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In Brazil, the implementation of the Toolkit on Nurturing Values and Spirituality in Early Childhood has created a meaningful impact not only on parents, caregivers, and children but also on the trainers and facilitators involved. At Pastoral da Criança, the Toolkit has become a transformative force, reshaping the way the organization supports families and helping to break harmful cycles of violence by promoting the spiritual development of children.

Developed by the Consortium on Nurturing Values and Spirituality in Early Childhood for the Prevention of Violence, the Toolkit was adopted by Pastoral da Criança to foster a more compassionate and respectful environment in the families. Both facilitators and participants left the workshops feeling empowered to apply its principles in their daily interactions with children.

One such facilitator, Priscila do Rocio Costa, recalls with a bright smile the story of a mother who, after completing the sessions, was able to break the cycle of violence rooted in her own childhood trauma. Through discussions centered on children’s dignity and the importance of nurturing, respectful, and open communication, this mother experienced a profound shift in her understanding of discipline. “Before, she believed that to discipline her son or daughter, she needed to spank them, to hit them. That was her understanding based on her own childhood. So, over the course of the meetings, especially toward the end, she shared that she no longer spanked. She would take a breath, talk with her husband, call the children, and have conversations,” Priscila shared.

This change marked not only a new way of disciplining, but also a deeper understanding of herself as a parent. The Toolkit helped her break the intergenerational cycle of violence, adopting a more peaceful, empathetic way to address conflict and guide her children’s development.

Another mother had a similar experience. She was struggling with her youngest son, who frequently threw tantrums and acted out. Before the Toolkit, her response was often violent. The sessions, however, helped her reconnect with herself, not just as a mother, but as an individual. “The project came right during this phase of his, and it helped me a lot to get to know myself as a person, as a mother, and to know how to handle situations where I felt desperate or in conflict with him,” she explained.

Throughout the sessions, she gained the tools and skills to better navigate moments of desperation and conflict, learning to stay calm and reflect before reacting. Over time, both she and her son became more peaceful. Her journey demonstrates how the Toolkit not only transforms parenting practices but also has a direct impact on children’s emotional well-being.

Facilitators themselves also experienced personal and professional growth. Josete Valim, described how the training reshaped her interactions with the families she works with at Pastoral. She now feels more confident and better equipped to support mothers in navigating challenges with their children. The training helped her approach families with more empathy and respect, creating an environment where parents feel safe sharing sensitive personal experiences. This understanding of their backgrounds allows her to help parents uncover the roots of their behavior and rebuild healthier, more trusting relationships with their children.

The Toolkit’s influence goes beyond individuals, it permeates organizational culture and practice. Maria das Graças Silva Gervásio, Coordinator of Pastoral da Criança, shared that the Toolkit offers more than theory: it provides a practical and experiential approach. “It helps the families, the people who participate directly in the sessions, to see how they behave, how they think, and they begin to change through the process. And as it includes a theoretical approach that can be adapted to reality, it enables not only personal transformation, but this transformation also has an impact on the community, on the family. And I think that is the greatest benefit of this Toolbox, because it enables this social transformation.”

For Maria, the Toolkit has transformed how her organization trains volunteers and engages with families. She is eager to expand its use in other communities, confident that it adds unique value to their work. What she values most, however, is the broader social transformation it enables—a sentiment echoed by Priscila, who shared, “The Toolkit transformed the whole family. The lessons from the meetings were taken home and helped create a welcoming, respectful environment.”

Ultimately, the Toolkit in Brazil is helping to break cycles of violence rooted in childhood trauma. Encouraging parents and caregivers to reflect on the causes and consequences of their actions promotes a different approach, one based on compassion, understanding, and the spiritual nurturing of the child. Its impact is not only personal or familial, but social, offering hope for a more peaceful future.

The Toolkit on Nurturing the Spiritual Development of Children in Early Childhood has had a profound impact in Pakistan since its implementation. Its transformative power shines through the reflections of faith leaders, facilitators, parents, and caregivers, each offering insight into how the Toolkit has positively contributed to their families and communities.

