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Education and work, apart from being rights because of our human nature, they have a demanding and equalizing character

Education and work, apart from being rights because of our human nature, they have a demanding and equalizing character

  • Posted: Feb 26, 2016 -
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In Edujesuit we are dedicating the month of February to work training. We want to go deeper in how the right to education is directly related to the right to work. For that, we wanted to know more about the context of the working world and how, from the Society of Jesus, some responses are being articulated.

We have interviewed Asier Bengoa, coordinator of Training for Employment of the International Federation of Fe y Alegría.

What is your analysis of the global context of the working world?

The current working world, especially referring to the scope of technical training and moving a bit from university and scientific training. Until very recently when thinking of what it would be technical or even technological training, the image of a mechanic or a tailor would come to mind and those jobs would also be very associated with a certain gender. Back then, technical training was a set of skills and was closely associated to manual labor.  In recent times, we are aware that the world has moved towards a high automation therefore, what before used to require a lot of low skilled manpower, now requires little but very qualified workforce. That is why; the matter of automatism has been one of the big changes in today’s world.

I also think that another great leap has been the entry in the communication era and the internet that has detached worked from a fixed or determined space. Now people move in a more global manner worldwide. Those two contexts in which the presence of automatism and breaking with geography or job stability, make people need different competences and abilities. Nowadays it is not as important to have manual dexterity as you need another type of abilities that allow you to adapt to changing labour environments, to work in a more interactive way with other people. Before, you worked with a machine or you were associated with a certain tool but now increasingly you have to be in contact with other people more than with machines. All that makes necessary to have a different set of skills.

That is one of the main themes and we have in our hands one of the great challenges in technical education which is to transform our centers from an industrial mentality to a XXI century one with what it entails.

In this context that you are talking about. Which is the additional difficulty for the people in a vulnerable situation?  

The context I am talking about is a general context. If people on top of that have a situation of vulnerability because of access limitations, gender-based or sex-based limitations for the fact of being a man or a woman,  limitations because of being disabled, being an indigenous person or living in certain contexts: in rural areas, jungle zones… Obviously this deepens the difficulties they have to get on in today’s context. Clearly as Fe y Alegría, we focus on limiting the inequalities or shortening the gap that may exist, therefore, we put our attention in the regions with the highest inequalities in this context. But evidently, independently of the people we serve which are our main focuses; this reflection is based on the necessity we have to shape ourselves to also reshape that context. But we find ourselves in a time in which our proposals either change or they will also have a gap and therefore we would transmit that gap to the people we work with. If we are out of focus we can be very centered on a target audience but we won’t be giving them a relevant service and a relevant education. That is why the question of propriety is not only in the hands of people but in what we transmit to that people. That is why our proposals need to answer to current labour contexts.

Which is the response that Fe y Alegría is giving to this reality?  

One of the high stakes is to change the conception of technical education as people think it consists on using a hammer, sewing or other similar skills to show that that it consists on working on personal, intellectual, organizational or entrepreneurship skills. In other words, much more general skills. In fact, that is why they call them general labour skills, because they are the ones that make it possible for people nowadays to get on in a working environment regardless of the specific kind of job they are doing. Obviously, they need to have some kind of a base in any of the areas but just a base because, as the specific part changes a lot, they acquire those skills in the working environment. Inside the companies themselves they are going to acquire the specific skills of that job. What is essential in our role is to give a good technical base but, above that, is to give a good base on the personal, interpersonal and organizational competences being those the main competences that have to be emphasized. What is interesting about that is that, as those competences are new, they are not gender-based and do not have a very specific role. In other words, before the tailor, the mechanic and others had very defined roles buy in today’s working world new jobs are created with new skills that are not linked to a gender-based role. But yes, that is one of the main challenges, to transform the centers so their role is not limited to teaching technical skills but also to generate another type of attitudes and values that make it possible to give an all-round education as we traditionally say in Fe y Alegría. Therefore, something that is so historic is also very current and necessary.

Could you give a concrete example of the work of Fe y Alegría?

