children, as well as the high-level panel speakers and attendants, for walking with us on this transformative journey towards integrating Ethics Education into children’s educational pathway.
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More than 2,000 students across 19 schools in Bangladesh have actively engaged in Ethics Clubs, igniting a ripple effect of positive change. These clubs, which were established during the implementation phase of the Ethics Education Fellowship program, serve as catalysts for fostering interfaith and intercultural learning and dialogue among students.
Through active teacher-student collaboration and various co-curricular activities, students gained practical experience while building their capacities in self-reflection, respect for diversity, dialogue, global citizenship and many other topics.
Different events and campaigns were carried out during the implementation of ethics education in the schools, catering to the needs of the communities. The “Plastic Free Campus” campaign was an impactful intervention in which learners created awareness in the local areas to reduce the use of plastic and support the protection of nature. Similarly, the “Honesty Store” project established a self-regulated school store with stationery, sanitary napkins and snacks, with no salesperson. The objective was to foster an environment of trust and responsibility, where students could manage their resources in an ethical manner driven by honest decision-making.
Field visits to various places of worship and sites of religious significance played a crucial role in fostering interfaith learning and dialogue among both teachers and students. Many learners identified these experiences as the highlight of their participation in the ethics education program, demonstrating a heightened interest in cultivating relationships and bonds within their community, particularly among individuals representing diverse faiths and cultures.
“Earlier, I had a negative attitude towards people from other religions. But after visiting different religious places and engaging in dialogue, I’ve come to respect other religious values and rituals”, expressed one of the students.
In Bangladesh, the implementation of ethics education with schoolchildren has brought forth a multitude of positive impacts throughout its learning communities. The Monitoring, Evaluation and Learning report highlights the creation of a positive mindset among educators, stronger relationships between learners and teachers and an improved ability to create safer learning environments as the main achievements of this intervention.
From the perspective of the learners, those who were involved with the Ethics Clubs showcased very positive behavioral changes in different aspects such as an increased sense of responsibility, self-driven nature, exchanging views with teachers without fear, better communication skills, interest in volunteering service and helping others, fostering respect and healthy relationships, problem-solving and critical thinking. In specific instances, there were cases where certain student groups underwent a transformative shift in their perspectives regarding individuals with disabilities. They transitioned from focusing on physical differences and intellectual abilities to cultivating empathy and respect. In other cases, students started to value diversity and learned how to coexist and accept communities of different faiths and cultures.
Similarly, the teachers who were engaged in the implementation also shared certain transformative experiences such as their enhanced world views, building better relationships among peers, students and parents, and an increased sense of responsibility towards the future of their communities.
Furthermore that, the community outside the school also experienced a similar kind of social transformation as the learners engaged with their parents and extended community members, allowing a deeper discussion and reflection within the community at large. This facilitated a transformation of values among community members where their perspectives on diversity, intercultural and interreligious integration, inclusivity of decision-making and sense of social responsibility have shifted.
“The ethics education program changed my teaching philosophy. Are we performing rightly to achieve the parents’ dream?”, posed one of the teachers.
From the national program design to implementation, different stakeholders were involved in the process including teachers, school management committees, parents, students, and policymakers. This allowed the academic and practical objectives of the program to meet each of their counterparts and link the Global Goals for Sustainable Development, specifically focusing on Target 4.7 to be mainstreamed through a multistakeholder-led process and grounded local knowledge and structures.
The Ministry of Education has directed the preparation of a teacher training manual tailored to the context of Bangladesh. This manual will undergo validation by all relevant stakeholders to ensure its alignment with local needs and perspectives. Subsequently, it will be integrated into the process of reviewing the national curriculum. Furthermore, discussions have commenced regarding the expansion of the program to encompass an additional 45 national schools, madrasa schools, and technical schools in its second phase.
Continuous support for teacher training and school-wide implementation of Ethics Clubs have been identified as high-impact interventions for this transformative process. At a systemic level, the program has contributed to a positive cultural change within the implementing schools towards a greater emphasis on ethical values, social responsibility, and moral leadership. Further, they have become more engaged with their local communities and global society, emphasizing ethical engagement and service-learning opportunities for students and faculty alike. Upon this, the policymakers have realized and emphasized the value of ethics education and the need for its integration into the national curriculum of teacher education, across various disciplines, and at different levels of education.
