Jornada informativa sobre Voluntad Vital Anticipada en el centro Al Ándalus El día de ayer se celebró en el centro Al Ándalus de UPACE San Fernando una sesión informativa dirigida a personas usuarias y familiares sobre la Voluntad Vital Anticipada (VVA), herramienta legal que permite a cualquier persona dejar constancia anticipada de sus preferencias sobre […]

La entrada Nuevo cine solidario de CODESPA Catalunya: “Érase una vez mi madre” se publicó primero en Fundació CODESPA Catalunya.

Una «financiación justa» para las entidades que sostienen los cuidados y la Dependencia en Cádiz   La Federación Provincial de Asociaciones de Personas con Discapacidad Intelectual, Autismo y Parálisis Cerebral de Cádiz atiende a más de 2.000 gaditanos «La discapacidad no es una cuestión de caridad, sino de derechos», dice María Luisa Escribano, la presidenta […]

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.

The post Ensuring Accountability and Action: Side Event at the 58th Human Rights Council Highlights Urgent Need to End Violence Against Children appeared first on Ethics Education for Children.

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:

1. Address the social, emotional, and spiritual needs of children in the early years, as part of their holistic development, recognizing the role that nurturing children’s spiritual wellbeing plays in fostering their resilience, empathy, positive relationships, and ethical development.
2. Equip parents, caregivers, and educators to nurture children’s holistic development, providing them with knowledge about the impact of violence in early childhood development and with tools and skills on positive parenting; as well as mental health and psychosocial support, particularly in fragile and conflict-affected contexts.
3. Engage faith communities as allies in challenging social and cultural norms that condone violence in child upbringing by creating spaces for reflection on religious practices that affirm human dignity and addressing violence through theological reflections.

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.

The post Empowering Educators in Mali: A Workshop to Build Safe and Resilient Learning Environments appeared first on Ethics Education for Children.

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”

The post Arigatou International and Globethics Lead Roundtable on Navigating the Development and Humanitarian Funding Crisis appeared first on Ethics Education for Children.

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.

 

The post Ethics Education Expands Its Reach in Kenya – Phase 2 of the Ethics Education Fellowship Launches appeared first on Ethics Education for Children.

La entrada Fortalecemos la Comuna de Tetuán para que los jóvenes accedan a un empleo digno se publicó primero en Fundació CODESPA Catalunya.

Apertura del Plazo para la Declaración Anual de PNC 2025 Se informa que ya está abierto el plazo para la presentación de la Declaración Anual de PNC 2025. Para presentar la declaración, es imprescindible utilizar el modelo oficial. Puede descargarlo haciendo clic en el siguiente enlace: Formulario 2025. Opciones de Presentación ✅ Presencialmente:Si desea realizar […]

Seguimos trabajando y avanzando en nuestro curso «Jardinería y Agricultura Ecológica» (Expediente P2190-2024 PIN), una iniciativa que impulsa la formación y la empleabilidad. 💪 ¡Continuamos aprendiendo y creciendo juntos! 🌱✨

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.

The post Breaking New Ground: Learning to Live Together Training Workshop Arrives in Salamanca, Mexico appeared first on Ethics Education for Children.

Nos complace anunciar el comienzo del curso «Jardinería y Agricultura Ecológica» (Expediente P2190-2024 PIN), una iniciativa que promueve la formación y la inclusión laboral. Este proyecto ha sido subvencionado dentro de la convocatoria de ayudas económicas para la selección de operaciones destinadas al refuerzo de la empleabilidad de personas con discapacidad, en el marco del […]

Íñigo Chivite Araiz. Voluntario en Hospital San Juan de Dios de Amrahia, Accra, Ghana y trabajador del Parc Sanitari de Sant Boi

«He aprendido que la fortaleza de un pueblo no se mide solo por su capacidad de crecimiento y desarrollo, sino por su habilidad de hacerlo regenerando su identidad desde las raíces y conservando su esencia en cada paso.»
Durante mi participación en el Saint John of God Hospital Amrahia, en Accra, Ghana, tuve la oportunidad de colaborar durante 5 semanas en el laboratorio de análisis clínicos. La principal labor del centro es brindar servicios sanitarios a la comunidad, y mi rol consistió en apoyar en distintas actividades del laboratorio.

Entre mis principales tareas, estuve involucrado en el registro de pacientes, el procesamiento de muestras analíticas y la distribución de los resultados. Mi rol era ser uno más del equipo, siempre disponible para apoyar en lo que se necesitara, desde la gestión de los pacientes y datos hasta el análisis de muestras.

Una de las iniciativas más destacadas fue mi contribución al análisis de registros pasados del hospital. Después de conocer el funcionamiento general del laboratorio, identiqué la posibilidad de colaborar mediante la revisión de los registros anuales. Mi análisis incluyó datos como el número de pacientes atendidos por día, los tipos de análisis realizados y las muestras extraídas. Con esta información, creé una serie de gráficas que podrían ser de ayuda en la gestión del personal del laboratorio y sus recursos, anticipando la afluencia de pacientes en función de la época del año o incluso del día de la semana, especialmente durante los picos estacionales de malaria.

