Tag: Fe y Alegría

Fe y Alegría continues to grow

Posted on by John Byrd

It started with one community. 

Fr. José María Vélaz, SJ—a  Chilean priest living in Venezuela—was visiting Catia, a marginalized neighborhood on the outskirts of Caracas. In conversation, he asked members of the community what they needed most. Their answer? A school. With that, Fe y Alegría was born. 

There was no 10-point business plan. Fe y Alegría was never intended to grow beyond the borders of Venezuela. It started with one school back in 1955. But people—first around the region and then around the globe—were and still are inspired by the school’s vision of inclusive and transformative education. The dream grew, slowly and organically, from a single school to an international movement in over 22 countries and counting.

Fe y Alegría first expanded beyond the borders of Venezuela in 1964 when a school was opened in Ecuador. Over the following decade, communities in seven additional Latin American countries would also begin adapting and implementing the Fe y Alegría model. These are some of the “classic” Fe y Alegría offices that many people associate the movement with–Bolivia, Peru, the Dominican Republic. These offices hold a vast majority of Fe y Alegría’s formal education centers, as they were founded at a time of great educational need in the region . Each country adapted the model to their context, but the origins, tradition, and importance of these “classic” Fe y Alegría offices laid the foundation for continued growth on “New Frontiers” in the decades that followed.

This growth–from Venezuela to Ecuador to Panama, and so on–was quite organic in nature and really depended on people to push its movement forward. Religious congregations, lay people, and marginalized communities came together and worked in collaboration to address situations of injustice and poverty in their communities, with education at the heart of their vision of change. It wasn’t until 1987 that these disparate Fe y Alegría offices formally united in  an overarching body, a common platform to help them coordinate transnational efforts and interests.

Since the creation of the International Federation of Fe y Alegría–or Fe y Alegría International–in 2016, responsibility for the growth of the movement has been coordinated by this single body.  One of the four priority areas of Fe y Alegría International since its formation has been to identify  “New Frontiers” for the movement. Time, personnel, and resources have been dedicated to strategically planning the growth of the movement, both in terms of geographic presence as well as in thematic priorities. For example, Fe y Alegría’s is expanding globally in places like Guyana, Nepal, and Guinea and the Federation is also expanding their work for justice in areas such as migration and child safeguarding. All of this growth is due in no small part to Fe y Alegría International’s commitment to “New Frontiers” as a priority area.

Today, this area focuses on three main tasks:

  • Develop new initiatives that contribute to the social, cultural, and labor insertion of people who are victims of violence, discrimination, or new forms of social exclusion. This is done in countries where Fe y Alegría is already present.
  • Study, promote, and accompany the creation and strengthening of Fe y Alegría in new countries, enriching the socio-educational proposal of Fe y Alegría according to contexts and cultures, prioritizing the places where there is greater need or exclusion. This is done in places where Fe y Alegría is not yet present or has recently begun operations.
  • Promote the institutional mission by attending to the development of new topics for reflection and responding to the challenges of the context for action. This includes topics such as education in emergency due to the post-COVID-19 health crisis, humanitarian aid, spirituality, and care for our common home.

All of this work to internationalize and grow Fe y Alegría is dependent on people. That is the beauty of the Fe y Alegría story; it has always been about people: Fr. Vélaz who listened to the needs of the community in Catia Caracas and responded to their desire for a new school;  Abraham & Patricia Reyes, who donated half their home to start that first school and supported the vision of Fr. Vélaz in so many ways;  The community in Ecuador who first adapted the Fe y Alegría model for a new cultural, geopolitical context and expanded the movement beyond the borders of Venezuela.

People like Ernesto and Leocadia are part of that story as well. Their desire to further their education and transform their lives and communities are just two examples of how Fe y Alegría continues to expand its presence at the margins. In countries like Cuba and Mexico in Latin America, Angola and Kenya in Africa, and Cambodia and Nepal in Asia.

You and I are also part of that story. Fe y Alegría was built and continues to grow through the solidarity of many. Your support of Magis Americas contributes to the lives of individuals like Ernesto and Leocadia. Your support allows us to accompany Fe y Alegría in places like Batey Lechería in the Dominican Republic, San Javier del Valle in Venezuela, and San Pedro in Paraguay.

On behalf of all of the Ernestos and Leocadias out there, thank you for being a part of the story.