We would like to extend our warm gratitude towards all the implementing partners from Bangladesh, including the government, non-government, academic, religious and other forms of institutions who supported this initiative to reach this level of success. Moreover, the fellows from Bangladesh, including Mr. S. M. Shafiul Alam, Lieutenant Colonel Zonayed Ahmed, Mr. Joydip Dey, Ms. Geetanjali Barua, and Dr. Syed Mizanur Rahaman.
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With 200 teachers from 15 schools involved, and 2,900 learners reached, the implementation phase of the Ethics Education Fellowship successfully concluded in Indonesia, showcasing positive results for both teachers and learners.
Connecting with the existing foundations of Indonesia’s Pancasila Learner Profiles (P5) model, the Ethics Education Fellowship brought valuable assets with its transformative pedagogy approach. Tackling many of the challenges left by the COVID-19 pandemic, the implementation of ethics education in the classrooms positively influenced learners’ behaviors, attitudes and motivation.
Following the National Teacher Training workshop which took place on 14-17 February 2023 with the participation of 93 educators, ethics education programs were implemented in 5 provinces in the country (West Java, East Java, Papua, West Kalimantan, and South Sulawesi). The implementation in schools involved children ranging from Kindergarten to High School levels including special education classrooms. The selection of the participating schools and classrooms was decided inclusively and collaboratively, giving prominence to the diversity of learners, their accessibility and socio-political backgrounds.
Among the activities conducted with children, the learners and the local communities highlighted their appreciation for the open dialogue sessions, focus group discussions, and interfaith and intercultural visits and celebrations.
The students established Social Labs in each school with the guidance of their teachers. They also organized monthly academic sessions to reflect on social issues with the entire school community. These interventions greatly improved learners’ critical thinking and problem-analysis skills related to issues both within the school and in the broader community, such as bullying, sexual education, digitalization in learning, gender issues, and more.
Another initiative with great results was the Online Interconnection Meetups with international students. Students reported a positive impact, as these instances helped them exchange experiences about their diverse value systems and ethnic, cultural, and religious identities.
As shared by the teachers who are implementing the programs, there have been clear improvements among students such as better relationships among peers, teachers and parents, an improved capacity to reflect and make informed decisions, the ability to clearly express themselves, openness to diverse perspectives and differing ideas, enhanced social solidarity, empathy and sense of responsibility and other similar qualities.
Similarly, the teachers involved in the process also identified their own capacities expanding parallel to the integration of ethics education to school curricula. For example, the ethical value system introduced in the program provided teachers with ideas and experiences to incorporate them into their teaching approaches. It has also boosted their confidence in implementing the Pancasila Learner Profile, as ethics education and the Pancasila Profile complement each other. Furthermore, they have been able to complement their teaching capacities through learner empowerment, introducing joyful and collaborative learning to daily practice and ethical reflection and dialogue in the classroom, embodying the role of role models to their students.
“In my school, there are rules that prohibit students from wearing accessories. After participating in Ethics Education activities, we learned that there are religious bracelets worn by Hindu students. After that, the school rules became more relaxed. As a teacher, I have come to understand that we cannot enforce a rule without trying to understand the specific reasons behind others’ behaviors”, expressed a teacher who was involved in the ethics education implementation activities, reflecting on their own learnings.
The implementation of ethics education in schools also had a significant impact on the local communities in Indonesia. Other than the teachers, students and administrators of the educational institutions, the parents of the students, religious leaders and representatives from different religious groups, environmental practitioners, civil society groups and other various stakeholders contributed and actively participated in the program implementation. These stakeholders play essential roles in the successful implementation of ethics education programs, contributing to a more holistic and inclusive approach.
Due to this engagement, many value additions were created that facilitate inclusive and peaceful practices within the community. Notably, the relationships between students and their community members strengthened, with a grown interest in intercultural and interreligious collaboration. Also, the introduction to safe learning spaces for children has allowed the learners to openly discuss their issues and differing perspectives respectfully. The learners also have built a sense of belonging to their community and now can better understand their role in their society and the responsibilities they share.
According to a reflection shared by an elementary school-level participant, the confidence gained from participating in the ethics education programs has had a positive impact on making many friends. It also has helped them to become more independent and conscious of diversity within their learning community.
The learners have developed competencies to contribute towards a more just, inclusive and peaceful society by becoming champions to advocate anti-bullying, peaceful conflict resolution, and environmental protection and preservation as global citizens.