Desde el primer momento, la acogida por parte de los hermanos del centro fue excepcional. Me hicieron sentir como uno más, integrándome en su rutina y siendo muy atentos conmigo. La relación con los profesionales del hospital también fue muy positiva; se mostraron abiertos a explicarme sus funciones, haciéndome partícipe de su día a día y compartiendo sus investigaciones conmigo.

Uno de los aprendizajes más signicativos que me llevo de esta experiencia es la resiliencia cultural del pueblo ghanés. Pude ver cómo están trabajando activamente en la regeneración de su identidad, reforzando sus raíces culturales desde la educación de los más pequeños, y recuperando lo que les fue arrebatado en el pasado. A pesar de la fuerte influencia de la cultura occidental, han logrado adaptarla a su propia naturaleza, manteniendo su esencia.

Mi consejo para aquellos que estén considerando realizar un voluntariado internacional es que no lo duden y se lancen. Si ya lo están considerando, es porque sienten esa inquietud interna que solo podrán satisfacer viviendo la experiencia. No deben temer lo desconocido, porque el impulso y la curiosidad serán mucho más fuertes que cualquier aversión inicial.
En cuanto a orientaciones prácticas, les recomendaría que intenten familiarizarse con el espacio en el que estarán, tanto en términos de alojamiento como de los servicios disponibles.

También es importante conocer los procedimientos para obtener el visado con anticipación.

La entrada Mi experiencia en el Saint John of God Hospital de Ghana se publicó primero en Juan Ciudad.

Soy David Ruiz Pajares, trabajador del centro asistencial San Juan de Dios de Palencia y voluntario del centro desde hace muchos años. En el 2015 hice mi primer voluntariado internacional a Bolivia en Cochabamba en salud mental también.

El pasado mes de agosto he participado en voluntariado internacional en el Hospital Especializado de San Juan de Dios en Piura (Perú) en diferentes actividades como en el ámbito de salud mental y adicciones, colaborando en la modificación de actitudes y reduciendo el estigma asociado a la enfermedad mental.

Cuando llegué a Piura estaba muy ilusionado por conocer otra forma de trabajar, así como ayudar en lo que fuera necesario. Ese sentimiento fue recíproco ya que percibí el calor y la hospitalidad de los hermanos de San Juan de Dios, los profesionales del centro, desde la dirección hasta el personal asistencial y administrativo. Esta situación favoreció mi adaptación con mayor facilidad a una cultura diferente.
Ha sido una experiencia muy positiva en el ámbito laboral y personal. La confianza que han depositado en mí ha hecho que desarrolle al máximo mi capacidad y conocimientos.

Me ha permitido participar en el cuidado a todos los niveles, realizando distintas actividades: Acompañando a los usuarios en los comedores ya fuera en los desayunos, comidas o cenas, realizando paseos tutelados, recibía ingresos junto con la enfermera y técnico, registraba su medicación y sus pertenencias y todas las actividades que me proponían realizar. Organizaron un mercadillo solidario para recaudar fondos para el centro en el que también participé. Fui con el encargado de recoger donaciones (se llama Julio César Márquez), al mercado donde donaban alimentos para el centro: Julio llevaba el kiosco donde pasaba buenos ratos todos los días. Él fue quien me enseñó parte de lo que aprendí allí sobre todo su cultura. En definitiva, me llevo un gran amigo para toda la vida. También se encargaba del alquiler de las canchas de fútbol, una buena iniciativa para sacar fondos para el mantenimiento del centro.

Para finalizar, quiero agradecer su labor a la Juan Ciudad ONGD, por facilitar mi estancia y esta fantástica experiencia

Ya en Piura (Perú), quiero agradecer y mencionar a los Hermanos de San Juan de Dios (el Hermano Luis, Jesús Enrique y Américo) por abrirme las puertas de su casa y darme la oportunidad de vivir esta bonita experiencia, a cada uno de los profesionales del centro, el apoyo que me han prestado durante mi estancia, a la administra
ción, enfermeros, técnicos etc.
Por otro lado, tengo que mencionar al equipo de cocina por darme a conocer la gastronomía de Perú; también fue importante la labor del personal de sistemas por la conexión telefónica y poder contactar con familiares y amigos, al personal de limpieza, de mantenimiento e igualmente a los que han estado pendientes de mi seguridad.
Y por último a aquellas personas que me han hecho la estancia más agradable, me llevo muy buenas amistades con las que estoy en comunicación.
Muchas gracias San Juan de Dios por hacerme sentir realizado.

La entrada David Ruiz Pajares: voluntariado internacional en salud mental en Piura (Perú) se publicó primero en Juan Ciudad.

La Fundación Rementería realizó una expedición de cooperación en Camerún, donde llevó a cabo 121 cirugías para devolver la visión a personas afectadas por cataratas otras afecciones oculares. Este proyecto reafirma su compromiso de garantizar el acceso a una atención visual de calidad para comunidades vulnerables en todo el mundo.