Parents experienced personal growth and deeper connections with their children. Facilitator Alina Afzal was particularly moved by the transformation she observed among widowed mothers. “Often marginalized by society while selflessly dedicating themselves to their children, these women experienced, for the first time, a profound connection with themselves,” she noted. “It gave them a renewed sense of strength and empowerment. They began to recognize their intrinsic value and worth.” Alina believes this awakening will lead to long-lasting benefits for both the women and their children, illustrating the Toolkit’s intergenerational impact.

One mother shared how the training reshaped her relationship with her children. “I now understand how important it is to connect with my children in a compassionate and understanding way,” she said. Previously harsh and distant, she described how the Toolkit helped her recognize the harmful effects of violence and adopt a more nurturing approach. “Now, I speak to them calmly and try to explain things. As a result, they’ve started sharing more with me.”

This mother also spoke about newfound moments of connection, such as playing outside with her children, a simple yet meaningful action that helped build trust. Reflecting on her own growth, she shared, “I didn’t know how to handle things before, but now I feel calm and equipped.”

Faith leaders, too, experienced a shift in mindset. For Naeem ur Rehman, a local religious leader, the Toolkit was a turning point in his understanding of child abuse. “We weren’t paying enough attention to what children go through when they experience abuse,” he admitted. Inspired by the training, Naeem began promoting forgiveness and kindness as alternatives to harsh discipline, aligning his message with the values of his faith.

Naeem has since become an advocate against violence, using his platform to raise awareness in mosques, schools, and the wider community. He encourages parents and caregivers to reflect on their practices and adopt non-violent methods rooted in compassion and religious teachings. The Toolkit empowered him to move from passive observation to active intervention, becoming a voice for change.

For faith leaders like Naeem, the Toolkit offers a valuable framework to address child protection in a way that resonates with their beliefs. It not only supports their work but inspires them to challenge harmful norms and promote nurturing, non-violent parenting.

The Toolkit didn’t just impact children and the participants, but the organization itself. Shahnaz Kausar, Childcare Coordinator at Islamic Relief Pakistan, described the Toolkit as “not only impactful, but essential for every organization working for children.” Her endorsement underscores the Toolkit’s potential to transform the work of all those engaged in child development. “It goes beyond traditional programming,” she shared, “and plays a vital role in the lives of communities, especially those working for the well-being of children.”

Shahnaz also highlighted the inner transformation of children as one of the most remarkable outcomes. Beyond fostering awareness of safeguarding and protection, she and other facilitators observed children developing values like empathy, self-awareness, and compassion. “We witnessed an inner transformation grounded in values, along with the seeds of broader social change,” she explained. These values, deeply rooted in spiritual development, nurture a sense of responsibility and empower children to contribute positively to their communities.

The positive impact of the Toolkit in Pakistan is undeniable. It has contributed to the prevention of violence against children and promoted their holistic well-being, with a particular emphasis on spiritual development. It has helped reshape parenting practices, strengthen family bonds, and empower children to trust and communicate more openly.

Individuals like Alina have found renewed purpose in advocating for child protection. As she powerfully stated, “It is crucial for all of us, as members of society, to speak up against violence and raise awareness. By doing so, we not only strengthen ourselves but also our communities.”

“My child became my friend in a new way. He started telling me everything… That’s one of the biggest benefits I’ve seen.”
– Parent, Tanzania

Across six countries, Brazil, India, Mexico, Pakistan, Sri Lanka, and Tanzania, a transformation is underway. Parents are becoming more patient, children are more peaceful and emotionally aware, and homes are safer, more nurturing places to grow and flourish.

At the heart of this movement is the Toolkit: Nurturing the Spiritual Development of Children in the Early Years, developed by the International Consortium on Nurturing Values and Spirituality in Early Childhood for the Prevention of Violence. Launched in November 2022, the Toolkit provides practical guidance for caregivers, educators, and faith actors to support children’s spiritual development while actively creating the conditions for their protection from violence and for the promotion of their holistic well-being.