Among the school-level activities conducted through the program, there were also multiple advocacy elements to the implementation of ethics education in Indonesia. One of the highlights of this process is strengthening the P5 program. This initiative has contributed to the enhancement of the P5 program and the development of prototypes for its implementation across all education levels and in various regions. These prototypes can serve as models for scaling up teacher training on a national scale, reaching a larger number of educators and students.
Curriculum Enhancement for Ethical Education can be identified as another intervention that has grounded the integration of ethics education in the national curriculum. By introducing ethics education as a preventive measure in cases of bullying, the program has contributed to creating a more comprehensive and holistic curriculum. This inclusion emphasizes the importance of ethics and values-based education in fostering a positive and respectful school environment, ultimately helping to prevent incidents of bullying.
Additionally, the program is supported and strengthened by the collaboration of multiple stakeholders such as the Ministry of Education of Indonesia, the UNESCO National Commission, local governments, educational institutions, interfaith institutions, cultural centers and many others.
The Ethics Education Fellowship is a flagship initiative to promote inclusive and peaceful societies. Through the fellowship, teachers are trained to integrate ethics education as an entry point to transform education.
The Fellowship program was launched in 2022 as a collaboration between Arigatou International, the Guerrand-Hermès Foundation for Peace, the KAICIID International Dialogue Centre, the Muslim Council of Elders, together with the UNESCO Regional Office for Eastern Africa and the UNESCO New Delhi Cluster Office.
This initiative is currently functional in six countries including Bangladesh, Indonesia, Kenya, Mauritius, Nepal and Seychelles, and is being supported by the Ministries of Education and UNESCO National Commissions of respective countries. Currently, the fellowship has reached over 323 educators and 7,334 children among the six participating countries and made a transformative change in their educational systems as well as local communities.
In Indonesia, this impact has reached 200 teachers and more than 2,900 learners with the support of many stakeholders who were part of the process. The group of Fellows and partners are hoping to expand the teacher training opportunities for ethics education, enhancing the ethics education curricula and learning materials as well as strengthening the support structures provided for teachers and learners engaged in the program.
We would like to thank the Ethics Education Fellows from Indonesia including Ms. Nita Isaeni, Ms.Euis Lesmini Djuanda, Mr.Albertus Bambang Buntoro, Ms.Alia Nilawati, Mr.Rudy Yanuarto and Mr. Abu Khaer who committed their time and effort to make this journey of success a possibility. Also, our gratitude goes to all the teachers who were involved in the implementation of the program and other key stakeholders who shared their valuable time and resources to support the process.
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The Ethics Education Fellowship team in Seychelles successfully implemented the program with schoolchildren, achieving six main objectives and reaching 300 children throughout the country. This process, which spanned over 14 months, engaged 15 schools representing multiple regions, including the Inner Islands.
Considering certain social challenges that are prevalent among the communities in Seychelles, such as the need for better intercultural and interreligious awareness and integration, respect for diversity, tolerance, empathy and inclusivity in decision-making, the implementation process focused on building the learner’s character, resilience and ethos, and strengthening the social and community factors that boost children’s holistic development. The pilot project was therefore built on the premise of complementing existing curricula such as Religious Education and Personal, Social, and Citizenship Education (PSCE).
The implementation also focused on building sustainable partnerships between national educational institutions, civil society organizations, religious institutions, local government bodies and other relevant stakeholders, to create a wider impact and engagement.
Ethics education was introduced to in-class activities as an additional component to existing classes, namely, Religious Education and PSCE. This integration focused on building students’ critical thinking, reflective dialogue and problem-solving skills, as well as learner empowerment. The learners gained first-hand experience in collaboration, co-existence, tolerance, respect and appreciation of diversity through specially organized events such as interfaith and intercultural discussions, religious commemoration events, environment protection activities, and other similar events. This also encouraged learner-led actions, experiential learning and collective actions among the learning community. Through these activities, the students could turn their learning into practice and influence their communities to become more ethically conscious.
After the implementation, learners showcased increased levels of social awareness, collaboration, respect and responsibility and contributed to the communal upbringing within their classrooms and community settings.
Reflecting on this transformation, one teacher mentioned: “Now in class, when one starts to quarrel – they stop that child and say ‘Hey, let’s remember our lesson on conflict.’ They are able to recognize when things go wrong and make correct actions to build peace.” Further strengthening that statement, a student also mentioned, “From the lessons we learned I realized many things we were doing wrong – for example, before speaking you need to know and think carefully as it may hurt others’ feelings. We also learned that we should not be bullying people. It is also about helping others if they are being hurt.”