We are doing things regarding what we call employability, which refers to working on general labour skills. Nowadays we are working in 21 countries so that all their technical educational centers introduce in their curriculum certain competences that have to do with team work, the tolerance to frustration, decision making etc…  One of the first actions that we are carrying out is to incorporate these competences in the centers curriculum. We are working with over 300 centers so that they work on those competences making it possible to introduce them in their curriculum. In addition to this, we are generating another element. As we are incorporating elements that are common, we can also establish a common way in which we can measure it and also an external way as it is independent from the teacher and the students are the ones who measure it.

Through an evaluation or self-evaluation that the student carries out at the beginning and at the end of the training we can evaluate the progress or his or her contribution to the learning process and that is something independent of the teacher. This way we can firstly see the initial situation of the student and his or her skills in the beginning of the process and then we can see the general situation. From that we have some more or less objective goals to reflect in the center and say: well, some progress has been made, no progress has been made, what are the causes… It does not only depend on the fact that something has been learnt or not, but this allows us to evaluate internally the teaching and learning process not depending on the evaluation carried out by the center itself. I believe that those two are important elements.

Another important aspect is that, if we refer to Fe y Alegría, we always talk about the context and that in popular education the context is one of the key elements. I do not know to which extent some work is being done actively. There are several differences between schools and technical education centres. The community goes to the school because it provides compulsory education and sometimes it is even said that the school is a small point of development. Where there is a school an activity is generated. In technical education, as it is not mandatory, the students do not have the obligation to go to the center, therefore the center should go out to them and it does not always happen. Sometimes the center stays inside its 4 walls. Another of the main aspects that we work on is to not only interact with the community but also interact with the companies and all the living actors that affect the economic and productive development of the area in which the center is located. Those are the three main actions in which we are working.

Are you working with others in the making of these responses you are giving?

Yes, in fact, the work we are doing with those 21 countries is linked to the networking with different organizations of the society.  Fe y Alegría has not been working on this answer on its own, it has been a joint action and a joint reflection with different actors of the society: JRS, the social sector of the company in México, Radio ECCA in Spain, Fe y Alegría en Chad and the rest of America and then with Cristo Rey in the United States.

And how are you doing this?

Mainly the incorporation of these competences is one of our main objectives. We are doing an exchange of the experiences of how these competences are being implemented in the different works and we are sharing materials and incorporating and enriching each other in a level of Exchange of knowledge and experiences. In the case of JRS, we are implementing proposals that we make from Fe y Alegría. We are implementing them in Uganda and South Africa in urban refugee camps in Campala, Johannesburgo and Pretoria. We also implement our proposals with ECCA and the social sector of the company in Mexico. With those three actors we are implementing the model of employability that we have in Fe y Alegría. In the case of Cristo Rey in the United States, they are providing inputs in the topic of employability and labour insertion.  They have a lot of experience when it comes to interacting with companies and employability. We are mainly learning from their experience and we are giving them the inputs we have in skills development as we have them in 5 different languages. That is a huge advantage when it comes to sharing with others.

How many people are you trying to reach? What is the scope of this proposal?

In 3 years time, speaking of employability we would like to reach around 80.000 people and of work placement around 57.000 people. There is no doubt that this is a huge challenge.

And all this you tell me about networking as a response to global challenges, how does it fit with the global objectives of development? How do the proposals of Fe y Alegría and the networking with the rest of the society fit in the global goals that the world has set from now until 2030 with the SDO?

In the SDO of 2030 they clearly mention the issue of strengthening of teacher training.  All that I have said previously has behind it a lot of hard work, not only with the teachers but also with all the management staff teams of the centers. Therefore, the promotion of training is key. We have talked about the transformation of the classrooms, the centers and the teachers. That transformation will not be possible if we don’t transform the teachers, if we don’t transform the teachers we won’t transform the centers, therefore it is obvious that we have to do a lot of background work with the teachers. I think we also have to change in Fe y Alegría, we do a lot of teacher training and I think our methods are somewhat outdated. Nowadays, long training courses for teachers or students are complicated. We have to train in a short period of time and we have to make the most of that short time, they have to be meaningful even if they are short. Sometimes we want to give a lot of information, a lot of content or super long training courses when, nowadays, the information is there. We have to train in a different way and that is where we find a challenge, we have to make the training of teachers meaningful.