Since its introduction, 279 trainers, facilitators, and educators have been trained on how to deliver training sessions and workshops with parents and caregivers. 1,860 parents and caregivers have participated in the workshops across all six countries, which benefited over 5,500 children.

From challenging cycles of violence and neglect to promoting resilience, empathy, and peaceful upbringing, the Toolkit is helping families reimagine parenting in ways that foster connection and understanding.

In Brazil, Pastoral da Criança incorporated the Toolkit into its Celebração da Vida program and adapted it for a mobile app to support home visits. Monthly workshops, held with the support of local universities, helped caregivers learn how to better connect with their children.

“With the knowledge I gained from the course, I am now more patient with my daughters… They no longer misbehave to get my attention, which helps avoid stress for both them and me,” shared a parent.

In Mexico, the implementation of the Toolkit is being led by the Franciscan Sisters and World Vision Mexico. It has been implemented in four states and integrated into “Escuelas para Padres” (Parents’ Schools) and parishes.

“My children have noticed the difference… Before, I used to get angry, but now I understand them better. I have more patience… I understand that they miss their mom, and I must fill that role,” said a widowed father from Veracruz.

Shanti Ashram integrated the Toolkit into their Bala Shanti program (Early Childhood Development Centres) across Coimbatore, serving families in nine villages characterized by multicultural and multireligious diversity. Parents and caregivers took part in Toolkit sessions that explored child rights and non-violent parenting. In communities where corporal punishment remains common, the shift was profound.

“I was repeatedly reminded not to beat or threaten my child… It made me reflect on the times I had done so, and I decided to change,” shared one of the mothers. “My son used to hit others, but now he no longer fights. He speaks with respect… As a mother, this makes me incredibly happy,” she added, noting how her transformation made an impact in her child’s behaviour.

Echoing this sentiment, a mother in Pakistan said, “After taking the training—Masha Allah—it brought a big change in me. I realised that yelling and fighting doesn’t help. It negatively affects the child’s mental health.”

Islamic Relief spearheaded the program in Pakistan, reaching both urban and rural areas through intensive sessions and remote follow-ups. The experience empowered caregivers in meaningful ways. “The widowed women… felt marginalised by society while dedicating themselves to their children. For the very first time, they experienced a profound connection with themselves… They began to recognise their intrinsic value and worth,” noted Ms. Alina Afzal, Assistant Child Care Officer at Islamic Relief Pakistan, and trainer of the Toolkit.

The Sarvodaya Movement in Sri Lanka integrated the Toolkit into pre-schools and community kitchens, complementing nutrition programs with emotional and spiritual development.

“While we often get frustrated with our children’s behaviour, this workshop helped me understand how to manage and balance those emotions… It also helped me teach my child about spirituality,” said a preschool teacher.

Four faith-based organizations—including the Baha’í, Shia and Mennonite communities, and Ladies Joint Forum—began sessions in mid-2024 in Tanzania. The change was immediate and deeply felt.

“I wasn’t close to my son. But after joining this program, something amazing happened. He started telling me everything—what he experiences at school and in the neighborhood. That’s one of the biggest benefits I’ve seen. This program brought real change,” shared a mother.

The Toolkit has demonstrated that protecting children starts with building peace at home. When parents gain the tools to listen, reflect, and respond with love, families flourish, and so do children.

Beyond behavioral change, participants report deeper emotional bonds, greater confidence, and an increased sense of self-worth. In every setting, the Toolkit’s flexible design has made it adaptable to diverse cultures, languages, and traditions, affirming the universal need to protect and nurture childhood.

We extend our heartfelt thanks to the Fetzer Institute, Porticus North America, and Smart Peace for believing in the power of early childhood development rooted in values and spirituality.

