E4S Offer
E4S Methodology
Our educational programs are developed through a creative methodology based on learning through play, which consists of three moments:
PLAY / REFLECT / ACT
Play
Active learning through play transforms the educational experiences of girls, boys and youth at the same time as it strengthens their cognitive, motor, social and emotional development.
Reflect
Reflection is a moment in which participants exchange ideas and opinions, learn to listen, resolve conflicts, while they use dialogue as a tool to learn and share. Reflection is the way we analyze and give meaning to the activities carried out during the E4S sessions.
Act
Finally, active participation of girls, boys and youth is encouraged so they learn to see themselves as agents of change, able to work as part of a team with their community and to implement local actions to transform their environment at the same time as they generate global impact.
E4S Programs
We have six current educational programs that seek to form better global citizens from childhood. Each program focuses on a socially relevant emerging theme, making our interventions congruent with the current context. Each program is designed with the E4S methodology as a guiding thread and addresses the following transversal axes in a direct or intersecting way:
1. Civic Values
2. United Nations Sustainable Development Goals
3. Recreational activities and collaborative games
The Sports for Sharing program consists of ludicl sessions, characterized by the creation of hypothetical situations based on real-life problems in which boys and girls get to be involved, play roles, react and adopt attitudes. After playing, boys and girls go through a guided reflection-process which transforms the just-played game into meaningful learning and specific actions that they can bring to their communities.
Thus, girls and boys feel empowered as they see themselves as agents of change that strengthen their civic attitudes in the fulfillment of their rights. All while developing dialogue, reflection and organizational skills.
In the Science for Sharing program, participants develop scientific skills and attitudes such as observation, prediction and classification, which they can then link with solutions to major global challenges.
In addition, children implement civic values that allow them to turn their classroom into an environment that is conducive for learning.
Through the interaction with different subjects and an invitation for children and youth to consider the context they live in, girls and boys are encouraged to propose, design, develop and disseminate projects that contribute to the well-being of their community, thus allowing them to feel empowered agents of change.
Through a theatrical methodology, teenagers are invited to raise their awareness on the impact caused by current problems such as low expectations for the future, violence in schools, the beginning of a sexually-active life, youth work, risky family situations, lack of self-knowledge and self-acceptance.
The Art for Sharing program boosts adolescents potential as active global citizens that implement civic values. Through the active participation of teenagers who accept an invitation to question their own reality; projects are created and implemented. These projects involve the necessary social and practical skills for personal, school and family life to build strong foundations for their life-project.
The Initiatives for Sharing program seeks to promote the democratic and responsible participation of girls and boys, through their empowerment as agents of change, interested in cooperating and contributing to the common good.
During the program, participants develop a project that seeks to find a solution for any problem identified in their community; based on the understanding that small actions conduce to big changes and that local actions contribute to global achievements.
From a child participation approach, civic attitudes are strengthened. Students develop dialogue, reflection and organizational skills to generate their own initiatives, at the same time as they value their opinions, their voices and participate in a democratic process for the first time.
The globalization context and the accelerated pace of technological updates, demands the transformation and adaptation of the pedagogical path we go through with girls and boys, thus positioning Digital Citizenship as a relevant and necessary program.
In the Digital Citizenship program, girls and boys live educational experiences mainly mediated by technology.
Face-to-face and virtual recreational activities invite students to reflect on their digital rights , also known as e-rights according to UNICEF.
Learning activities allow students to interact with platforms to create virtual dissemination materials, such materials enrich their training and help them to develop their digital skills.
In the Finance for Sharing program, participants develop financial and economic skills and attitudes such as responsible decision making based on civic values. The purpose is to generate personal, family and group benefits that are aimed at achieving a sustainable way of living.
This program, implemented with young-aged students in different contexts, is based on the concept of economic citizenship and on the following premise: “we are citizens first and then consumers”.
F4S promotes a contextualized approach that is consistent with their development and the economic and financial world. The program is aimed at helping students to use their resources effectively in different scenarios such as their school, with their family and their community.
Global Operating Model
We use different operational models for the implementation of each of our programs, chosen according to the requirements and characteristics of every context and population benefited.
For each project, we train local youth as E4S facilitators. They facilitators are recent graduates fresh out of college who understand the main challenges and needs of their community. Throughout the training process, we provide facilitators with pedagogical tools that allow them to train and monitor teachers, at the same time as they develop skills that strengthen their professional and personal development.
Facilitators partner with the central team to conduct in-person training of teachers or educators who will teach E4S program’s sessions to the girls, boys and youth they’re responsible for.
The E4S team accompanies and periodically advise teachers and educators so they adopt E4S recreational methodology, live the experience with their students and then, observe a significant transformation in students behavior as well as in the construction of a favorable learning environment.
Teachers are trained and monitored during the implementation of the programs, with the support of information and communication technologies.
This model allows us to serve a greater number of beneficiaries with fun and innovative learning activities.
In this model, the EpC team directly implements programs with children and young people.
This operating model is chosen mainly in educational or recreational spaces where there is no responsible figure of them and them (in parks or courts, for example) or when it is an intensive implementation that takes place in a short period.