The Ethics Education Fellowship took a multi-stakeholder engagement approach, which facilitated the partnership with various organizations including the Ministry of Education of Seychelles, the Seychelles Institute of Teacher Education, the University of Seychelles, the Roman Catholic Diocese and the Seychelles Interfaith Faith Council. As a value addition to this collaboration, the fellows and teachers managed to bring in the school management boards, fellow teachers, school councils and Parent-Teacher Associations which positively influenced a whole-school approach, bringing the impact of the program beyond the school walls and into the communities.
“During these six months, I witnessed a lot of changes in my class, especially considering the things that impact the community. I used to be very adamant about my class rules. The pilot program enabled me to understand children and get to know them better, as rules were not helping much to understand their behaviors. They needed to appreciate that they are individuals, and, in the class, we become as a family,” mentioned a schoolteacher who was part of the program.
This wider community-based approach brought much value to the localization and implementation of the program by creating a platform to share the vision of ethics education, introduce the project in a non-invasive manner, and seek permission for the implementation and access to community resources.
Since its launch in 2022, the Ethics Education Fellowship has been making remarkable contributions to strengthen the sustainable integration of ethics education for children in formal education settings. The program fosters the vision of promoting ethics education in various national levels and advocates for more peaceful and inclusive societies built on global citizenship values.
Implemented by the ministries of education of Bangladesh, Indonesia, Kenya, Mauritius, Nepal and Seychelles, the program functions as a collaborative effort among its partners: 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.
On behalf of the fellowship and its partners, Arigatou International would like to extend our deepest gratitude to the leadership of the fellows: Ms. Erica Derjacques-Inacio, Ms. Bettymai Sofa, Ms. Sharon Frederic, Ms. Diana Monthy and Ms. Sandra Jeanne, for their undeterred commitment and dedication. These five women have led the implementation process in Seychelles, building strong relationships with their local communities as well as governmental, non-governmental, religious and academic entities, creating valuable impact and value-addition for the Ethics Education Fellowship. This gratitude also extends up to the inspiring network of teachers, parents and children who were an integral part of this journey and be the torchbearers of inclusive and peaceful societies in the future.
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The Ethics Education Fellowship successfully concluded its implementation phase in Kenya, benefiting 1,200 children across six schools. As a result, the implementation with children not only revealed the positive impact of ethics education on the students, but also reinforced its pivotal role as a cornerstone for cultivating just, inclusive, sustainable, and peaceful communities.
Kenya faces a set of unique challenges when it comes to the quality of education, especially within rural and marginalized communities where poverty, inadequate infrastructure, lack of resources for teacher training, and gender and cultural barriers persist. Additionally, the communities have been facing a rise in inter-ethnic conflicts and seclusion, propelling social tensions at the community level.
Against this backdrop, the Ethics Education Fellowship program greatly contributed to the holistic development of children, expanding their competencies in critical thinking and decision-making, interfaith and intercultural awareness, community engagement and social responsibility. Furthermore, it facilitated processes to enhance parents’ participation in children’s education, developing closer connections between teachers, parents and learners, and building better relationships across the learning communities. This local implementation has been carried out as a collaborative effort between multiple stakeholders, including the Ministry of Education, the Kenya Institute for Curriculum Development, the Kenya National Commission for UNESCO, the Thogoto Teacher Training College and the Kenyatta University.
The Ethics Education Fellowship was launched in Kenya in 2023 with a national Teacher Training Workshop. The workshop gathered 32 participants including teachers and representatives from different partner organizations. The workshop was inaugurated with opening remarks shared by Ms. Florence Amoit, representing the Ministry of Education.
During the workshop, the participants underwent a transformative learning journey that exposed them to new teaching approaches to integrate interfaith and intercultural learning and dialogue, global citizenship, inclusivity and peace in the classrooms and beyond.
The workshop kept the participants at the center of the learning process while building a safe platform for dialogue. Urging the learners to discuss and reflect on difficult topics on social conflicts allowed them to stretch their comfort zones in a challenging yet beneficial manner. “Now we are able to build one another and live harmoniously to achieve our visions and our goals. Ethics Education did that for me,” stated a participant reflecting on their learning journey.