The SDO of 2030 also mentions another element that is to provide training on meaningful skills for today’s contexts, stressing on generating possibilities of access of vulnerable sectors and, within these vulnerable groups we can find: rural, indigenous, farmers or even women because there is still a gender equality gap between men and women in the world of work and that is a fact. Therefore I think that the network that is working inside the society with vulnerable groups… is clearly aiming towards those two objectives of 2030.

I believe you also work on global citizenship

Yes, in fact more global citizenship than what we are already promoting because we are also starting to work in center’s networks and student networks and this comes hand in hand with the task that Entreculturas (NGO of the Society of Jesus in Spain) is carrying out here with Entrescuelas. We foster the linking of Spanish centers with Latin-America, of the United States with Latin-America and. In fact, we want to use the platform of Educate Magis in order to promote the interaction between teachers but also between students so later, based on common themes, they will analyze and see how from everyone’s reality they face the problems. There really is a global citizenship working line that helps understand the world in a different way in order to see that, in the end, we are all very alike.

What is the relation between the right to education and the right to work?

I think that they are two inherent elements for every human being, together with our spiritual condition… We are working creatures, we are eager to learn, we have that quality and we have a quality to transcend. Therefore, talking about work, education or spirituality is to talk about the human beings. They are key elements because they are inherent to every human being, they are a necessity. Being able to keep on learning and knowing more about the world is a necessity and even more nowadays because human beings have generated inequalities between human beings, education and work. These, apart from being rights because of the fact of being humans, they have a demanding and equalizing character.

Jesuits invited to partner with Rajasthan government

Jesuits invited to partner with Rajasthan government

  • Posted: Feb 23, 2016 -
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Jaipur: Rajasthan Chief minister Vasundhara Raje invited the Jesuit priests, who run St. Xavier’s School in state capital Jaipur to partner the government in skill development initiatives undertaken by the Rajasthan State Livelihood Development Corporation (RSLDC).

The BJP chief minister said she was pleased to see that the Jesuit priests had a vocational training school and that it was making a difference to the lives of students from all sections of society, reported the Times of India.

She was speaking at the 75th anniversary celebrations of the school, which was also attended by Apostolic Nuncio Archbishop Salvatore Pennacchio, the papal representative in India and Nepal.

She lauded theSt. Xavier’s management for setting up a balwadi that admitted 30 students each year, helping children from poor families complete their education at the school.

The chief minister had special words of praise for the school band, which put up a performance as part of the celebrations of the 75th anniversary of the school. There were many young schoolgirls playing the drums in the band, and Raje said she was pleased to see girls marching as part of the band.

The chief minister called upon students to be sensitive to others and open to diverse points of view. State BJP president Ashok Parnami also attended the platinum jubilee celebrations of the school.

Source: http://www.ucanindia.in/news/jesuits-invited-to-partner-with-rajasthan-government/31508/daily

Technical training at the Loyola Vocational Institute in India

Technical training at the Loyola Vocational Institute in India

  • Posted: Feb 17, 2016 -
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Photos of the activities of Loyola Vocational Institute (LVI) attached to the formal education given at St. Xavier’s School, shahbad-Daulatpur, Rohini, Delhi. of the Delhi Jesuit Province. St. Xavier’s School Complex at Shahbad-Daulatpur, Delhi could be termed as an abode of integral and holistic training centre. With a regular formal school having close to four thousand students, there is the Loyola Vocational Institute mainly for the high school dropouts with around eight hundred students, along with remedial coaching classes for the children attending at the local government schools, it could be considered as a model for community education. It was not a surprise at all when the school was graded as an “A star institution” by the Times News Network. This could be a model for holistic and quality education.

Encouraging the right to education in Africa: First Fe y Alegría Congress

Encouraging the right to education in Africa: First Fe y Alegría Congress

  • Posted: Feb 02, 2016 -
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Last Monday, the first Fe y Alegría Congress in Africa, which took place from January 25th-31st in Chad, came to a close. More than 40 participants gathered together from Chad, Madagascar, Kenya, Togo, Central African Republic, Guinea Conakry, Cameroon, Democratic Republic of Congo, Zimbabwe, Zambia, as well as representatives from JESAM (Jesuits of Africa and Madagascar), the International Federation of Fe y Alegría, Jesuit Refugee Service, Entreculturas-Fe y Alegría Spain, Alboan, Porticus, and Misereor.