New Funding for Nine Education Projects in Latin America

Posted on by John Byrd

The Magis Americas Board of Directors has reaffirmed our commitment to promoting access to quality and inclusive education opportunities for people living in marginalized and impoverished communities with a commitment of over $280,000 in funding for nine education projects in Latin America. This round of project approvals is a historic step for our organization as it marks the first time Magis Americas has allocated significant unrestricted funding in support of one of our key priority areas.

“This round of project proposals is a clear commitment by our staff and Board of Directors to support Jesuit education initiatives, particularly those led by our partners at Fe y Alegría,” said Executive Director Nate Radomski. “The projects approved this cycle are particularly inspiring. Teacher formation programs and promoting inclusive accessible education for students with disabilities are two areas where our support can make a real difference in the communities where Fe y Alegría is working.”

Projects Coordinator Ixchel Palencia, with the support of the MA team and Board Projects Committee, has worked with our project partners to identify specific opportunities for improvement and connect them with funding opportunities in the United States. The approved projects will support initiatives in countries such as Haiti, Venezuela, El Salvador, and the Dominican Republic. Below is a brief summary of the approved proposals.  

Inclusive Environments for Female Students and Individuals with Disabilities

“Equal Opportunities for Girls and Women Living in Rural Areas to Enhance Participation and Social Integration” (Fe y Alegría Nicaragua)

Equal opportunities for girls, adolescents, and women in rural areas of Nicaragua, particularly in the Autonomous Regions of the South and North Caribbean Coast, is a key priority for Fe y Alegría Nicaragua. Recognizing the enduring gender inequality in the country, especially in rural settings, this project aims to address barriers impacting women’s access to education, employment, and overall well-being. Specifically, funding will facilitate business initiatives led by rural women through seed capital for equipment and materials essential to these initiatives, contributing to the empowerment and economic advancement of women in these regions.

“Removing Barriers – Creating Opportunities for a More Inclusive Education” (Fe y Alegría Argentina)

This project encompasses three main components: Baseline and diagnostics, teacher training processes involving educational psychologists and social workers, and engagement with the educational community, families, and the inclusive education network.

The first action involves assembling a team of educational psychologists specializing in disabilities and learning difficulties in Embarcación, Bella Vista, and a shared team for the six early childhood centers in Quilmes. These specialists, alongside existing FyA staff and teachers, will form interdisciplinary teams at each location to launch a diagnostic survey to inform the other stages of the project.

Consequently, teacher training workshops and psychosocial staff will focus on early detection strategies and inclusive pedagogy.

Finally, the teams will engage with the educational communities surrounding each school to foster an inclusive education network. This involves raising awareness among families about the educational inclusion of children with disabilities or learning difficulties.

“Removing Barriers – Accompaniment to the Inclusion of Students with Disabilities at the Colegio San Adolfo” (Fe y Alegría Uruguay)

Fe y Alegría Uruguay initiated a project in 2022 aiming to foster inclusive education at Colegio San Adolfo. Creática, an experienced educational institution specializing in technical aids for marginalized individuals, will work with teachers at Colegio San Adolfo to promote the inclusion of all students by enhancing their technological skills. The project aims to equip all teaching staff with tools for fostering inclusion and to promote awareness of inclusion and disability within the educational community.

Fe y Alegría Uruguay is focused on five outcomes: understanding student needs, enhancing teacher training, developing personalized intervention plans for students with severe disabilities, integrating technology into inclusive educational spaces, and providing support and guidance to families.

Teacher Formation and Support

“Support for Fe y Alegría Venezuela’s Commitment for Teachers” (Fe y Alegría Venezuela)

A salary supplement, specifically targeting support for school transportation, has been proposed to increase teacher retention rates of crucial staff and teachers across six schools within the Fe y Alegría network. 

The incentives provided to school personnel are strategically directed towards transportation assistance, serving as a means to facilitate and encourage teachers’ regular attendance at school and their active participation in training activities. This approach seeks to alleviate the adverse effects of low teacher salaries, fostering a more sustainable and supportive educational environment. The teaching staff who will benefit from this transportation stipend work in schools that are located in crucial border states, including Táchira, Sucre, Anzoátegui, and Zulia.