La Fundación Rementería, en su reciente expedición de cooperación internacional a Camerún, llevó a cabo 121 cirugías que devolvieron la vista a personas afectadas por ceguera, principalmente debido a cataratas y otras afecciones oculares. Guiados por su lema «hay que hacer más», el equipo se propuso mejorar la salud visual de un
mayor número de personas y viajó a Douala con ese enorme propósito. Al llegar cada día al hospital, encontraban a una multitud llena de
gratitud, ansiosa por recibir la ayuda tan necesaria. Durante su estancia, los miembros de la Fundación escucharon relatos de pacientes, muchos de los cuales enfrentaron grandes limitaciones en su vida cotidiana debido a la pérdida de visión. Las intervenciones devolvieron a estos pacientes no solo la vista, sino
también la libertad y la alegría de poder ver nuevamente. Un paciente expresó con emoción que «disfrutar de ver las caras de mis nietos no
tiene palabras», reflejando el impacto profundo de la labor realizada.

El compromiso de la Fundación Rementería es seguir trabajando para garantizar que todas las personas, sin importar su ubicación, tengan acceso a una atención visual de calidad. La expedición fue posible gracias al apoyo incondicional de la Clínica Rementería, sus voluntarios, socios y donantes, quienes hicieron posible esta misión
humanitaria que transformó tantas vidas en Camerún.

Esta experiencia en Camerún ha reforzado el compromiso de la Fundación Rementería de expandir su misión de atención visual a nivel global. Los miembros del equipo volvieron a casa profundamente conmovidos por las historias y desafíos de los pacientes, y convencidos de que el acceso a una atención visual de calidad es un derecho esencial para todos. Con cada cirugía, la Fundación no solo restaura la vista, sino que también devuelve esperanza, independencia y calidad de vida a personas que anteriormente enfrentaban la oscuridad y la dependencia.

La Fundación planea nuevas expediciones y programas para continuar su labor humanitaria, inspirada por los resultados de esta misión y con el objetivo de llegar a más personas en situación de vulnerabilidad. Su labor no se limita a las intervenciones quirúrgicas, sino que también incluye educación en salud visual y esfuerzos para mejorar las infraestructuras sanitarias locales, creando un impacto sostenible que persista más allá de cada misión.

El éxito de la expedición a Camerún fue el resultado de un trabajo colaborativo, que involucró el esfuerzo y dedicación de un equipo multidisciplinario de profesionales de la salud, así como la generosidad de los donantes y la implicación de los voluntarios. La Fundación Rementería, con una visión humanitaria y un compromiso sólido, sigue trabajando para cambiar vidas en cada lugar al que lleva sus programas, impulsada por la gratitud y el deseo de hacer una diferencia en el mundo.

La entrada La Fundación Rementería amplia horizontes de cooperación se publicó primero en Juan Ciudad.

Queremos comunicar que la Fundación ONCE, nos ha concedido una ayuda económica por un importe de 25.000 euros destinada a sufragar parte de los gastos derivados de la adquisición de un vehículo adaptado. La solicitud de ayuda, nº exp. P1474-2024, se ha realizado a través del Plan de Prioridades de Confederación ASPACE 2024.

In 2009, Laura Molnar returned to Romania full of enthusiasm after attending a training workshop in Geneva, Switzerland on a recently launched program called Learning to Live Together (LTLT). “This is exactly what I was looking for,” she thought and immediately began working to engage teachers in Bucharest to implement the program with their students.

At that time, Laura was working as a psychologist for children in vulnerable settings. Her work gave her insight into many cases of children in need of a resource that could help them nurture empathy, and respect, and develop better skills for resolving conflicts peacefully.

“A lot of children had deep traumas, significant emotional challenges, and struggled to control their anger. They came from disorganized families, faced discrimination, and lived in poverty. All of this created a sense that they were unequal to other children and didn’t deserve what others had.”

When Laura discovered Learning to Live Together, she felt like the manual had already existed in her mind, but she had never had the chance to put it into writing. “Fortunately, someone else did it for me,” she laughs. “LTLT was the structure I needed, and it was in line with the direction I was already heading,” Laura adds.

She returned to Romania brimming with energy and ready to spread her enthusiasm among teachers. However, rather than the receptivity she had hoped for, she encountered skepticism. However, Laura was convinced, and she began implementing the Learning to Live Together program with children.

In November 2009, Laura and a team of trainers organized the first Learning to Live Together workshop in Bucharest, introducing the manual to 26 teachers, social workers, theologians, and child protection authorities. That marked the beginning of years of encouraging teachers across Romania to use the program in their classrooms.

During visits to schools and interactions with educators, Laura and her colleagues discovered that, although teachers were indeed very busy—some even worked two jobs and had little time—they were also in need of resources to help them create more peaceful environments for their students.