Fe y Alegría, one of the largest non-profit educational institutions in Latin America and the Caribbean, has since 2007, with the founding of Fe y Alegría Chad, been working to spread its educational mission in Africa. A work of the Society of Jesus and recognized in successive General Congregations as one of the most important Jesuit networks working for justice in the world today, Fe y Alegría annually reaches over 1.5 million participants in low-income neighborhoods and rural communities.

Participants in the Fe y Alegría Africa Conference had the opportunity to visit several schools in Mongo, Chad, where Fe y Alegría first established its roots on the African continent. They also participated in the inauguration of a school in the village of Ghelati and helped to place the first building block for a new Fe y Alegría high school.

Daniel Villanueva SJ, Director of Entreculturas – Fe y Alegría Spain shared that throughout the visit, there was a spirit of celebration, and participants were able to witness the transformation and level of empowerment that has taken place over the past five years in the community, “fruit of years of sustained accompaniment with authorities, teachers, parents, and students, who today feel that the “Foi et Joie” project is now theirs.”

Throughout the week, members of the group were able to learn more about and better understand the identity and work of Fe y Alegría in the African context, as well as discuss challenges for the future.

A historic moment for the Fe y Alegría movement, we look forward to following and seeing how the fruits of this Congress help to expand the Fe y Alegría network and educational opportunities for students, families and communities throughout Africa.

This article has been extracted from the Jesuit Networking Blog.

India: Two official meetings to set the education agenda towards 2030

India: Two official meetings to set the education agenda towards 2030

  • Posted: Jan 15, 2016 -
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United Nations’ new sustainable development agenda entered into force the 1 of January. In it, 17 goals of vital importance for the future were laid out being one of the most crucial of them to achieve a quality education for all. Moreover, the UN Decade of Education for Sustainable Development has shown the great importance of education as it is a key element for this development.

Due to this importance, two conferences for education are taking place in India this week. The first one is titled ‘Education as a Driver for Sustainable Development Goals’ in the city of Ahmedabad and it has been organised by the Centre for Environment Education together with UNESCO, the UNEP and India’s government. Its main objective is to bring together global experience of the different actor in making education public policies and to emphasize on the importance of education when it comes to achieving the sustainable development objectives. At the same time, the conference allows its participants to share their expertise on education to understand that all communities need to put education forward in order to help achieve the sustainable development goals. The expected outcomes of this conference are: to be able to put into action what has been learned during the UN Decade of Education for Sustainable Development by creating education programs and to stress on the importance of the Global Action Program on ESD through workshops such as quality education and alleviation of poverty. The Plan of Action has been just released today.
The second conference is entitled “Comparative Perspectives on the Right to education for Minorities and Disadvantaged Groups” and it is taking place today and tomorrow (15-16th January). This conference aims to gather participants from different countries like South Africa, India and the UK to engage them and make them conscious of the challenges that the implementation of the right to education for minorities and disadvantaged groups have. There will be several panels from various national and international organisations such as the Law Commission of India with different and very important topics to discuss such as the Role of Public and Private Actors: Challenges Facing the Right to Education,  Gender Equality in Education: Moving Beyond Access to Primary Education, Measuring Quality and Enforcing a Right to Quality Education Balancing the Right to Freedom of Religion and Culture and the Right to Education The Role of Courts in Realizing the Right to Education.

Among the panel of experts that will speak during the workshops there will be participants of the Human Rights Law Network, the Indian NGO Pratham representative Shailendra Sharma, professors of the University of Oxford and Pakistan and different charipersons of the Ministries of Legal Resources and the National Comission of Minorities.

“No more walls: for the rights of the migrant people”

“No more walls: for the rights of the migrant people”

  • Posted: Dec 18, 2015 -
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In the International Migrants Day, various jesuit organizations who serve migrants in the borders and support a hospitality campaign have made public a Declaration in which they express the need of the public policy on migrations of the region of Latinamerica and the Caribbean commit with the Human Rights and the international protection principles.