A key focus of the workshop was exploring how ethics education can strengthen Kenya’s existing value-based education approach. It was noted that ethics education and its transformative pedagogy can contribute greatly to addressing contemporary and pertinent issues in the local communities when integrated into the national framework. By the end of the workshop, the participants had developed competencies in navigating complex ethical dilemmas, identifying stakeholders and considering multiple perspectives. Additionally, they advanced their skills in articulating ethical concepts, fostering dialogue and facilitating sensitive discussions with a practical sense of designing, implementing and assessing ethics education initiatives.
Kenya began their implementation of ethics education with children in May 2023. The schools and the learners engaged were selected through an inclusive process to involve diverse communities from different social and ethnic backgrounds. The students were introduced to the concepts of ethics education through a variety of activities including visits to places of worship, interfaith dialogues, cultural celebration events, community workshops, class meet-ups for cultural sharing, etc.
Following these activities, the learners took the initiative to form their own “Ethics Clubs” and came up with their own activities to promote social cohesion and relationship-building among different communities. “Involving learners in community affairs prepares them for the future and they are in a better position to solve problems critically and live in harmony,” shared one of the teachers.
The children’s initiatives influenced the integration of ethics education into school assemblies, cultural activities and open days. These initiatives also helped mainstream ethics education in the school subjects, classroom activities and how the overall teaching and learning process was conducted, shaping it to become more participatory and transformative.
A Monitoring, Evaluation and Learning process was carried out throughout the implementation, revealing positive changes in the participating students and their communities. These include improved discipline at school and at home, better academic performance and environmental awareness, increased capacities in peaceful conflict resolution, and better knowledge retention among the learners. Further, it has been noted that the learners became more outspoken and proactive, showed better social-emotional capacities, fostered healthy relationships and held solidarity, care, and concern over others in their community.
“I would also stand up for someone whose dignity has been violated (…) This means we should not mistreat others no matter how they look, we should be kindhearted and consider everyone in trouble in rough times,” shared one of the students.
After this positive experience, the Ministry of Education of Kenya started discussions to make ethics education a compulsory training component in their in-service teacher training programs. Also, the Kenya Institute of Curriculum Development, in collaboration with the fellows and trained teachers, developed a set of resources on Values-based Teachers and Leaders, highlighting the intersections between ethics education and values-based education for classrooms. Furthermore, the program helped connect teachers, decision-makers, community stakeholders as well as learners, thereby enhancing learning networks and bolstering support for ethics education practitioners.
The Ethics Education Fellowship is a joint effort carried out collaboratively in Bangladesh, Indonesia, Kenya, Mauritius, Nepal and Seychelles. Initiated in 2022, the Fellowship program seeks to enhance the sustainable provision of ethics education programs for children within formal educational environments. The initiative aims to nurture ethical reflections among children, advance global citizenship, and support the development of a more harmonious and inclusive society.
This unique program was conceptualized and designed through the 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 six participating countries, and implemented under the support of their corresponding Ministries of Education and UNESCO National Commissions.
To this date, the program has managed to effectively build capacities in 323 educators across the participating countries, equipping them with the skills to incorporate ethics education into their teaching methodologies. This effort has resulted in reaching 7,334 children, showcasing commendable outcomes in their cognitive, behavioral, and socio-emotional domains. Built on a strong foundation of transformative pedagogical understanding, the fellowship fosters a unique participatory and learner-centric approach to social change through the integration of ethics education in local educational structures and communities.
The Kenyan partners in the implementation process believe that with further advocacy and support from various partners including the government, they will be able to carry forward these interventions to a national scale. In this essence, we would like to share our gratitude with the local partnering institutions in Kenya, teachers who have been rolling out these programs with children and the fellows of the Ethics Education Fellowship program representing Kenya; Ms. Catherine Ondieki, Ms. Dorah Mkabili Kitala, Ms. Jane Wanjiru Nyaga, Ms. Margaret Wairimu Chege and Ms. Olivia Achieng Opere for their invaluable support and commitment, which has been indispensable in this success. We would also like to especially mention the valuable contribution made by the Kenya National Commission for UNESCO represented by Ms. Mary Kangethe for the support throughout the planning and implementation of the program.
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On 08 February 2023, 35 fellows of the Ethics Education Fellowship gathered online to share the results of the Monitoring, Evaluation, and Learning (MEL) process. These key findings inspired the fellows to streamline their national advocacy plan for the advancement of ethics education integration for the year 2024.