Teachers were dealing with conflicts in their classrooms that they didn’t know how to address and felt unprepared to solve them effectively. “I am afraid when I see children furious and don’t know how to manage that… I notice I get involved, and I can’t stay neutral… I want to side with the victim,” Laura recalls some of the comments she received from teachers at the time.

 

One year later, in 2010, Laura was selected to participate in the International Train the Trainers course organized by Arigatou International Geneva, which led her to a certification as a Learning to Live Together trainer.

The program was still implemented on a very small scale. “People would argue that teachers wouldn’t have the resources, time, energy, or motivation to implement a program of this nature. This is when I realized that accrediting the LTLT course with the Ministry of Education was key to the success of my project,” recalls Laura. She was convinced that with the accreditation on the table, teachers who attend the course would gain credits that could help them advance their profession.”

She started the accreditation process by doing some research. She developed a questionnaire for teachers and applied it in different parts of the country. The results showed that ethics education was one of the main learning needs among teachers. With this information on hand, Laura elaborated the first curriculum of the training course, in accordance with the requirements of the Ministry of Education.

“It took a couple of months to prepare the accreditation file and a few more to get an answer from the Ministry.  Finally, the letter came. We got the accreditation and we were ready to start the courses,” she recalls. Soon enough, with the support of Lucreția Baluță, Coordinator of UNESCO Associated Schools in Romania, the manual was translated into Romanian, and dozens of teachers were trained. But the real challenge was just beginning.

“I realized that even if I convinced the teachers to stay in the course, most of them kept the learnings as a resource for their personal development, but didn’t apply it in their classrooms,” Laura says.

Andreea Vasile shares a similar experience. She is a psychologist who has been implementing the Learning to Live Together program for many years. As she recalls, teachers often felt it was difficult to generate ethical dialogues among students. Some even thought that by establishing a horizontal discussion, they would lose their authority in front of the children. Andreea, who has been supporting Laura in spreading the program across Romania since 2015, reflects on this perception.

Having teachers interested in attending the courses wasn’t enough. Laura and her team needed to do more if they truly wanted to see the program implemented systematically in formal education across Romania. That’s when they developed a very effective strategy, one they still use today.

“We created a mentoring program and a community of practice, where teachers could see and learn from the experiences and achievements of their colleagues,” says Andreea.

Once a month, teachers in the mentoring program have the opportunity to host a member of Laura’s team, who conducts a Learning to Live Together session with their students. Observing an experienced facilitator running the workshop helps teachers familiarize themselves with the program and methodology, building their confidence to lead the next sessions until the facilitator visits again the following month.

The system turned out to be a success. “We’ve had sessions with up to 70 teachers supported by the mentoring program,” says Laura, who still dedicates many hours a week to conducting these support sessions. She admits that it can be tiring, but it’s worth it: “This way, it’s easier for us to monitor the implementation and see the children’s progress.”

And seeing the children’s progress is certainly the most rewarding part of the work. Every now and then, Laura likes to check Facebook to see what’s going on with the lives of the children who participated in the program during its early years. Ten years later, those children are now young adults. “I am so proud to see them. Almost all of them have beautiful families now. I love the way they speak, how they treat their children, and how much they care about them… Some work abroad and have very nice jobs, and for sure…” Laura pauses here to laugh, “…even better salaries than us,” she chuckles.

Laura laughs because she knows that the driving force behind dedicated trainers like her and Andreea is not a salary, but the opportunity to make a meaningful impact on children’s lives. As Andreea says, “If I had to sum up my approach in one sentence, I’d quote Gandhi: ‘Be the change that you wish to see in the world.'”

For children, this change has meant a more peaceful learning environment, a better ability to express themselves and resolve conflicts non-violently, and greater empathy and sensitivity toward others’ needs. As one teacher and LTLT facilitator puts it: “Students are more attentive, more reflective, and even more self-critical in a constructive way… they’ve become more open-hearted and open-minded,” says Eryka Lang, a teacher at Aletheea School, in a video recorded in 2018 in Bucharest.

Aletheea School, which opened in 2014, has integrated several elements of the Learning to Live Together program into its curriculum. Teachers and students are familiar with resources like the learning logs, and the program’s methodology is consistently incorporated into the school’s pedagogical approach. “They have a very horizontal way of teaching,” says Andreea.

Aletheea School’s commitment to Learning to Live Together is just one example of the program’s impact in Romania, thanks to Laura and her team’s dedication. “There are so many teachers involved now that no one questions whether they should trust me in this mentoring program,” says Laura. Andreea agrees: “I even tell Laura that we should multiply ourselves. We’re four trainers right now, but it feels like we’re ten,” she laughs.

In 2019, Arigatou International started the adaptation of the Learning to Live Together manual for children aged 6 to 11, expanding its reach beyond the original 12 to 18 age group. As part of this global effort, Laura supported the process in Romania, organizing and facilitating pilot sessions to test and refine the adaptation.