“Day after day, in 2015 we have seen evidence of the global character of migrations and the multiple causes that force people to move. Recent interceptions of people coming from Syria in Central America and the border with Texas show, once more, the global reach that conflicts have and the social crysis of an interconnected world and the great resilience of human beings facing the horror of violence, war and poverty. If the Syrians run away from war reaching up to Latin America, the population of the Northern Triangle of Central America scape from violence of extorsion, forced recruitment and kidnapping and social exclusion. The population from Haiti leave a country where violence have increased since the earthquake in 2010 to reach not only Dominican Republic but also Ecuador, Brasil and Chile. In Colombia, dialogues between the government and FARC, raise hope for peace, however, it still remains a dynamic of forced displacement, outcome of the armed confrontation, and violence in the pacific Colombian coast displaces population up to Ecuador, Peru and Chile. An increasing number of Cubans start a long way by land towards the United States, starting from Ecuador or Venezuela and passing through Colombia and Central America. From África, Nigerians and Senegalese people start reaching the Southern Corne. However, the answer from the States is inadequate, since they are not responsible of the vulnerability of migrant people or forced displaced people. It is inverted a lot of money in putting obstacles the path of migrant people than in attending their circumstances, identifying cases that require special protection and enhancing social integration. The resilience of United States, Mexico, Nicaragua, Costa Rica and Panamá of giving refugee to centralamerican migrants neglects their fundamental rights.

The burocratic barriers and the lack of collaboration between Haiti and Dominican Republic have diminished the reach of the National Regularization Plan through which haitian migrants can for the first time have the opportunity to access to legal residence in Dominican Republic. In Costa Rica, coming out from migratory irregularity means paying a unavailable fine for most of the migrants from Nicaragua. The complexity and costs of the administrative processesm the arbitrary application of the laws and the prejudices raise legal, economic and social walls as hard as phisical walls. The borders remain being places where rights are arbitrarily vulnerated. The “South Border Plan” between Mexico and Guatema have harshened the policial controls forcing migrant people to look for alternative routes where they are easy criminal captures.

The closure of the border with Colombia, imposed by Venezuela since latest August, has been accompanied by massive deportations of Colombian people, in violation of the non-return principle of the Art. 33 of the Ginebra Convention.  Nicaragua has closed its border with Costa Rica unilaterally to block the transit of Cuban migrants towards the United States, increasing their vulnerability situation. The regulatory framework of Chile gives a great gap of discretionary decisions to the officers in the borders, which affects the possiblities of admission to the country of the afro-colombian population that remains “stranded” in the Peru territory. Among all these walls that neglect the dignity and rights of the migrant people, the Hospitality Campaign urges Governments to follow the examples of hospitality of the civil society, as shows the network of 60 shelters for migrants that are running in Mexico”

 

You can read the full Declaration in Spanish language here

Deaf students at the Startup Weekend in Quito, Ecuador

Deaf students at the Startup Weekend in Quito, Ecuador

  • Posted: Dec 16, 2015 -
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The second Startup Weekend took place in Quito from the 6th to the 8th November. It was an event in which three deaf students, teachers and mothers of the Special Education Unit from Fe y Alegria (UEEFA) of the city of Santo Domingo participated.

The event gathered about 70 people from a variety of professions, occupations and interests. Under this call, proposals had to be focused on “Improving Lives”, so participants had to share ideas, form teams, and build products and initiate projects around issues or social needs.

During the first day of the event, 3 girls from the UEEFA deaf students group presented their proposal to improve labor inclusion of deaf people through ICTs. After presenting around 30 proposals, all participants voted and chose the top 7 ideas to develop over the next few days. The proposal presented by the three girls went on to the second phase where the team joined the mothers and teachers for the construction of social entrepreneurship. Subsequently, and thanks to the help of mentoring specialists, they proceeded with the design, programming and validation of a business plan.

The last day of the meeting the presentations were showed to leaders of the local entrepreneurial framework, who made their comments and suggestions on the ideas presented.