We also deeply thank all the Consortium member organizations for their unwavering collaboration, dedication, and commitment to children’s well-being.

Learn more about the Consortium and it’s work, here: https://childspiritualdevelopment.org/

 

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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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The Ethics Education Fellowship is transforming classrooms, empowering students, and contributing meaningfully to Indonesia’s Pancasila Student Profile (P5). At the forefront of this movement are the Fellows, organizing training workshops, practical guides, and online modules to support teachers in integrating ethics education into everyday learning.

Launched in 2022 by Arigatou International, the Guerrand-Hermès Foundation for Peace, KAICIID, the Higher Committee of Human Fraternity, and UNESCO, the Fellowship has reached thousands of students across six countries. In Indonesia, its second phase began in October 2024, aiming to scale its impact and build sustainable structures for ethics education across the nation.

The second phase of the Fellowship in Indonesia now includes 574 schools and is expected to reach over 90,688 students, a tenfold increase from its initial reach. Workshops, online learning, and collaborative meetings have empowered hundreds of teachers to implement transformative approaches. Technology and digital tools have also enabled the program to reach more remote and underserved areas, ensuring equitable access.

With support from the Ministry of Education and the National Commission for UNESCO, Indonesia has embedded ethics education within its education goals, aligning it with the Pancasila Student Profile. The Ethics Education Fellowship complements the P5 project by providing teachers with the skills, tools, and mindset needed to nurture holistic learners, students who are not only academically competent but also morally grounded and socially responsible.

A visit to Torongrejo School highlighted this integration in action. Through classroom observations and interviews with teachers, students, and administrators, it was evident that the combination of ethics education training and P5 implementation had elevated the school’s ability to foster ethical reflections. Classrooms became more inclusive, learning was more collaborative, and the school community more connected.

Educators across the participating schools reported a marked shift in classroom dynamics following the integration of ethics education. Students are showing increased openness, empathy, and collaboration, especially among those from different religious, cultural, and socioeconomic backgrounds. Teachers have observed stronger bonds of solidarity, mutual respect, and a sense of shared responsibility for the well-being of others.

Many students are also taking greater initiative in solving classroom and school-wide challenges. Teachers report that children now listen more attentively to each other, offer support to peers with special needs, and engage more actively in shaping group norms and class agreements. As one teacher noted, “We no longer just teach ethics; our students are living it.”

The transformation hasn’t been limited to students. Teachers themselves describe their relationships with students as becoming more open and respectful. Many report a renewed passion for teaching, enjoying more participatory, student-centered lessons and creating classroom environments that feel safe and inclusive.

“Ethics education offers many benefits, particularly in creating a child-friendly learning environment,” said Mrs. Nunung Herawati, a participating teacher. “It’s not just about what we teach, but how we teach, focusing on the process and respecting the dignity of every learner.”

Mrs. Oni Arlitasari echoed this sentiment, saying, “Through the training, I learned how to integrate children’s rights into the learning process and ensure they are respected and fulfilled.”

One of the most tangible and inspiring outcomes of the Fellowship has been the growth of environmental character development projects in schools. These initiatives empower students to turn lessons into action.

Schools are cultivating land to grow vegetables, fruits, and legumes, often transforming unused spaces into school gardens. These gardens not only strengthen students’ sense of responsibility and connection to nature but also deliver economic benefits. Produce is sold directly or turned into ready-to-eat snacks for resale, generating income for school activities.

Waste management has also taken center stage. Students sort and process waste into compost or craft materials. These projects give students hands-on experience with sustainability while deepening their understanding of ethical choices in the real world.

In March 2025, the Ministry of Education convened a final evaluation workshop, bringing together educators, policymakers, and civil society actors to reflect on successes and chart a course for the future. The session reinforced a collective commitment to institutionalize ethics education as a cornerstone of national character development.

By putting ethics at the heart of education, Indonesia is contributing to building peaceful, inclusive societies and advancing SDG Target 4.7, which calls for education that fosters global citizenship, sustainability, and human rights.