“Training Teachers and Counselors to Enhance Literacy Competencies and Support Special Education Needs” (Fe y Alegría Dominicana)

We will work with Fe y Alegría Dominican Republic to provide two different types of formation to teachers and staff at the Santo Niño Jesús Educational Center in Batey Lechería. 

First, teachers will receive essential training to enhance students’ literacy competencies. Through targeted pedagogical programs, our project seeks to empower educators with effective strategies applicable in the classroom which foster a learning environment that promotes literacy skills among students. 

Second, the guidance and psychology teams will develop news skills required to identify and offer appropriate support to students with distinct educational needs. By fortifying these teams,  Fe y Alegría hopes to create a more inclusive and equitable educational environment which ensures all students, regardless of their individual needs, receive the necessary attention and support to thrive in their academic pursuits.

“Improving Basic Conditions for Developing Educational Potential in Quispicanchi, Cusco” (Fe y Alegría Perú)

The Fe y Alegría 44 Rural Education Project (PERFAL 44) encompasses a network of 25 rural schools situated in the Quispicanchi province of Cusco, Peru. Spanning 60 km to 150 km from the city of Cusco, these schools have a travel time ranging from one to three hours. Teachers residing in Cusco commute weekly to these rural institutions, staying Monday to Thursday in the school as there is no access to housing arrangements in the communities. Over the years, wear and tear require refurbishments of teacher’s houses doubling as living and office spaces which ensure teacher availability throughout the week. Our project will provide resources for these essential improvements.

At the same time, Connectivity emerges as an urgent need, with the absence of internet access hindering education. Last year, internet antennas were installed in Ccoya and Ccoñamuro schools. However, funding constraints for 2024 prevented continuing this service. The Ministry of Education has yet to recognize the necessity of internet service in rural schools, exacerbating the educational gap. This project will also provide funding to cover the gap between the needs of the community and the resources available through public funding, ensuring internet access for 752 school-aged students.

“Pedagogical Mentoring for the Transformation of Teaching Practice” – (FIFyA Regional)

Fe y Alegría will  launch a pilot project in five countries (Ecuador, Argentina, Guatemala, Dominican Republic, and Bolivia) focused on improving learning processes for children in schools facing exclusion, by enhancing leadership skills and improving teaching processes amongst staff. 

Training programs will be offered for pedagogical accompaniers, teachers, and directors through the Pedagogical Mentoring Program of Diego Portales University. This program spans two years and involves theoretical-practical training, including modules on contexts and challenges, fundamentals of mentoring, practicum, and professional capacity development. Extensive practice in schools, sustainable installation support, and specialized advice for supporters are also provided. 

Improving Conditions and Ensuring Access to Education

“Plan for Security in Haiti” (Foi et Joie Haiti)

SACHO Consulting will spearhead a project aimed at developing a comprehensive security protocol for FyA Haiti, integrating a thorough risk analysis. Workshops with the team and threat assessments will inform the establishment of policies and controls to address vulnerabilities. Subsequently, a hands-on workshop for staff, featuring simulations and exercises, will ensure a practical understanding and application of the protocol. Continuous monitoring and adjustments by the consultant will further enhance organizational security.

“Integral Formation for Students in El Salvador at the CIE/UCA 2024” (Centro Ignacio Ellacuría)

The integral formation (Ignatian Pedagogy) for students from the Centro Ignacio Ellacuría aims to support the participation of 44 students in the Ellacuría and Casa de las Américas programs throughout 2024. These programs provide students with academic learning, as well as the development of social, communication, and emotional intelligence skills by interacting with other students and with vulnerable populations in El Salvador.

Centro Ignacio Ellacuría (CIE) has developed programs that integrate exploring faith and promotion of justice through an education based on a liberating praxis that connects the national reality with academics. 

The Casa de las Americas program has a duration of 3 months with a focus on a praxis education experience in social, economic, political, and cultural problems at the community, country, regional, and global levels.

The Ellacuria Program, with a duration of 5 months, allows students to live in community and support communities affected by poverty. In this program, there is an opportunity to share with other UCA students, from different programs, by living in a house in Antiguo Cuscatlan. The formation allows students to 1) provide weekly accompaniment to communities 2) live according to values of simplicity and participate in nightly community activities, and 3) receive Ignatian Spirituality formation, which integrates the students’ experiences with their spirituality. 

This formation contributes to their professional, personal, and spiritual growth and integration to the community. 

