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Apr 9, 2020

Close of 2019

weekly classes
weekly classes


This program seeks that the girls and boys of the EDUCA NETWORK become agents of change through the strengthening of individual identity and the responsible exercise of their economic and social rights, improving their quality of life.

Benefited population
6 states in the country: Chiapas, Mexico City, Mexico State, Jalisco and Michoacán.
16 schools
124 teachers and coordinators
3,371 Girls, boys and young people (change for this one)
• 1,879 women
• 1,492 men
1,879 girls and 1,492 boys
5,057 mothers and fathers

Performed activities
- 35 hours of class were taught per school
- 1,581 books delivered from 1st to 4th of Primary and 1,790 guides for students delivered from 5th of Primary to Baccalaureate. High school
- 124 teachers and coordinators trained: 8 hours of initial face-to-face training and 135 hours of advice and monitoring in 2 follow-up visits to each school.
- The program coordinator attended the Aflatoun International Training held in Quito, Ecuador, with a duration of 40 hours, on the curriculum, Aflateen + Tools for life and Financial Education, which offers a gender and sexuality approach, with a component of reproductive health and rights.
- EDUCA participated as a panelist in the Aflatoun International Conference held in Amsterdam, sharing the experience of implementing the program, particularly the scope of the Entrepreneurship that young people carry out, as a success story in the Region of the Americas.
- To celebrate Aflatoun Day 2019, students of Boys and Girls from the Sierra, I.A.P., and the Institute of Integral Education, I.A.P. Saint John Paul II Campus, communicated via Skype with children and youth of Children International Ecuador, and schools in Colombia and El Salvador.
- 105 boys and girls, and 12 teachers from 3 schools visited the Visit to the Interactive Museum of Economics (MIDE).
- We update and redesign the materials for teachers and students. 4 new materials were generated: Student guides, Teacher guides (by grade level), Catalog of teaching strategies and Generic Guide.


Results
In an assessment carried out as a pre and post test of student learning:
• 90% know that self-esteem is the ability to love, respect and take care of yourself.
• 90% know that a quality is a characteristic that differentiates you from others.
• 80% know that talent is your ability to do something easily.
• 80% know that human rights are everyone's rights, regardless of age, religion, sex.
• 60% know that the culture of peace are values, attitudes and behaviors that reject violence and prevent conflict.
• 90% know how to take into account the needs of others as if they were their own.
• 90% know that solidarity is when the needs of others are taken as if they were their own.
• 70% talk and participate with their families in the household expenses, they let them comment on money issues and explain when they can't buy them something.
• 80% know that saving is separating part of the money and saving it.
• 90% save on piggy bank.
• 50% keep track of your savings.
• 70% indicate that their medium-term goal is to finish their studies.

entrepreneurship project
entrepreneurship project
entrepreneurship project
entrepreneurship project
Nov 13, 2018

Children with social and financial education

Currently que have 13 schools participating, of which 25% affect high and medium grade marginalization areas, and 75% complementary work in areas of low and very low degrees of marginalization.

Activity summary during 2017 - 2018 school year:

  • Training for 59 teachers
  • Creation of a virtual platform for teacher training and program monitoring
  • We scholarship a teacher to attend the Aflatoun International training
  • We gave a workbook to more than 2,800 students
  • 57 financial education workshops for 1,557 children
  • 1 workshop on children's rights for 148 students
  • 33 financial education workshops for parents
  • Visit of students to the Interactive Museum of Economics
  • We did a school contest that saves the most during the school year
May 22, 2018

Plans for the 2018 Teachers Congress

EDUCA NETWORK teachers
EDUCA NETWORK teachers

An almost certain bet to improve the quality of education, is the teacher training. Due to its importance and the fact that the EDUCA NETWORK schools can´t invest in theachers training, We have been organizing the EDUCA Congress for 15 years.

Congress Logistics 2018

  • Dates: July 24, 25 and 26, 2018
  • Headquarters: Universidad Anáhuac México North Campus
  • Hours: 9:00 a.m. to 6:00 p.m.

Attendees: 820 teachers and directors of the EDUCA NETWORK

• Master lectures
3 in total, 1 daily on the strategic axes of the Congress.

• Workshops
25 simultaneous workshops for 30-35 teachers, with a duration of 8 hours each. The workshops will be segmented by educational level (pre-school, primary and secondary-high school) and functions within the institution (principals, teachers, operational and administrative staff).

Themes:


1. Social-emotional skills.
They are fundamental for the personal, social and intellectual development of all people, combining personal and social skills that people build throughout their lives and that allow them to express and express emotions, as well as recognize, respect and respond constructively to emotions of third parties.


2. Key learnings.
A key learning is a set of knowledge, practices, skills, attitudes and fundamental values that contribute to the overall growth of the student. They are developed specifically in the school and if they are not learned they leave difficult gaps to compensate in crucial aspects for their life (SEP, 2017).

3. Autonomy of school management.
School management is a process that seeks to strengthen the proper functioning of schools through institutional autonomy, that is, schools have the capacity to make decisions that allow them to improve their areas of opportunity.

4. Innovative educational practices of the EDUCA NETWORK.
It is understood as an innovative educational practice to a set of activities that seeks to improve a specific situation or solve a problem identified in the learning of students, coexistence or school management, through the incorporation of elements or processes that they have not been used before in the context in which they were planned and carried out (INEE, 2013).

 
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