One of these pilots took place in Bucharest on April 17–18, 2019, in collaboration with the Education for Change Association, Kids Palace School, and GNRC – Romania. A diverse group of 29 children from Buddhist, Christian, and Muslim backgrounds, as well as Belgian, Chinese, Romanian, Roma, and Turkish heritage, explored values of respect, empathy, and coexistence. Reflecting on the experience, a 10-year-old participant shared, “I learned that when we have different opinions, we have to respect them and not judge others. And that we must help people in need.”

Gone are the days when Laura had to knock on doors, trying to convince teachers that the program would help them address conflict in their classrooms and create peaceful environments for their students. “Now we don’t need to promote LTLT. Teachers speak to each other, and we get calls from schools,” Laura says, adding that she and Andreea have recently created their own organization to focus more on their work with the Learning to Live Together program, along with other initiatives for children’s well-being.

Today, schools in six different regions of the country are engaged in varying levels of the program, fostering values of empathy, respect, responsibility, and reconciliation in their students. More than ten years of dedicated work have resulted in more than 2,000 teachers trained, with 250 teachers directly involved in the program and more than 10,000 children reached.

Thanks to the commitment of trainers and facilitators like Laura Molnar, Andreea Vasile, Eryka Lang, Papuc Ileana, Oprea Diana, Any Ureche, Luciana Sidor and many others, the program will continue to reach children in more schools across Romania.

The post Empowering Teachers, Inspiring Change: Ethics Education in Romania appeared first on Ethics Education for Children.

Tana River County in southeastern Kenya is an emblem of diversity and resilience. Endowed with natural resources, it has endless potential, but the harsh weather conditions test the strength of its people daily. The land swings between extremes—erratic rainfall with upstream floods one season, and relentless drought and water scarcity the next. These conditions often spark tensions among communities. Yet, amid these challenges, there is a remarkable effort to bring transformation through the power of education.

Over the years, violence has brought chaos to Tana River County affecting communities, families, and even schools. In August 2012, the region witnessed one of the worst violent conflicts in its history; as a result, 200 people, mostly women and children, were killed due to clashes between the two main ethnic groups, the Pokomo and the Orma.

The Pokomo are settled farming people while the Orma are mainly cattle-herding pastoralists. Both groups have a long history of tension over access to land and water in this ecologically rich area.

Against this challenging backdrop, a truly heartwarming moment unfolded in September 2015. The very children and teachers who, just a few years earlier, struggled to even speak to one another were now coming together—learning, dancing, and sharing stories in harmony. In a powerful celebration of unity, more than 200 children from the Pokomo, the Orma, and several other ethnic groups gathered to commemorate the International Day of Peace, proving that education and understanding can bridge even the deepest divides.

This celebration did not happen by chance—it was the result of several collective efforts, dialogue, and collaboration. It all began when Mary Kangethe first encountered Arigatou International and its transformative Learning to Live Together (LTLT) program. At the time, Mary was serving as Assistant Director of Education at Kenya’s Ministry of Education, and she immediately recognized the program’s potential to make a lasting impact. Determined to bring it to Kenya, she joined a Training Workshop in 2014, where she became a certified Facilitator.

The Learning to Live Together program was then introduced to the Ministry of Education of Kenya. Soon enough, the Ministry partnered with Arigatou International and the UNESCO Regional Office for Eastern Africa to develop a program to address the need for mutual coexistence in the community through education. Together, they worked to adapt the principles of the Learning to Live Together program to the Kenyan context, integrating ethics and values-based education into the national curriculum.

“We were already implementing programs in Tana River (…) we had done a psychosocial intervention there,” remembers Mary. She candidly admits that when they got to know about Learning to Live Together, “we thought ‘Okay, this is just another program.’” However, in-depth exploration of the manual allowed them to identify “several gaps in our peace education programs, in terms of how we promoted values and concretely engaged teachers, and therefore we were open to pilot an intervention.”

But for the intervention to succeed, they had to start from the ground up—building capacity within the Ministry of Education to ensure teachers in Tana River County received the training, support, and follow-up needed to effectively implement the Learning to Live Together program in their schools.

In September 2014, 15 Ministry officers participated in an intensive four-day workshop, equipping them with the knowledge and skills to take on this challenge. With this foundation in place, they went on to train 25 teachers, guiding them in how to use the Learning to Live Together manual, its framework and approach, and develop essential facilitation skills. The teachers were strategically selected from the areas most affected by violence. Two teachers from each of these schools—one male and one female—were trained to lead the way.

The workshop saw a slow and cautious process of allowing teachers to open up and build bridges of trust. Julius Waweru Ng’ang’a, from the Ministry of Education, who at the time was District Quality Standards Officer of Tana Delta, recalls: “As the training progressed, the teachers started mingling and communicating.” Before long, the change in their attitude was noticeable, “even in the way of dressing, in the level of confidence, and the capacity to express themselves,” says Mary.

In the end, the teachers were trained as facilitators throughout three basic training workshops. “We felt excited to see them progressing, but also aware that they still required a lot of support,” says Mary.