 

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”

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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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From February 23 to 27, a major step forward was taken in the expansion of ethics education in Bangladesh with the successful completion of the second National Training of Teachers in Dhaka. Organized as part of the Ethics Education Fellowship Program, the five-day immersive workshop brought together 48 teachers from 16 general schools and 8 madrasas, strengthening their capacity to introduce ethics education in their classrooms.

These newly trained educators build on the foundation laid during the program’s first phase, where 20 teachers were trained and are still actively engaged, implementing ethics education activities with their students. With the addition of this new cohort, the program continues to grow in reach and impact. The second phase alone aims to engage 480 new learners, complementing the 200 children reached during the initial phase.

Additionally, more than 21,000 teachers will participate in a 6-hour online learning module as part of a program funded by the World Bank.

The training was facilitated by a dedicated team of Ethics Education Fellows, who are leading the implementation of the program in the country: Ms. Geetanjali Barua, Mr. Shafiul Alam, Lt. Col. Zonayed Ahmed, and Mr. Joydip Dey.

Throughout the week, participants engaged in dynamic and interactive sessions that focused on designing and facilitating ethics education sessions, applying transformative pedagogical approaches, and creating safe spaces for dialogue. The aim was to strengthen teachers’ capacities to empower students in navigating ethical challenges with confidence, empathy, and understanding.

A highlight of the training was an interfaith learning experience that allowed educators to reflect on ethical values from diverse religious perspectives. At St. Mary’s Cathedral, participants engaged in dialogue with Archbishop Bejoy Nicephorus D’Cruze, exploring key pillars of the Catholic faith, including the Golden Rule: “Do unto others as you would have them do unto you.” They also visited the Ramakrishna Mission in Dhaka, where they delved into the Hindu perspective on interconnectedness and the teacher’s role as a guide who helps remove barriers to learning.

Reflecting on the experience, one participant shared, “I am very happy that a beautiful journey has begun. Just as I will benefit from the learning outcomes of the Ethics Education Training, my students will also be enlightened. I hope that together we will ignite the light in our hearts, and that light will illuminate the world.”

In parallel with the training, Mr. Francisco Vila, Head of Programmes at Arigatou International Geneva, met with several key education leaders to explore the future of ethics education in the country. His meetings with Mr. Hasan Maruf, Additional Secretary for Development at the Ministry of Education; Dr. Muhammad Azad Khan, Director General of the Directorate of Secondary and Higher Education; and Dr. Shafiul Azam, Director of Planning and Development, focused on reviewing the achievements of the first phase of the Fellowship and identifying advocacy opportunities to integrate ethics education into national policy.

Further discussions with Mr. Abdul Mannan, Director General of the Madrasah Education Directorate, highlighted the deep connection between religious education and ethical practice, and the potential of this program to translate values into concrete action. At the National Academy for Educational Management (NAEM), Director General Dr. Md. Zulfewar Haider and Director of Training Prof. Ferdousi Begum explored ways to integrate ethics education into leadership development for headteachers and proposed new training for Academy staff to incorporate ethics into their existing programs. Meanwhile, Prof. Rejiya Sultana, Principal of the Government Teachers Training College in Dhaka, hosted Mr. Vila on campus and expressed strong interest in embedding ethics education into national teacher training programs.

We thank the Ministry of Education of Bangladesh for its commitment, the participating teachers for their dedication, and the Ethics Education Fellows for their leadership. Together, they are paving the way for more inclusive education in Bangladesh—one that nurtures respectful relationships, encourages dialogue, and empowers children to make a positive impact in their communities.

 

The Ethics Education Fellowship has officially entered its second phase in Mauritius with an inspiring series of training workshops that reached 148 educators from across the country. This second phase aims to reach 1,250 new learners across 46 schools in Mauritius, including Rodrigues Island, building on the solid foundation of the first phase.