CIE has traditionally been funded by alumni of the Casa de la Solidaridad program, which are primarily individuals in the United States.

Collaboration for a Transformative Education

Posted on by Nate Radomski

One of the many collective challenges we have faced as a society throughout the pandemic has been keeping schools open, kids in school, and delivering quality education. What is important to note, though, is that even before the pandemic more than 260 million children and youth were out of school. This was (and continues to be) largely due to a lack of access to quality and inclusive education. Ensuring all children, especially those at the margins, have an opportunity to become the protagonists of their own future is a challenge that one organization cannot face alone.

In September 2011, IBM, the New York City Department of Education, and The City University of New York designed and launched the P-TECH school model, with its first school in Brooklyn, New York. The P-TECH schools model was developed to provide a holistic approach to education and workforce development.

The model focuses on providing high school students from underserved backgrounds with an opportunity to dream of a different future for themselves. Through academic, technical, and professional skills training, students earn the credentials they need for competitive STEM jobs. Students who participate earn both their high school diploma and a two–year associate degree linked to growing, competitive STEM fields.

Through public-private partnerships, each P–TECH school is the center of a relationship between a high school, a community college, and an industry partner or partners, who work together to ensure students have the support required to graduate high school and college–and be career-ready. The model combines rigorous coursework with workplace experiences that include industry mentoring, worksite visits, paid internships, and first–in–line for job considerations with a school’s company partner.

In 2019, this model was expanded to Latin America as Federación Internacional de Fe y Alegría (“FIFyA“), the Asociación de Universidades Confiadas a la Compañía de Jesús en América Latina (“AUSJAL“), Magis Americas (“MA“) and IBM Corporation (“IBM/P-TECH“) joined forces to bring P-TECH to Fe y Alegría schools in five countries: Argentina, Colombia, Ecuador, Guatemala and Peru. This partnership was a natural fit, as all four institutions share a common perspective on human dignity, education, and workforce development in the 21st Century.

“Fe y Alegría has worked in education with community groups for many years, and P-TECH is a great initiative that promotes social inclusion through STEM learning,” said Carlos Fritzen, S.J., FIFyA General Coordinator, when the partnership was first announced. “Allowing equal educational opportunities is key.”

FIFyA is a popular education and social transformation movement, operating in 22 countries around the world, 17 of which are in Latin America and the Caribbean. Working “where the asphalt stops”, FIFyA is committed to social justice through guaranteeing a public, quality, and inclusive education for all.

The implementation of this collaboration has been structured into a project with three main phases:

  1. Preparation Phase – In this phase all partnering organizations set up the bases for the monitoring and success of the collaboration. We conduct an assessment of the participating schools to understand demographics, existing learning pathways, the curriculum, location, and leadership. We also review status of existing technology, equipment, and materials and then work to ensure alignment among the participating high schools, universities, and companies. Finally, we implement professional development training sessions for teachers.
  2. Opening Phase – This is the phase in which schools have established formal agreements with their industry partner and universities.
  3. Implementation Phase – The final phase is that in which schools start implementing training to gain critical workplace skills and higher education credentials that lead to career and university opportunities. At the beginning of this phase, investments are made, based on the most critical needs identified in the initial assessment.

As of 2021, 13 centers in Argentina, Colombia, and Ecuador were in the opening phase. Additionally, agreements with seven industry partners and six higher technical education centers have been formalized. In 2022, these 13 centers will enter into the implementation phase and 15 new schools across Argentina, Bolivia, Colombia, Ecuador, Guatemala, and Peru will enter into the opening phase

As we celebrate this year’s International Day of Education, and its theme “Changing Course, Transforming Education”, our joint project with IBM, FIFyA, and AUSJAL is a perfect example of how public-private partnerships can leverage resources to ensure quality and inclusive public education that truly transforms. From first-hand experience, we can attest to how the P-TECH model is changing how education is delivered and opportunities are made accessible, especially in the context of a global pandemic, to some of the most vulnerable populations in the LAC region.

Classrooms and schools are essential, but they need to be constructed and experienced differently in the future. These spaces must build the skills needed in 21st Century workplaces. Transforming the future requires us to rebalance our relationships, as individuals and as organizations. We must continue to find opportunities to enact change, focusing on equity, inclusion, and justice for all.