United NationsDepartment of Economic and Social Affairs Sustainable Development

Integral Program for socio-emotional education, citizenship, and construction of schools as territories of peace (PECTEP)

Bogota's Secretary of Education (
Local / Regional Government

    The Program is a far-reaching educational public policy initiative led by SED. Currently, PECTEP’s main effort is to strengthen citizenship and socio-emotional skills in Bogota’s 400 public schools, with the purpose of empowering and mobilizing educational communities (more than 954,000 students and 36,000 teachers) in order to achieve greater participation in the transformation of global realities and to change school coexistence environments based on training in human rights, gender equality, a culture of peace and non-violence (forgiveness, reconciliation, and restoration), global citizenship, appreciation of cultural diversity, and the contribution of culture to sustainable development.

    Implementation of the Project/Activity

    1. Structure: the Program focuses on developing citizenship and socio-emotional skills, with an approach based on human development, integral rights, gender and differentials. It embraces 4 main strategies: Restorative School Justice, Comprehensive Response of Pedagogical School Orientation, Encouraging Peace, and Family Strengthening. These strategies are implemented by following a Reflection-Research-Action methodological framework. 2. Monitoring mechanisms: the program has several monitoring mechanisms. 2.1. At the national level, with the National Planning Department through monthly reports on the investment project's physical and budgetary progresses. Similarly, it involves a monitoring on half-yearly investment by control entities, and the respective quarterly follow-up on the achievement of SDGs. These monitoring tools become instruments to establish responsibilities with other public policies (families, youth, human rights, women and gender equality, among others) or roundtables (ethnic peoples, victims, migrant population, among others). 2.2. At the institutional level, quantitative and qualitative progresses with regard to the attainment of established goals concerning care and training for the potential beneficiary population is monitored. 2.3. PECC was evaluated during its implementation in 2014 and 2016. The PECTEP underwent a validation process with national and international experts and the educational community. 3. Financial resources: for the period 2020-2024, the program will have a total investment of USD 16,067,392. In terms of human resources, the program counts with 50 specialized professionals in different areas and a manager.


    According to the LLECE and OREALC evaluation in 2017, the greatest impact for citizenship and coexistence led by the SED is based on teacher motivation, awakened by the enthusiasm of young people’s projects. 3071 initiatives related to community training in citizen participation, human rights, gender equality and a culture of peace were leveraged. In 2020, 110 schools were accompanied to strengthen the peace chair and coexistence plans, 91 school governments’ sessions; specialised psychosocial assistance to more than 5000 people at risk; participation of 2500 students in 90 UN Simulation exercises with 139 schools and the creation of 1 network of learning and practice. Despite the contingency, SED managed to adapt and continue the its processes through digital channels, as socioemotional accompaniment is vital to ensure the continuity of educational service during school closures, where 28% of students have experienced anxiety, stress and concentration deficit on home activities.

    Enabling factors and constraints

    We count with favorable factors, such as secured funding and an inter-institutional coordination with the Centre for Memory, Peace, and Reconciliation; the Special Jurisdiction for Peace (JEP); the Truth Commission; among others, in pursuit of the implementation of the final peace agreement. Through specific agreements we have worked with: National University of Colombia, UNDP-Unesco, CIVIX, and UN-CINU. On the other hand, progress has been made in the program's curricular integration guidelines to create ownership and continuity. Among existing limitations, the planning and execution timeframes linked to the district government's quadrennial changes stand out.

    Sustainability and replicability

    The Programme's replicability is based on: • Establishing inter-institutional alliances. • Carrying out a small-scale pilot project that allows us to see the opportunities and challenges of the exercise. • Having the backing of local and regional public policies. • Economic resources. • Teamwork. • Establishing connections with similar experiences and initiatives that allow us to weave networks and strengthen alliances. • High trust relationships with the educational community in the Program proposal. Finally, to facilitate ownership and sustainability it is crucial to achieve curricular integration, it is to say, to ensures that lessons-learned from the implementation of the Program are taken into account in learning and teaching processes, contributing to and nurturing the educational institutions' curriculum (open and hidden), thus empowering participants to transform realities and ensuring that “being” and “knowing” are integral in citizenship and socio-emotional education.

    COVID-19 Impact

    The sanitary and social emergency caused by Covid-19 affected the spaces for dialogue and meetings with the educational communities. However, the program managed to adapt accordingly each action, pedagogically and methodologically. Therefore, to deal with the consequences of this pandemic, we have provided socioemotional support to people who have contracted COVID-19; referred these cases to the health sector to achieve comprehensive and priority care in mental and physical health; offered socioemotional support in grief for educational communities; implemented a diploma course for teachers on the promotion of mental health, prevention and intervention of problems and situations of vulnerability in school; and worked with families to involve them more in the teaching and learning processes.

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    01 January 2012 (start date)
    01 January 2024 (date of completion)
    Secretary of Education of Bogotá
    Other beneficiaries

    Between 2012 and 2016, PECC benefitted 357 public schools in Bogota. That is a population of approximately 700,000 students and 30,000 teachers. Between 2020-2024, the objective is to intervene in the District's 400 public schools, with a forecasted target of more than 800,000 students and around 36,000 teachers.

    Contact Information

    Edna Cristina, Secretary of Education