The team argued its proposal entitled “A new opportunity”, which involved the creation of a virtual platform to facilitate the business sector with an access to professional profiles of people with disabilities so labor inclusion of this group of priority is stimulated.

This proposal was awarded an Honorable Mention for its successful approach, the strength, commitment and passion of the team, for proposing a non-existent service in the Ecuadorian market (which make it easier for disabled people to access a decent work and the business sector) and for its compliance with labor legislation in an easier way including expert advice.

From Fe y Alegria, we want to congratulate the team for their achievement and for proving there are no barriers to their dreams.

Original piece of news in Spanish language here.

2030 Agenda: From words to action, a new challenge has begun

2030 Agenda: From words to action, a new challenge has begun

  • Posted: Dec 10, 2015 -
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Interview with Camilla Croso, President of the Global Campaign for Education

At the UN Summit on Sustainable Development that took place from the 23 to the 25 of September 2015, the Transform our world: the 2030 Sustainable Development Agenda document was formally adopted. In it, 17 objectives on sustainable development were fixed. These objectives cover different areas like social and environmental development, justice and peace, and a great commitment to human rights and gender equality. Education has been one of the main topics of the summit and this has been reflected in the 4 article of the document that seeks to “ensure an inclusive and equitable quality education and to promote lifelong learning opportunities for everyone”

Camila Croso, the president of the Global Campaign for Education (GCE) and the General Coordinator of the Latin American Campaign for the Right to Education, was selected to participate in the UN Summit as a spokeswoman of the civil society. Moreover, she participated in the panel for the Fight against inequalities, empower women and do no leave anybody behind. After the Summit, Camila shared the steps that need to be followed in the next 15 years in order to comply with the goals of the agenda and she also gave her opinion on the achievements and the challenges that had been drawn from this world meeting.

The resolutions adopted at the Summit need a strong collective commitment and the civil society has played a decisive role in the drafting of the United Nations agenda. According to the president of the GCE, this Summit has given the opportunity to social movements to get involved with the education challenges and it has also made possible for the people that work for education to get involved in the fight for other rights.

Furthermore, Camila stated that the biggest obstacle that prevents the agenda from being truly universal is the division between developing and developed countries. From this derives the problem of financing the projects to achieve the objectives.  Public policies depend from the private sector in order to finance the projects because of the sharp decline of the international cooperation. Regardless of the progress made in this UN meeting, the civil society has gotten into a new fight to implement the Summit agreements. It is of vital importance to achieve that what has been written in paper is really implemented successfully.

The United Nations Assembly approved an education objective with 7 goals and 3 means of enforcement. After the meeting in New York, several meetings took place in order to elaborate an action framework to implement the agreed measures. Such framework was approved last 4 of November in Paris. The coordinator of the CLADE pointed out that, in the Summit, they achieved to establish 12 years of free education and another year of pre-school but that the big challenge of the civil society was to include free education in the global objectives and its indicators.

Camilla Crosso described her experience as a great responsibility as she was in charge of transmitting what was said in the debates and the fight for education of the civil society, but she also stated that it was very satisfactory and that the dialogue within the education field clearly showed the reflection of a collective work.

Collaborating with the academia: GIANs and the University

Collaborating with the academia: GIANs and the University

  • Posted: Dec 04, 2015 -
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As a finishing touch to the “Networking for Justice” meeting that took place in Loyola from the 16 to the 20 of November and in which 60 people from different continents, Jesuits and laypeople and people from various sectors of the Society of Jesus, including the four Global Igantian Advocacy Networks that work in migrations, the right to a quality education for all, ecology and governance of natural and mineral resources participated, the last ones participated as well in a Round table at the Comillas University in Madrid, Spain, last Monday the 23 of November.

The Round table was entitled “Global challenges, networking responses” and was chaired by the Rector of the University, Julio L. Martínez and Marta Muñiz, Head of ICADE Business School.  Some leaders of the GIAN networks intervened in the colloquium: Benny Juliawan, leader of the Migrations network, Lucía Rodríguez and Augustin Kalubi, leader and member of the network for the right to education respectively, Julie Edwars, leader of the network for the governance of natural and mineral resources and Daniel Villanueva, the director of the Spanish NGO Entreculturas.  