The MEL process was conducted during the implementation of ethics education with children in selected schools in Bangladesh, Indonesia, Kenya, Mauritius, Nepal and Seychelles, under the Ethics Education Fellowship program. As part of the program, 323 educators across the participating countries were trained to incorporate ethics education into their teaching methodologies. This effort resulted in reaching 7,334 children, showcasing positive.
The MEL process was carried out under the leadership and guidance of the Guerrand-Hermes Foundation for Peace and the KAICIID Dialogue Centre. The objectives of this meeting were to receive feedback from the fellows on the findings, create a space for reflection on their current progress, and initiate discussions for future advocacy efforts at the national level based on the recommendations found in the MEL report. To facilitate this, the session was conducted in a participatory manner where the fellows were encouraged to share their own reflections and perspectives on the findings.
The session was moderated by Ms. Mary Kangethe from the Kenya National Commission for UNESCOMs. Ms. Rosie Aubrey, Researcher from the Guerrand-Hermes Foundation for Peace, and Mr. Alexander Zivanovic, Monitoring and Evaluation Officer from the KAICIID Dialogue Centre presented the key findings to the fellowship cohort. Some of these key findings included:
The learnings from the MEL process also showcased the areas that need attention for the sustainability of the program such as updating the stakeholder maps to capture further support, identifying synergies within local educational initiatives to find intersections of collaboration, and mapping the relevant policies to allow local integration of ethics education.
Based on the sharings, the fellows reflected upon their personal experiences and potential opportunities. To leverage these findings and experiences, the group also decided to carry out country-specific advocacy planning meetings in the upcoming days, where the fellows are expected to collaborate in developing their own national advocacy plans to advance and sustain the impact of the Fellowship program with the support of the Fellowship partners.
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The Ethics Education Fellowship successfully concluded its implementation with children in Nepal, reaching 350 students in nine different schools.
This unique program had a significant impact on children, leading to positive changes in their interactions with their parents and their community. Learners have demonstrated improved ethical decision-making skills, enhanced critical thinking abilities, and a stronger commitment to social responsibility.
Furthermore, the program had a significant impact beyond the targeted classrooms, creating a ripple effect throughout the school community, and fostering a safer and empowering learning environment for both students and teachers. “I gained the courage to express my thoughts. This transformed my fear into courage,” stated one of the students, reaffirming the positive results of the program.
The Ethics Education Fellowship was launched in 2022 to strengthen the sustainable delivery of ethics education programs for children in formal education settings. The program seeks to foster ethical values in children, promote global citizenship, and contribute to building a more peaceful and inclusive society.
Implemented by the ministries of education of Bangladesh, Indonesia, Kenya, Mauritius, Nepal and Seychelles, the program functions as a collaborative effort among its partners: 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.
In its piloting phase, the initiative successfully impacted 323 teachers in the six participating countries, who have been trained in integrating ethics education into their teaching practice while reaching 7,334 children with outstanding results.
In Nepal, Value-based Education and Social Studies function as compulsory modules in basic and secondary education. Coming from a value-based educational approach, the Nepali education system thrives to promote concepts such as cooperation, teamwork, empathy, social responsibility, and non-violence to their learners from a young age. The integration of Ethics Education to advance children’s holistic development and ensure quality education was identified as a seamless intervention to add value to their existing educational framework.
The program took off in Nepal with a national teacher training workshop for 18 teachers from nine schools. The workshop was held in Dhulikhel, Kavre, from 26-30 March 2023 under the auspices of the Nepali Ministry of Education, Science and Technology (MoEST), United Nations Educational, Scientific and Cultural Organization (UNESCO) Delhi and Kathmandu, and the Fellowship partners.
The opening ceremony benefited from the presence of Mr. Ramkrishna Subedi, Secretary, Ministry of Education, Science and Technology of Nepal; Mr. Rameshwar Prasad Yadav, Deputy Secretary General, Nepal National Commission for UNESCO; Dr. Hari Prasad Lamsal, Joint Secretary, Ministry of Education, Science and Technology of Nepal.
The speakers highlighted the importance of helping children embrace a world of diversity, where they can live together with empathy, responsibility and integrity. They spoke of the role of education in creating transformative learning opportunities and facilitating dialogue across cultural and religious differences.
