Education before work

Based on its human rights-based care model, ednica, I.A.P. recognises that the comprehensive development of children and adolescents living on the streets cannot be achieved without strengthening their family and community environments. Therefore, working with mothers, fathers, guardians and other caregivers is a fundamental part of the institution's intervention.

During this period, positive parenting sessions were held for caregivers, with the aim of providing tools that promote relationships based on respect, good treatment and assertive communication. These training spaces encourage reflection on caregiving practices, the establishment of boundaries from a non-violent perspective and the recognition of children and adolescents as subjects of rights. Through workshops and close support, caregivers strengthen their skills in peaceful conflict resolution, emotional management, and school support for their children. This joint effort contributes to creating safer and more protective environments, which encourage children and adolescents to remain in educational processes and reduce their exposure to risks in public spaces.

The active involvement of mothers, guardians and support networks reaffirms ednica's institutional commitment to comprehensive intervention. By strengthening families, the foundations are consolidated for children and adolescents to continue building alternatives for a dignified life within the framework of their rights.

For 36 years, ednica has maintained a strong commitment to promoting and defending the human rights of children and young people living on the streets. ednica's great work is to offer tools for comprehensive development so that children and adolescents, together with their families, can build alternatives for a dignified life outside the public space.
Ednica's care model consists of four phases that accompany the comprehensive development process of children and adolescents. The first is bonding and trust, where contact is established with children and their families. The second is skills development, which, as its name suggests, is the development of comprehensive life skills.
The third phase is preparation for independent living, which consolidates the lessons learned in phase II and prepares adolescents to leave the programme and build a dignified life. Finally, the fourth phase, follow-up, provides continuity to the progress made after leaving the programme.
This year, a very important step has been taken with the implementation of Phase III of the Care Model, aimed at working adolescents living on the streets, which seeks to strengthen the personal, social and work skills of adolescents who have been part of ednica.
Each adolescent participates in individual sessions where short-, medium- and long-term goals are defined, and the aim is to promote continuity in schooling. Vocational guidance is also provided, and links are established with educational and employment institutions that expand their opportunities for development.
Constant monitoring ensures that life plans are viable and that support contributes to reducing their stay in public spaces. This phase represents a key step in ednica's mission: to offer comprehensive support that promotes the full exercise of rights and a dignified future for street children and youth.