Integral Program for socio-emotional education, citizenship, and construction of schools as territories of peace (PECTEP)
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.
The SDG 4 Acceleration Programme in Bogota D.C aims to promote institutional changes in school environments by positioning practices related to citizen participation for peace, inclusion, and reconciliation as central educational development elements. Thus, a comprehensive support strategy has been implemented for teachers, students, and parents to strengthen citizenship and socioemotional skills, which contribute to deciding the subjects' meanings, projects, and life plans. This initiative has been effective in addressing the specific characteristics of the Colombian context (post-conflict scenario). The education sector in Bogota D.C. has managed to reduce gender inequalities in the access and permanence in the education system, and to raise awareness and to foster inclusion of people with disabilities, indigenous peoples, and internal conflict victims.
The program was born in 2012 with the purpose of improving the educational capacities within the city. Since its inception, the Program has incorporated an approach based on gender equality, human rights and a culture of peace. In 2016, the information report on the Program, according to SDG 4 indicators, begins. In 2020, the actions of the program are consolidated to strengthen citizen and socioemotional capacities to contribute to the empowerment of the educational community.
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.
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.
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.
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.
SDGS & Targets
Deliverables & Timeline
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The practice is implemented at sub-national level in the capital of Colombia, Bogotá D.C.