The meeting was an opportunity to share some lessons learned from the networking that has been carried out at a global level by the Society of Jesus since 2008, in areas such as ecology, migrations, natural resources or education.

Lucía Rodríguez started off by stressing the need of this new way of organization to deal with the repercussions of globalisation for the most vulnerable. She also highlighted the strengths of the Society of Jesus when it comes to networking as it has been an international apostolic body since its creation. She also explained how this new working procedure demands a new organisational culture in which it is essential to constantly search for synergies and resources, dialogue, a shared leadership and high motivation, generosity and dedication.

The speakers shared concrete networking experiences: in the Migrations network, they presented a vision of a possible legislative strategy that would have to take into account the diversity of migratory flows in the world, the awareness campaign of the Governance of Natural Resources network with Alboan about the extractive industry and the use of minerals in electronic devices, or the monitoring and participation of the network for the Right to Education in the international education agenda towards 2030.
The Round table finished with the words of Daniel Villanueva in the hopes that the meeting would open channels of collaboration with the academy and with the motivation that the ground covered by the networks up until now together with the internal cultural change that the Society is experiencing will be useful to work together and horizontally for global justice and the most vulnerable people in the world.  

“Global challenges, networking answers” the Right to Education GIAN in #Networking4Justice

“Global challenges, networking answers” the Right to Education GIAN in #Networking4Justice

  • Posted: Nov 20, 2015 -
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The Global Ignatian Advocacy Network (GIAN) for the right to education participates in the meeting Networking For Justice that is taking place in Loyola at this time. In this international event organized by the Secretariat of Social Justice and Ecology, the 4 Global Ignatian Advocacy Networks participate: Ecology, Governance of Natural and Mineral Resources, Migrations and the Right to education, which is coordinated by the international federation of Fe y Alegría under mandate of the CPAL, as well as the Xavier Network and the coordinators of the Social Sector of the different conferences at a global level.

On this first day of the meeting, a preliminary assessment of the networks since their creation in 2008 has been carried out; presenting the strengths and the huge challenges they face in a world full of global challenges that ask for global responses. The underlying question is if networking is the most appropriate tool for this global response and the fight for justice.

Lucía Rodríguez, coordinator of the GIAN for the right to education, has shared the advances of the last few years. These achievements include  the participation in spaces for dialogue together with other networks  in the definition and the achievement of a quality education as an objective of the Sustainable Development Agenda 2015-2030 approved in New York last September, the launching of www.edujesuit.org as a communication and participation tool of the GIAN for the right to education or the collaboration with other networks like the GIAN for ecology, Jesuit Networking or Educate Magis of the Secretariat of Education.

The challenges the networks face are huge and they coincide in many cases. One of the words that has been heard the most is conversion, to transform reality it is necessary to carry out an internal conversion, make these global challenges our own in the way we act and live daily as organizations but also as Jesuits or collaborators in the works of the Society of Jesus.

For that, education plays a leading role and as a challenge to achieve global justice for the GIAN for the right to education, they want to achieve that the people involved in education institutions of the Society feel that the right to a quality education is not to provide the service to the students but to the whole population of a country, influencing the national and international education laws so that human rights become effective.

From the visit to the holy house of San Ignacio, where we started this morning, it resonates with force how San Ignacio wrote the Spiritual Exercises because he did not want to keep the experience to himself as he wanted it to be useful for others, sharing his gift and capacities with others so they could grow and carry out the biggest service for the Kingdom of God, that we translate to social justice for a better world.
The Global Advocacy Networks (GIAN) and how they can help to face the global challenges in today’s world will be reflected on next week in a round table that is organized by the ICADE Business School and the spanish NGO Entreculturas in Madrid, Monday the 23 of November. In this conference will participate the coordinator of the GIAN for the right to education, Lucía Rodríguez and of the members of the core group for Central Africa, Augustin Kalubi sj, as well as Benny Juliawan, sj.  From the GIAN for Migrations and Coordinator of the Social Sector of the provincial Conference of Asia Pacific Julie Edwars from the Network for governance of natural resources.

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