Nov 17, 2020

Project Report November 2020

It has been a year that no one will easily forget. In March when the pandemic began we all thought that the emergency would last a couple of months but we never imagined that it would last the whole year.

However, Hogar de Cristo has adapted quickly, providing solutions to the population we serve. To reverse the bad, good, innovative projects are needed, focused on the most vulnerable and excluded, that excite and awaken the solidarity of all. 

PADAM stands for Program of Home Care for the Elderly and is a revolutionary tool of inclusion and social support for the elderly. Juan Cristóbal Romero, Executive Director of Hogar de Cristo, explains: "PADAM costs 80 thousand pesos a month against the million pesos that it means to have an older adult in a residence." With this assistance at home, deterioration is slowed and the autonomy of the elderly is maintained. And they are enriched services that are not limited only to baskets of products or food, but also very broad supports –from accompanying them to their medical visits to accompanying them in an outdoor activity–, both for them and for their caregivers. 

Eduardo Valenzuela, doctor from the Geriatrics and Gerontology program at the Catholic University School of Medicine, said at the beginning of the pandemic that the best way to protect older adults would be to “copy the model that Hogar de Cristo has used for decades to identify and link older adults with local networks, read PADAM, one of the most successful initiatives that the foundation has had in recent decades. Precisely because of this ability to identify the most fragile people and link them with health care social networks and protect them. Many of them would have died alone in their homes if this program did not exist”. And the same applies to the PAFAM, which are social support programs aimed at families that have one or more members with mental disabilities. Both the PADAM and the PAFAM require significant additional financial support to that provided by the State, therefore, we invite you to collaborate with the elderly and with those with intellectual or mental disabilities.

“Despite the tremendous difficulties we have suffered this year, learning and a job well done have strengthened. Now what we need is the usual: appeal to the conscience of people, as our founder always did and ask them to join," sums up Juan Cristóbal Romero. And paraphrasing one of his well-known reflections, he says: “´We need you… We don't force you, but we need you to carry out our plans. If you don't come, a work will remain undone, that you, only you, can do. Nobody can take this work, because each one of you has his share of good to do in it, 'asked Alberto Hurtado. And now, in the midst of an unparalleled health, social and economic crisis, his call makes more sense than ever. 

Nov 2, 2020

Report October 2020

 

 

It has been a year that no one will easily forget. In March when the pandemic began, all members of the education system - students, teachers and directors - thought that the emergency would last a couple of months. They never imagined that it would last the whole year.

However, Hogar de Cristo has adapted quickly to the new way of teaching and supporting people in need. We began a profound process of digital transformation with the objectives of reaching more young people with their educational paths interrupted, being more flexible in their accompaniment and providing them with a comprehensive education that includes the development of social-emotional and digital skills.

Liliana Cortés, director of Súmate, explains: “This project complements our service and gives the foundation an injection of energy to be able to reach more young people and in a better way. It is an opportunity that arises from the pandemic, the suspension of classes and the fact that we had no way to reach the students directly. In this search for alternatives we find the great opportunity offered by the digital world ”.

Súmate trusts in the high potential of these children and young people, including young mothers who have huge gaps in general and digital knowledge, but which with proper guidance are possible to overcome. “It is a huge challenge to reduce the digital divide in which the young people we work with and their families live. We do not want them to be left behind again in this development in which Chile is embarking. If we do not put a sense of urgency on this issue, we are going to generate inequality again in the world of education ”, added Liliana Cortés.