The training process for teachers in Nepal contributed to enhancing their capacity for interfaith and intercultural learning. It used a comprehensive approach that addressed both theoretical knowledge and practical skills. Throughout the workshop, teachers improved their capacities to create safe learning spaces for children and were empowered to effectively support inter-faith and intercultural learning in their classrooms, fostering mutual understanding, respect, and appreciation for Nepal’s diverse religious and cultural heritage.
“The training made me more aware of ideas such as ethics, integrity, and developing positive thinking. I have felt more responsible while performing the organizational work and consulting the stakeholders. I have taken ethics as a life philosophy”, shared a participant of the workshop reflecting on their five-day learning journey.
As part of the workshop, the teachers were also trained on Monitoring, Evaluation, and Learning (MEL) principles, providing them with the tools and knowledge needed to measure the impact of the local implementation in schools that followed the workshop. This allowed the educators to also become more aware of their impact and identify areas for improvement. Their recommendations were also collected to contribute to the enhancement of the program.
Before the implementation of ethics education in the classrooms, a national-level steering committee and a technical committee were constituted by the Nepali Ministry of Education to spearhead this effort. This allocated a dedicated space for dialogue and advocacy for Ethics Education to take shape in the Nepali education system while ensuring its effective integration with value-based education to sustain these interventions.
During the pilot school-level implementation, the schools and groups of students taking part were carefully selected using an inclusive approach to capture the rich diversity of the country. It included different regions and communities in Kathmandu, Bardibas, and Hupsekot.
The implementation phase started in April and continued until October 2023, encompassing a total of 35 sessions for each group of children. The program involved educators specializing in Social Studies and Human Values for Grades 6-8. In its first phase, the program seamlessly integrated ethics education into the curricula and introduced the concept through the newly formed Peace Clubs.
Additionally, the teachers incorporated a variety of special activities to engage learners in meaningful ethical exploration and discourse. These activities aimed to foster an understanding of diverse perspectives, promote interfaith harmony, and encourage responsible citizenship. The activities included experience sharing and storytelling, debates and role-playing, inter-cultural celebrations, speech/art contests, awareness-building rallies, and service projects.
One of the key activities could be listed as the interfaith visits they organized within their communities, which allowed the learners to visit different places of worship from various faiths. This provided learners with an opportunity to experience different religious traditions and cultures firsthand and foster a deeper understanding of the values, rituals, and practices of various faith communities. They also engaged in respectful dialogue with members of these religious communities, exploring common ethical principles and shared values that transcend religious boundaries.
Following the implementation of the program, teachers identified positive changes among their learners both within the classrooms and community settings. These changes are connected to their increased awareness of ethical issues in their community, increased participation in ethical reflection and discussion, enhanced capacity to make decisions based on ethical standpoints, and the ability to connect ethical values with real-world issues. Furthermore, the learners showcased positive behavioral change among their peers, teachers, and families alike, contributing to creating a more peaceful, empathetic, and tolerant community. This change has addressed certain conflicts that existed in the school system such as bullying and other forms of anti-social behaviors while at the same time fostering better teacher-student relationships.
“I used to be afraid to speak with teachers, friends, siblings, or acquaintances about issues related to ethical education before participating in educational activities connected to my class. After enrolling in Ethics Education, I gained the courage to express my thoughts. This transformed my fear into courage and now, speaking to someone from another region doesn’t make me afraid”, shared a student from Nepal.
The implementation with children in Nepal reaffirmed the importance of introducing ethics education at an early age and the need for a comprehensive whole-school approach. The experience demonstrated the importance of having role models, the need for open and honest dialogue, the importance of real-world application, and the need for collaboration.
We would like to share our gratitude and appreciation for all the fellows from Nepal: Mr. Govinda Prasad Aryal, Mr. Khubiram Adhikari, Ms. Saraswoti Bhattarai, Ms. Sarita Devi Sharma, and Ms. Dewaka Dhakai who championed ethics education in their local settings with valuable contributions and non-wavering commitment. We would also like to express our sincere gratitude to the teachers who implemented the program with the children in the field. Your dedication and commitment to the integration of Ethics Education locally proved to be immensely impactful and made a real value addition to the entire program. Also, a special mention is reserved for Dr. Basu Peasad Subedi, the Monitoring, Evaluation, and Learning focal point for the program in Nepal. Finally, our appreciation goes to the partners and organizations that were involved, whose collaboration and support have played a pivotal role in ensuring the sustainability of this program.