To this point, they seemed to have everything: the manual, the confidence, the training, and yet something was still missing. “We realized that it was a big challenge for the teachers to come up with a lesson plan from the manual and deliver it”, admits Mary. That is when the Kenyan officers took a step forward: “We agreed that we were going to develop a teachers’ activity book that would customize the LTLT manual to the Kenyan context.”

With a solid pedagogical foundation in place, teachers implemented customized Learning to Live Together programs in their schools from February to July 2015. Their efforts extended beyond the classroom, as from June to August 2015, they facilitated child-led initiatives aimed at transforming mindsets within schools and the broader community. “Teachers planned and organized activities that encouraged children, teachers, and school communities to think differently,” explains Julius. “Many even took children into the villages to engage directly with community members, raising awareness and inspiring change.”

The impact of these initiatives was profound. “Children became deeply connected,” recalls Mary. “We saw their confidence, creativity, and enthusiasm grow. I remember one school that developed an intervention to prevent child marriage, and they even managed to rescue a girl who had already been married.”

By September 2015, the International Day of Peace event marked the successful completion of the pilot program in Tana River County, having reached 657 children. The program left a lasting impact, fostering positive outcomes such as improved conflict resolution skills, greater confidence in sharing and participating in lessons, and a renewed motivation to attend school.

However, the pilot program not only resonated in the communities and the county, but it also expanded at the national level through policy-making processes. “We escalated it to the curriculum reform, so those principles can be mainstreamed and implemented in schools (across the country)”, says Mary, pointing out that this is probably the most important outcome of the whole experience.

The journey that began in Tana River County grew into a nationwide movement, shaping the future of ethics education in Kenya. Arigatou International supported the curriculum review process, particularly the development of the values-based education curriculum, a consultative process that allowed the country to reflect and formulate how the education system can foster ethical values that promote peace and social cohesion.

The experience with the Learning to Live Together program, the training of teachers, the training of education personnel from the Ministry as well of Curriculum Developers was pivotal for this effort. “The nurturing of values will facilitate the achievement of the curriculum reforms’ vision, particularly with respect to molding ethical citizens. Curriculum is used as a channel through which ethics education can be enhanced for sustainable peace in the world” said Jane Nyaga, former Assistant Director of the Kenya Institute for Curriculum Development.

In 2017, Mary’s passion and commitment to advancing ethics education earned her a place in the International Training of Trainers in France—an experience that solidified her role as a Learning to Live Together Trainer. That same year, she started working as Director of Education Programs at the Kenya National Commission for UNESCO (KNATCOM).

Following the success in Tana River, in 2023, the Ministry of Education of Kenya embarked on a new and ambitious initiative—the Ethics Education Fellowship. This groundbreaking program has successfully expanded across Bangladesh, Indonesia, Kenya, Mauritius, Nepal, and Seychelles, strengthening ethics education in formal school settings and fostering global citizenship.

The Fellowship is made possible through a partnership between the Ministries of Education of each country with Arigatou International, the Guerrand-Hermes Foundation for Peace, KAICIID International Dialogue Centre, the Muslim Council of Elders, the Higher Committee of Human Fraternity, the UNESCO New Delhi Cluster Office, and the UNESCO Regional Office for Eastern Africa, in collaboration with the National Commissions for UNESCO of the participating countries.

In Kenya, the pilot was a collaboration between the Ministry of Education and the quality assurance office, Kenya Institute of Curriculum Development (KICD), Kenyatta University and Thogoto Teacher Training College. The program also engaged high-level stakeholders, including Africa Nazarene University and KNATCOM, with Mary at the forefront of the education programs.

The five fellows from Kenya trained 32 schoolteachers and eight teacher trainers, who in turn empowered students with essential skills for peacebuilding and conflict resolution. The program ran from March to August 2023, reaching 1,620 learners.

The impact has been transformative: 72% of learners reported they could form friendships with people from different backgrounds, and 77% felt more confident in listening and understanding others’ perspectives. “At the beginning, I didn’t know how to interact with others because of my skin color, but the program helped me,” reflected a student.

Students launched child-led initiatives like Peace Gardens and Talking Walls to address issues such as bullying and climate change, demonstrating their commitment to creating a more inclusive and compassionate world.

“Through participatory and collaborative learning, students who were once hesitant to ask questions now feel comfortable seeking assistance from their peers. I’ve also learned the importance of creating a safe learning environment, resulting in my students eagerly anticipating my lessons,” shared one teacher.

As Kenya moves into Phase Two of the Fellowship program in 2025, the goal is to strengthen and expand its reach, ensuring that more children and educators benefit from the transformative power of ethics education and that more teachers get trained through in-service and pre-service training programs.

“Our fellows will continue working together as a cohesive team. We have discovered valuable synergies, having come from diverse areas within the education sector. These synergies are proving to be highly effective in driving the successful implementation of ethics education across the country,” remarked Mary, reflecting on the second phase of the program.