To this end, the goal was to enable virtual learning spaces that allow the accompaniment service to be taken to the next level. Currently, they have three projects under construction:

 

  • FLOPPY: It is an application through which the participant can develop socio-emotional skills that aim at greater well-being, while motivating him to continue his educational career through gamification - which is a learning technique that transfers the mechanics of games to the educational-professional sphere - and constant positive reinforcement.
  • EVA: It is a virtual work modality complementary to the face-to-face one. These are virtual classrooms or other platforms in synchronous and asynchronous format, which are adapted to the needs of the participants. In this way, digital literacy will be promoted and strengthened and will make it possible to move towards a hybrid model of work - face-to-face and virtual - with young people. Socio-educational accompaniment will be made more flexible.
  • CRM: It is a transactional system that allows to collect and systematize the information of the entire participant process based on instruments, work sheets, development of an accompaniment plan, monitoring and generation of reports. It has the benefit of having the information in a single platform and having reports and quantitative data in a dynamic and efficient way.

The challenges and opportunities involved in implementing these three paths requires, of course, funding, training in Teams for Education, preparing content for the application and for virtual classrooms and, in addition, seeking connectivity for young people.

Furthermore the methodology to to follow-up one by one with the students have being carried out via telephone, WhatsApp groups and video calls in case the students need some kind of containment.

Our priority was to make sure they have access to online classes. We have gone out the same to the field at least once a month, either to deliver merchandise or chips that would allow them to have internet on their cell phones to those who did not have.

It has been a huge effort by our tutors, teachers and students but the fruits are in sight and our commitment to not leave anyone behind is more valid than ever.

Oct 28, 2020

Report October 2020

It has been a year that no one will easily forget. In March when the pandemic began, all the members of the education system - students, teachers and directors - thought that the emergency would last a couple of months. They never imagined that it would last the whole year.

However, Hogar de Cristo has adapted quickly to the new way of teaching and supporting people in need. We began a profound process of digital transformation with the objectives of reaching more young people with their educational paths interrupted, being more flexible in their accompaniment and providing them with a comprehensive education that includes the development of social-emotional and digital skills.

Liliana Cortés, director of Súmate, explains: “This project complements our service and gives the foundation an injection of energy to be able to reach more young people and in a better way. It is an opportunity that arises from the pandemic, the suspension of classes and the fact that we had no way to reach the students directly. In this search for alternatives we find the great opportunity offered by the digital world ”.

Súmate trusts in the high potential of these children and young people who have huge gaps in general and digital knowledge, but which with proper guidance are possible to overcome. “It is a huge challenge to reduce the digital divide in which the young people we work with and their families live. We do not want them to be left behind again in this development in which Chile is embarking. If we do not put a sense of urgency on this issue, we are going to generate inequality again in the world of education ”, added Liliana Cortés.

To this end, the goal was to enable virtual learning spaces that allow the accompaniment service to be taken to the next level. Currently, they have three projects under construction:

  • FLOPPY: It is an application through which the participant can develop socio-emotional skills that aim at greater well-being, while motivating him to continue his educational career through gamification - which is a learning technique that transfers the mechanics of games to the educational-professional sphere - and constant positive reinforcement.
  • EVA: It is a virtual work modality complementary to the face-to-face one. These are virtual classrooms or other platforms in synchronous and asynchronous format, which are adapted to the needs of the participants. In this way, digital literacy will be promoted and strengthened and will make it possible to move towards a hybrid model of work - face-to-face and virtual - with young people. Socio-educational accompaniment will be made more flexible.
  • CRM: It is a transactional system that allows to collect and systematize the information of the entire participant process based on instruments, work sheets, development of an accompaniment plan, monitoring and generation of reports. It has the benefit of having the information in a single platform and having reports and quantitative data in a dynamic and efficient way.

The challenges and opportunities involved in implementing these three paths requires, of course, funding, training in Teams for Education, preparing content for the application and for virtual classrooms and, in addition, seeking connectivity for young people.

Furthermore the methodology to to follow-up one by one with the students have being carried out via telephone, WhatsApp groups and video calls in case the students need some kind of containment.

Our priority was to make sure they have access to online classes. We have gone out the same to the field at least once a month, either to deliver merchandise or chips that would allow them to have internet on their cell phones to those who did not have.

It has been a huge effort by our tutors, teachers and students but the fruits are in sight and our commitment to not leave anyone behind is more valid than ever.

 
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