Organized in collaboration with the Ministry of Education and Human Resources, the Mauritius Institute of Education, and Arigatou International, the training focused on equipping teachers to promote inclusive and safe learning environments in their classrooms.

The first training workshop was held from 12 to 14 February 2025 at the Mauritius Institute of Education (MIE). The opening ceremony gathered key leaders from the education sector, including Professor Kiran Bhujun, Director of Tertiary Education, Science and Research; Dr. Surekha Devi Ramful, Director of Schooling at the Mahatma Gandhi Institute; Dr. Guy Jean-Noel Genevieve, Director of Primary Education, Curriculum Development and Evaluation; Mr. Rajiv Kumar Aukhojee, Director of Secondary Education; and Dr. Jimmy Harmon, Deputy Director for Secondary Education. Their presence underscored the strong institutional commitment to advancing ethics education.

Facilitated by local Ethics Education Fellows, Mr. Jay Ramsaha and Mr. Kumar Aukhojee, the sessions introduced educators to the pillars of ethics education, the ecology of the child, and strategies for building safe learning environments. Teachers engaged in meaningful discussions on the role of ethics in education, exploring how these principles can help address social challenges and foster mutual respect in classrooms.

In parallel with the training, Ms. Maria Lucia Uribe, Executive Director of Arigatou International, and Mr. Suchith Abeyewikreme, Senior Program Lead, met with Mr. Veersingh Boodhna, Permanent Secretary of the Ministry of Education and Human Resources. They were joined by Mr. R. K. Aukhojee and Dr. J. N. Genevieve for a productive exchange about scaling up and institutionalizing ethics education in Mauritius. Mr. Boodhna expressed strong support for the second phase of the Fellowship and shared his interest in promoting Mauritius as an example for other countries seeking to transform education.

The visit also included strategic meetings with the Mauritius Institute of Education, where Ms. Uribe met Dr. Aruna Ankiah-Gangadeen, Deputy Director, to explore deeper collaboration on teacher training. Fellows Mr. Jay Ramsaha and Ms. Seema Goburdhun contributed valuable insights based on their work as MIE lecturers. The team also met with Dr. Vassen Naeck, Acting Director of the Fortified Learning Environment Unit at the National Social Inclusion Foundation, to explore ways to extend ethics education to tutors and coordinators working with children living in poverty.

Further dialogue took place with the Office of the Ombudsperson for Children. In a meeting with Ms. Aneeta Ghoorah, the discussion focused on integrating ethics education into non-formal education settings, with particular interest in expanding activities to primary schools. Additionally, the team engaged with the Technical Committee on the Foundation Programme in Literacy, Numeracy, and Skills (FPLNS) to explore how ethics education and dialogue can be embedded into national curriculum initiatives that build self-esteem, critical thinking, and ethical decision-making in learners.

During their time in Mauritius, the team also met with the M-Kids Organization Youth Council, a national NGO devoted to empowering vulnerable children through community-based initiatives. Conversations with Imam Arshad Joomon, Director of M-Kids, and Ms. Oumaimah AG J, Director of Programmes, opened exciting possibilities for collaboration around ethics education and child spiritual development.

The journey continued to Rodrigues Island, where a second workshop was held from 19 to 21 February 2025. Twenty-eight teachers from eight secondary schools took part in the three-day training, which was led by Ethics Education Fellows and MIE lecturers Mr. Jay Ramsaha and Dr. Rajendra Korlapu-Bungaree. This extension of the program to Rodrigues highlights the Fellowship’s commitment to inclusion and national reach.

The second phase of the Ethics Education Fellowship in Mauritius is made possible through a partnership between Arigatou International, UNESCO Regional Office for Eastern Africa, the International Dialogue Centre (KAICIID), Human Fraternity, and the Guerrand-Hermès Foundation for Peace. With visionary leadership, institutional support, and the dedication of educators and fellows, Mauritius is moving decisively toward a future where education empowers children to live together in peace, guided by values of respect, empathy, and shared responsibility.