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  • Federacin Internacional de Fe y Alegra 2013Memo irs

    FE Y ALEGRIAFE Y ALEGRIA

    Popular Education and Social Promotion Movement

  • Federacin Internacional de Fe y Alegra 2013

    FE Y ALEGRIAFE Y ALEGRIA

    Popular Education and Social Promotion Movement

  • Memoirs 2013 Federacin Internacional de Fe y Alegra4

    MemoirsFederacin Internacional de Fe y Alegra

    Editorial Committee:P. Enrique Oizumi S.J.Luca RodrguezFeney P. Gmez

    Editing:Claudia Patricia Ros C.Communications Coordinator

    Editorial Translation:Nate Radomski

    Design and Layout:Mara Fernanda Vinueza

    Distributed by:Federacin Internacional de Fe y Alegra Calle 35 N21-19, Barrio La SoledadBogot, ColombiaTelephone: (+57)(1)3383790Website: www.feyalegria.orgE-mail: fi.comunicacion@feyalegria.orgPrinted in Bogot, Colombia. March 2014.

    Photo Archives:Federacin Internacional Fe y Alegra and Entre-culturasFe y Alegra Espaa. Thank you to the internacional Fe y Alegra offices for sharing their photo archives.

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    Education is the greatest transformative force in society. At Fe y Alegra, we work to bring quality education to the most marginalized populations. We are a Popular Education and Social Promotion Movement, who have for six decades contributed to the transformation of millions of men and women, who have become the subjects of their own development. The world will change only with fair and quality education, so Fe y Alegra will continue

    working towards quality education for everyone. An inclusive education.

    Federacin Internacional Fe y Alegra (2014)

    FE Y ALEGRIAFE Y ALEGRIA

    Popular Education and Social Promotion Movement

  • Memoirs 2013 Federacin Internacional de Fe y Alegra6

  • 710

    Inde

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    Education in Human-Christian Values Program

    22

    Presentation11

    We Are Growing 8

    New Frontiers Commission31

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    25 I.T. in Education Program

    12 Mission and Vision

    33 Non-Formal Education and Social Promotion Program

    29 Fe y Alegra Radio Institutes IRFAS

    13 Strategic Objectives

    35 Fe y Alegra is Public Education: How We Are Financed

    36 Institutional Achievements

    42 How We Are Seen

    44 My Memories of Father Jos Mara Vlaz

    45 International Congresses

    52 Funders, Management 2013

    54 Ongoing Projects

    56 Inclusive Education Figures: Intercultural Bilingual Education, Special Education, and Training For Work

    54 Acknowledgements

    58 Fe y Alegra Directory

    53

  • Memoirs 2013 Federacin Internacional de Fe y Alegra8

    GrowingWe are

    In 1980 Participants 220,700 Geographical locations 653

    1 955 Born in VenezuelaIn 1985Participants 284,588Geographical locations 797

    In 1990Participants 570,342Geographical locations 500

    In 1995Participants 834,495Geographical locations 901

    8

  • 9Growing

    In 2010Participants 1,473,074

    Geographical locations 3,211

    In 2012Participants 1,498,731

    Geographical locations 3,018

    In 2000Participants 1,061,019 Geographical locations 2,212 In 2005

    Participants 1,259,541 Geographical locations 1,510

    20countries

    Today we are in

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  • Memoirs 2013 Federacin Internacional de Fe y Alegra10

    Our work

  • 11

    Our work Ignacio Suol S.J.General Coordinator

    To you, my friends, caring staff, partner agencies, students, teachers, communities, fathers and mothers, governments, volunteers, religious groups, collaborators, managers, and friends of our network, we are pleased to present once again our Institutional MemoirsThis is the second year that we have undertook the work of telling you about our work, our actions, our achievements, challenges, desires, hopes, and difficul-ties with the certainty that every word written, every testimonial presented, each figure exposed will serve to provide a clear vision of what we are, what we have been and what we expect Fe y Alegra will still be. This Popular Education and Social Promotion Movement is now entering our 60th year of existence and we count on the stories of the millions of men and women who have partici-pated in our education programs.With this opportunity, we want to share what has happened in the last year--2013--by using the TESTIMONIALS from some of our participants. In this pub-lication you will find the voices of our direct beneficiaries: students, teachers, fathers and mothers, entrepreneurs, managers, leaders, partner agencies, and members of the community. With their words and perspectives, they share how they have experienced Fe y Alegra, almost all of which come from the joy of seeing transformation in their lives. There are many stories that have been left out of this publication; it was not an easy choice. They were chosen by Program Coordinators and the country communication departments; thank you for your efforts in choosing from among thousands and thousands of life stories, who pass through our classrooms and workshops daily. We know that most of you who read this document know our Movement and can attest that what is expressed here corresponds to the reality, so we invite you tell your friends, your companions, your families about Fe y Alegra. Our de-sire is that more people come to know us so that many more are able to receive an education from Fe y Alegra.