What began as a small pilot has evolved into a national effort—one that is shaping a generation of compassionate, empathetic, and responsible citizens. Mary has been instrumental in this transformative journey. The future of ethics education in Kenya is bright, and this is just the beginning.

Education provides a major opportunity to facilitate the development of competencies for the prevention of violence and for promoting peaceful coexistence. This includes critical thinking, negotiation, problem-solving, and decision-making skills.

The post From Classrooms to Communities: Scaling Ethics Education Nationwide in Kenya appeared first on Ethics Education for Children.

La Consejería de Inclusión Social, Juventud, Familias e Igualdad, nos ha vuelto a conceder subvención para el desarrollo de proyectos en materia de conciliación y corresponsabilidad en el marco del Plan Corresponsables. La subvención, nº expediente SISS: (SSCC)642-2024-00000068-1, se destinará a nuestro «Servicio de atención a la Infancia: ludoteca y talleres de ocio inclusivo», cuyo […]

Shanti Ashram is a creative laboratory that addresses local issues and provides constructive solutions for communities in Coimbatore, India. With a team of only 40 members, the organization has managed to reach 250,000 people all around Coimbatore and some other areas of India. How has Shanti Ashram achieved such an impact?

If presented with this question, Vijayaraghavan Gopal (or simply Vijay, as his friends like to call him) would probably say that everything Shanti Ashram has built is based on the power of empathy. “Without our volunteers, we couldn’t do anything (…) With only 40 people in Shanti Ashram is impossible to reach 100,000 children every year”, says Vijay who is constantly encouraging and inspiring the 200 volunteers that support the work of the organization.

Certainly, among the four values highlighted in the Learning to Live Together manual, empathy stands out as the one Vijay finds most powerful. And if there’s one thing Vijay knows inside and out, it’s the Learning to Live Together manual.

“You’ll always find the manual on my desk,” admits Vijay, who has been with Shanti Ashram for over 20 years. For more than half of that time, he has relied on the Learning to Live Together program to support his work.

Shanti Ashram, a partner of Arigatou International since 2000, is likely the organization that has been integrating Learning to Live Together for longer than any other worldwide.

“Before we used to call it Ethics Education toolkit”, explains Vijay remembering the times back in 2006 when Shanti Ashram was already working with Arigatou International in implementing ethics education programs, that would later become the structure for what is now Learning to Live Together.

Shanti Ashram was established in 1986, following the principle of Mahatma Gandhi of “Sardovaya” or “welfare/progress for all”. Since then, the organization has been carrying out numerous projects to assist vulnerable people in Coimbatore, with an emphasis on education. They focus their action on three programs: a sustainable development program, a program to foster youth leadership (headed by Vijay), and an education program with the “Bala Shanti program”, or “places of peace for children”.

The Balashanti Kendras is an early childhood development program for vulnerable children ages 3 to 5. “We have 8 of these centers, with 25 children studying in each center. The uniqueness of our schools is that we offer ethics and value-based education. We work with the Montessori method in a Gandhian way,” explains Vijay.

Each Balashanti Kendra is managed by a single teacher, and all teachers across the eight centers have received training in the Learning to Live Together (LTLT) program. “We conduct workshops for all our teachers,” explains Vijay. “These workshops equip teachers with the knowledge to create safe and supportive learning environments, foster critical thinking and self-driven learning, and incorporate the values of respect, empathy, responsibility, and reconciliation into their teaching.”

Since 2024, Shanti Ashram integrated a new program into its Bala Shanti program: Toolkit to Nurture the Spiritual Development of Children in the Early Years. This groundbreaking initiative, developed by the Consortium on Nurturing Values and Spirituality in Early Childhood for the Prevention of Violence, has brought about meaningful transformations among parents and caregivers. It supports children’s holistic development while fostering nurturing and respectful family environments.

The Bala Shanti educators are implementing the Toolkit directly with children. Additionally, 171 parents and caregivers participated in educational sessions. These sessions focused on child rights, the creation of safe environments, and strategies to enhance children’s agency, as well as their social and emotional development.

But Shanti Ashram is not only using the LTLT manual to train teachers, they use it in their programs to strengthen families, they use it during their summer camps for children and youth, they use it in workshops for volunteers, on workshops with young leaders, for activities with parents.

“Learning to Live Together is an incredibly flexible tool. We can adapt it to a wide range of activities—for instance, short sessions, one-day workshops, observation visits for undergraduate and postgraduate students, and social immersion programs for school children. It can also be integrated into any type of training program,” shares Vijay, proudly highlighting that Shanti Ashram has the highest number of international trainers for the Learning to Live Together program.

“Here in India, we have four international trainers—myself, Pavithra Rajagopalan, Prabha Karthik, and Kavya Balguruswamy—along with 220 facilitators. These young facilitators play a vital role in helping us conduct LTLT programs, reaching and engaging with diverse groups across different settings.”

After all these years of adapting and implementing the program, Vijay and his colleagues have harvested many fulfilling stories of how their work has impacted the lives of people in the community.