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Twenty-five participants coming from diverse regions of Pakistan recently converged in Islamabad for a workshop focusing on the implementation of the Toolkit “Nurturing the Spiritual Development of Children in the Early Years: A Contribution to the Protection of Children from Violence and for the Promotion of Their Holistic Well-Being.”
This event was co-organized by Arigatou International – Geneva and Islamic Relief Worldwide, in collaboration with both the Pakistan Country office and its headquarters in the United Kingdom. This marked the inaugural training of its kind within Pakistan and the fourth to be conducted globally since the Toolkit’s launch in November 2022.
Conducted over five days, from 25 to 29 September 2023, the workshop served to enrich participants’ understanding of holistic child development and equipped them with concrete tools to nurture children’s spirituality to enhance the protection of children from violence.
The participant group included religious leaders, child protection experts from across Pakistan, child psychologists, early childhood experts from the Aga Khan Foundation and a representative from Search for Justice – Pakistan. Many of these participants occupy roles as program managers or coordinators in child and women development initiatives at Islamic Relief Pakistan, maintaining direct interactions with widows, orphans, and children at risk.
Realizing the profound connections between spirituality and child protection was an ‘aha’ moment for many participants. “With 40 years of war we have totally lost the meaning of spiritual well-being,” shared one of the participants. Given their day-to-day engagement with children impacted by adversity, this newfound awareness became instrumental in supporting the cultivation of resilience in children. Moreover, the workshop underscored the detrimental impact of violence on the well-being of children, providing invaluable insights into what we can do professionally and in our personal lives to nurture the flourishing of the child.
A significant highlight of the workshop was the visit of Mr. Khalid Naeem, a member of the Pakistan National Commission on the Rights of the Child, who joined the group as a special guest for a session that delved into the context of children in the country. Mr. Naeem stressed the importance of addressing the needs of the most vulnerable children, with a particular focus on children with disabilities. Additionally, Mr. Naeem underscored concerning statistics: 22.5 million children aged 5 to 16 in Pakistan, constituting 44% of the population, do not attend school, while only 42% of children under five have their births registered, hindering the realization of other essential rights.
Ms. Ayesha Raza Farooq, Chairperson of the National Commission on the Rights of Child (NCRC), also visited the group. She shared invaluable insights regarding the significance of nurturing spirituality during early childhood and expressed the desire for future collaborations with NCRC.
During the workshop, participants were introduced to the main components of the Toolkit and reflected on the rights of children, particularly looking at how the Convention of the Rights of the Child provides a framework to support the holistic development of children and affirm their human dignity. They explored the principles of the Convention and how they support the creation of respectful, empowering and loving environments for children to grow and thrive.
Participants also engaged in discussions highlighting the critical importance of the early years of life, as they form the bedrock of brain development and holistic growth, including spiritual well-being. “[I learned that] it’s important to adapt your approach to the child’s age, interests, and individual needs. The goal is to help them develop a sense of purpose, values, and inner peace that will guide them throughout their lives,” said a participant. Through dynamic, participatory activities like dialogue and role-playing, participants explored strategies to create positive relationships, safe environments and empowering experiences for children.
A significant outcome of this workshop was the commitment participants made to integrate the Toolkit into their work in the communities, targeting parents, caregivers, educators, social workers, community members, and activists. Through these adults, 3,575 children will be reached during implementation, to contribute to improved mental health, greater resilience building and strengthened social and emotional capacities.
A standout characteristic of the Toolkit is how it can be adapted and tailored to diverse contexts. This feature is vital in the case of Pakistan, and for Islamic Relief Worldwide as a humanitarian organization, where some beneficiaries are impacted by displacement due to climate crises in the region. The implementation of the Toolkit is being shaped to address these unique regional challenges.
The training team included Mr. Azhar Rehan Saifi, Child Care Coordinator, and Ms. Afshan Jamal, Child and Women Development Manager, from Islamic Relief Pakistan, as well as Mr. Anwar Ahmed, Orphans and Child Welfare Manager of International Programmes from Islamic Relief Worldwide. Arigatou International – Geneva was represented by Ms. Maria Lucia Uribe, Executive Director, and Mr. Suchith Abeyewickreme, Program Lead.
As we reflect on this significant milestone, we extend our heartfelt gratitude to the committed participants and our partners, with special recognition to the Fetzer Institute for their unwavering support, making this training a reality.
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