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    Fe y Alegra is an International Movement of Popular Education and Social Promo-tion based on values of justice, participations, fraternity, respect for diversity and solidarity, directed to impoverished and excluded population, in order to contrib-ute to the societies transformation.

    VisionA world where all people have possibilities to get an education, fully develop their abilities and live with dignity building societies in which all the structures are at service of the human being and the transformation of the situations that create inequality, poverty and social exclusion.

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    Strategic Objective

    Strategic Objectives

    To promote quality and inclusive education, which

    takes into account diversity; which contributes to the

    integral development of individuals and to community

    social promotion; to generate in participants attitudes

    knowledge, skills, and critical values that enable them

    to transform their realities of exclusion, poverty, and

    marginalization.

    1Juan Camilo Olaya Gomez was born on December 24, 1996 in Pereria, a city in the Republic of Colombia, the capital of the Risaralda administrative district with 464,719 inhabitants and lo-cated in the central-western region of the country in the Central Cordillera of the Colombian Andes. He is the only son of the Olaya Gomez family. My father is a driver and my mother is a housewife, the two of them have been responsible for giving me many of the foundations that make me who I am; I was raised with much love, I think that helped me become a secure person, full of dreams.

    Last December, the 17-year-old received a strange e-mail. I didnt believe it. In the e-mail it said that I had won a prize, and it invited me to travel to Bogot with my father; I really only believed it when I saw the plane tickets. Juan Camilo, a student at Colegio Fe y Alegra Santa Juana de Lestotnac, was awarded by the Colombia Ministry of National Education as having the best scores in the SA-BER 11 exams in the Risaralda administrative district.

    The SABER 11 exam is a test administered by the State for stu-dents who are completing their 11th grade education.

    There are four strategic objectives that guide the work of the International Federation:

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    There are several test objectives: check the skill level of the students, provide an evaluation for the students on elements of their development, and finally, provide relevant information on competencies of those who aspire to higher education programs.

    Juan Camilo spent much of his school life at Colegio Santa Juana Lestotnac, located in the town of Dosquebradas, annexed to the city of Pereira. A public school traditionally run by the Sisters of the Company of Mary, and which, for some years, has been managed by Fe y Alegra in their concession schools model, a new figure with which Fe y Alegra Colombia continues to contribute to public education in the country.

    When Fe y Alegra came to us, I was in seventh grade and I remember how much they cared about offering us things that really helped us in all aspects of our lives. The pastoral, spiritual, vocational, values were some aspects that were always reinforced. Fe y Alegra had a lot to do with my SABER Tests achievement. The teachers were very concerned about preparing us; I took many practice tests and drills for almost two years, which helped me a lot because it allowed me to become familiar with all aspects of the test. Hunger, fatigue, stress, and sleep were things I could handle because the drills also taught us to handle those as well.

    Juan Camilo not only demonstrates the conditions of a good human being and a good student in his SABER test results. Today when the first semester courses at Medicina en la Universidad Tecnolgica de Pereira (a public university that receives over 3,000 applications each semester from young people who aspire to obtain a profes-sional degree, but only has capacity for 60 on average), you can predict his personality when conversing with him; understand his challenges, his fears, his desires, I hear him talk about his school days, his relationship with the teachers; hearing all this suggests that his journey through school was filled with values that will soon be returning with a vengeance to society.

    The SABER tests have been my first great achievement, but I will not settle for that, I want to really help people who suffer; from my profession, medicine, I can smile back at many people, I can think of no greater satisfaction than to help others. Since I was a child I have heard how important it is to give your life for others. First from the nuns of the Company of Mary; they integrated into their charismas those most in need, to reach out, to support those who are excluded; Fe y Alegra then came and showed me in many ways it is really worth working for oth-ers, in this institution I expanded my spectrum of what it means to help, to reach out.

    Juan Camilos life is spent between books, his family, his friends and a flute that accompanies him daily. He doesnt lack gratitude in his words for his teachers, those who saw him grow up, who helped him in his training and al-lowed him to learn, not just what he knows, but what characterizes him as an individual. In my heart there are many teachers and many moments, but especially Nubia Zapata, Sergio Montenegro, the philosophy teacher, I remember them all with affection and gratitude and I dedicate this to them and all the achievements I hope to achieve.

    I am also aware that having studied at Fe y Alegra is a big commitment. This is an institution with a great reputation, not only in Pereira or Colombia, but in the whole world. Thats why I hope to show each day the best of me without fear and with confidence that everything I achieve will be used to help those who need it most.