As Prabha Karthik, international trainer and Montessori teacher, said in an interview in 2015 “The best part of our work is that we create a space for (people) to learn, think, discuss and thrash out their own ideas.”

In 2015, with support from Shanti Ashram, Prabha and Pavithra customized the Learning to Live Together manual to develop a 10-month program to strengthen parenting skills. Prabha recalls deeply emotional moments from the workshops. One mother, for instance, shared her transformative journey: “She had a child with autism and initially believed she was being punished by having a child with challenges. However, through the program, she began to see her son as an individual in his own right, rather than simply as someone who belonged to her.”

Prabha acknowledges that the program had a profound impact on her as well. “It helped me realize that while we all love the children under our care, we are often constrained by our own conditioning and upbringing,” she reflects. “We rarely pause to think deeply about our actions in daily life. Many of us see our children as extensions of ourselves, as our property, and focus on raising them to reflect well on us, rather than embracing them as individuals with their own paths to follow.”

One of Shanti Ashram’s greatest strengths lies in its approach to children. The organization actively promotes a horizontal dialogue between adults and children, demonstrating a steadfast commitment to empowering its younger members and volunteers by giving them meaningful leadership roles. Despite her demanding schedule, Shanti Ashram’s director, Kezevino Aram, makes a conscious effort to be available for any child seeking her guidance. “They are even welcome to come to her house,” shares Vijay, highlighting her dedication to nurturing connections with the younger generation.

As children engage in the Learning to Live Together (LTLT) program, the ultimate goal is for them to become catalysts for positive change in their communities, working in collaboration with adults. The program actively fosters child-led initiatives, and Arun’s story is a powerful testament to its impact.

At just 14 years old, Arun was inspired after attending an LTLT workshop at Shanti Ashram to take action for those in need. Determined to make a difference, he initiated a food bank by collecting rice for vulnerable families—an effort that would go on to transform the lives of thousands in Coimbatore.

“After the program, he came to me and said, ‘Uncle, I want to do something for people,’” recalls Vijay. “He had the idea of collecting rice, and I encouraged it.” With support from Shanti Ashram, Arun’s project grew rapidly. Today, the food bank collects and distributes between 450 and 500 kilograms of rice, dhal, and other essential goods every month.

In 2019, this initiative received global recognition when it was awarded the Most Inspiring Child-Led Project by Arigatou International. The success of Arun’s food bank also inspired the launch of the India Poverty Solutions program in 2012—an innovative, child-led initiative dedicated to ending child poverty. Today, India Poverty Solutions has been replicated in four other countries, expanding its reach and impact far beyond its origins.

Now approaching 30, Arun continues to manage the food bank and remains actively involved in Shanti Ashram’s initiatives. Having dedicated half his life to volunteering with the organization, he is just one of many individuals who have remained deeply committed to Shanti Ashram’s mission, ensuring that its work continues to inspire and empower new generations.

“Sustainability is the key,” explains Vijay when describing how Shanti Ashram maintains volunteer engagement and keeps young people actively involved. “It’s a long and continuous process. It’s not about immediately getting children on board but about consistently providing opportunities for them. We create spaces for them to act as young facilitators and ensure there’s always room for motivation.”

Driven by empathy, the staff and volunteers of Shanti Ashram are doing more than supporting vulnerable individuals in Coimbatore—they are shaping a new generation of young leaders. These leaders are not only empowered to drive positive change in their communities but are also equipped with the values and skills to help build a more compassionate and inclusive world.

Shanti Ashram upholds the wisdom of Mahatma Gandhi, who famously said, “If we are to teach real peace in this world, we shall have to begin with the children.” This belief continues to guide their efforts, ensuring that education and values-based learning remain at the heart of their mission.

 

The post Shaping the Next Generation of Young Leaders With The Power of Empathy appeared first on Ethics Education for Children.

Nos complace informar que hemos finalizado el proyecto de reforma de los aseos en nuestra residencia, correspondiente al expediente P1260-2023, subvencionado por la Fundación ONCE. Este proyecto ha permitido optimizar nuestras instalaciones, garantizando un entorno más accesible, seguro y digno para las 21 personas con parálisis cerebral que residen en nuestra entidad. Agradecemos profundamente a […]

Como muchos sabrán, D. Jose Manuel Porras, fallecido hace casi un año, fue Director de Upace San Fernando, durante casi cuarenta años, siendo pionero en el aspecto asociativo ya no solo en nuestra ciudad, sino a nivel autonómico y nacional. Por tal motivo, el Cermi estatal (Comité español de representantes de personas con discapacidad), va […]

Desde noviembre se está desarrollando el programa “Apoyo a cuidadores de personas con parálisis cerebral y otras discapacidades con grandes necesidades de apoyo”. Este proyecto, que se viene desarrollando desde hace años, permite a las entidades miembros de Federación ASPACE Andalucia contar con horas de respiro para que las familias puedas realizar diferentes actividades que […]