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    2Strategic Objective

    To strengthen the Participatory Management model

    within the organization to ensure transparency, sus-

    tainability, and economic and social movement that

    allows empowerment and active participation to be

    generated among the different actors involve in the Fe

    y Alegra educational model.

    Nate Radomski, journalist, is currently finishing his Masters in In-ternational Social Work at Boston College, and has been working as an intern since January of this year at the Office of the Interna-tional Federation of Fe y Alegra, located in Bogot, working in the Management, Projects, and Communications departments.

    It was my third day working at the Federation and Enrique, Man-agement Program Coordinator, put me in charge of writing the participants immediately. We have to reserve the flights as soon as possible, he said. I had been at the Office of the Federation for less than a week and I was already writing to National Directors and fundraising teams to inform them about a 4-day conference that we would hold in Colombia, specifically in a small village an hour outside of Bogot called Choach.

    I arrived at the Office of the Federation through a joint project with Boston College: Strengthening the Present to Ensure the Future. Just as I was finishing my classes, Boston College decided to begin a collaboration with the International Federation. Thats how I ended up here, working and learning from the three departments they have asked me to work with. But between all of the sent e-mails and lo-gistics, I never thought I would begin to understand what Fe y Alegra is all about in my very first task: collaboration and shared passion.

    From the moment we all arrived in Choach, it was very clear that we were working as a team. Even though there were 23 partici-pants from 11 Fe y Alegra offices, representing 10 countries, I felt like a member of one team working in the same direction. It was the first time I managed to understand just how large Fe y Alegra

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    is; working from the Office of the Federation, it is difficult to comprehend just how large the movement is. Each person who came to the conference arrived with a special enthusiasm and vigor, ready to contribute and advance our common goal: Fe y Alegras sustainability.

    This attitude, present in every person in attendance, was really what made the conference such a success. Our leader from Fundacin Clritas, Diana Garca, brought together our collective enthusiasm and we spent eight hours each day learning, discussing, sharing and exchanging our ideas and experiences of what sustainability means.

    The activities, for me, were the best part of the conference.We often talk about sustainability, as if it were this grand idea, and what we often lose in the discussion is the practical application of what it really means. The pro-cess of exchanging ideas, experiences, and visions among the different countries was a very important source of knowledge. How else would I have come to understand the fundraising activities being executed in FyA Guate-mala or learned about the alliances and partnerships being developed in FyA Uruguay, if hadnt been for the this experience? The impact of doing this in person made all of the difference. Even though the first and third phases of the Strengthening the Present to Ensure the Future project are conducted virtually, this second phase had to be done in person. I truly believe that the conference in Choach was vital to the advancement of the knowledge and process of the project.

    Overall, the week was a big success. Returning to Bogot from Choach, it was very clear that each team was ready to go back to their prospective countries and begin the plans they had developed at the conference. Per-sonally, I have enjoyed being a part of this project, which aligns with the Federations second Strategic Objective: strengthen the Participatory Management model with the organization I love that word: participatory. It reminds me, just as the conference in Choach did, that we are not alone in this work. We are a network of people, each one contributing something to fulfill our mission and vision. The goal of the conference wasnt to come together for a few days, throw around a few ideas, arrive at a plan and then leave it at that. The goal was sustainability. This was just the beginning. Our goal will be complete in a year, in two, in five years, in 59 years. The goal is sustainability. What is sustainability? To build economic and social empowerment movement that allows empowerment and active participation to be generated among the different actors involve in the Fe y Alegra educational model.

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    Strategicobjective

    Strengthen the capacity of the Movement to influence

    public policies and programs that promote quality

    education for everyone, teacher training, overcoming

    poverty and social inclusion.

    Lets all peacefully invade the Venezuelan media: thats the command, which has been given annually for the last 17 years to the entire school population of Fe y Alegra Venezuela

    It is not an isolated incident, much less improvised, nor is it just an activity that is conducted annually. The invasion of the media is a peak moment for Fe y Alegra Venezuela, from which the general public, government, business, educators and civil society recog-nize, appreciate, admire and decide to join the work being done by Fe y Alegra. Its time to place importance on talking about popular education with all sectors of society.

    It all started in 1997 when Roberto Bobby Coimbra, a Bra-zilian lawyer who settled in Venezuela and became a successful publicist, described as the King Midas of advertising, told us the following expression when trying to define the campaign Fe y Alegra should do: Top of mind. An advertising term that trans-lates to: place something in the minds of the people.

    When Sylvia Oteiza, a collaborator with Fe y Alegra for more than 20 years, remembers those moments, it evokes the need organization had to establish itself in the minds of different sec-tors of society. That was really what we wanted. We were not interested in people only hearing what Fe y Alegra was; what we really wanted was to be recognized for what had been done, to know who had admired our work, and who could publicly affect different sectors.

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    However, we knew that was not going to be easy. Father Jesus Orbegozo, National Director at the time, and I wondered, How are we going to accomplish such a task?

    The first year was hard; we spent a lot of time explaining what Fe y Alegras mission was, but gradually the media opened up to us.

    The invasion began as an annual event that takes place in the early months of the year, usually as a prelude to the founding anniversary on March 5. For one day, the entire Fe y Alegra family leaves their daily routine to go out with a wealth of knowledge and experiences that they want to share with society. Literally we took over the radio. Parents, representatives, pupils, teachers, teachers, managers, staff and workers were the protagonists in different parts of Venezuela. On that day everyone raised their voice to testify to what they lived and were within Fe y Alegra.

    Year after year this activity has grown stronger, growing more roots, and not only on the radio, but gradually it has grown into an invasion of the education media. Today we visited radio stations, newspapers, television stations, community radio; there are more than 600 people across the country present in every place open to us, where in addition to talking about what we do, we seek to promote public debate about the importance of education from the experience of the Movement of Popular Education of Fe y Alegra.

    The invasion had its starting point 17 years ago, but what is done annually is a renewal of each years motto, one issue that we believe we can influence society. Every year in June, a meeting takes place where participants from different departments of the National Office, of course headed by the National Director, choose the theme for that particular year, this year for example, School for Life. From there, we construct and define objectives, basic documents, actors, a media plan, trainers, coverage, a monitoring and evaluation plan, and define other entities that are involved. In the words of Erika Briceo, the preparation of the invasion is so that we will set the standard for many other communication activities that are carried out at the National Office.

    After 17 years of doing this, one could say many things, but perhaps the most successful statement to be made is by the current National Director, Manuel P. Aristorena, better known as Father Stone. The invasion has, for me, two key moments. The first is when the invasion becomes the moment of greater presence and recognition of Fe y Alegra in society; it is time to remind people of our mission, our charisma. Its time to raise our flags again of quality popular education, when we say to society and stakeholders that the education model of Fe y Alegra is so relevant that it has spent 59 years transforming lives in our societies. But it has a second moment, which is important to me, which is the time when all who are part of the Movement renew our identities, something like the renewal of vows . It is a time when we recommit ourselves, it is very beautiful to see all staff with the prepa-ratory reading materials, getting ready to answer questions from journalists; I think this activity is a great time to remind everyone what our mission is at Fe y Alegra.

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    Strategic objective

    Strengthen new frontiers, so that the Fe y Alegra edu-

    cational model is an option to face new forms of social,

    cultural and geographical exclusions raised by todays so-

    ciety. Fe y Alegra is especially interested in reaching the

    African continent, which represents the biggest challenge.

    Last November 21st, Father Joaquin Ciervide SJ, former Director of Fe y Alegra Chad and appointed by the General Coordinator of the Federation as Advisor to the affairs of Africa and Madagascar from the International Federation of Fe y Alegra, arrived in Anta-nanarivo, Madagascar.

    With the arrival of Father Ciervide to Madagascar, the Federation started a process that will allow Fe y Alegra to initiate actions in rural school districts belonging to Ikalavony and Solila, which cur-rently encourage Father Emile Ranaivoarisoa SJ.

    Two Months in MadagascarIn the first two months we were able to take a brief tour of dif-ferent parts of the Ikalamavony and Solila districts and also have a very short teacher training experience.

    This is certainly a beautiful country: very soft green hills, descend-ing into valleys where rice terraces are grown and flooded rivers lay, emboldened by the daily rainfall. There is little forest. Where there is no rice, there are fields of corn, cassava and peanuts, but also large areas with only grass. A central valley reveals picturesque villages of 10 to 20 houses, all built in the traditional model three-story adobe bricks without cement, small windows that let in very little light and thick thatched roofs that protect rain and corru-gated iron better than heat.

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    At the exit of villages, you can distinguish an older building without floors. It is the school, and in the dark interior you can see a few old desks and a broken blackboard with chalk.

    In contrast to this rural setting exists what we call urban centers. The largest, Ikalamavony, has a majority of the offices within the province: the office of the mayor, the police and army, a hospital, churches and shops; the mid-sized center, Solila, and the smallest, Mangidy. As in other parts of the world, schools in centers are better equipped and have younger teachers. Its the schools in villages where more abandonment is becoming apparent.

    Globally, poverty and isolation dominate, both of which are favored by the horrible state of the roads and path-ways through which one travels. Electricity only exists in Ikalamavony (four hours daily). There are mobile phones too, but the Internet and television are still a pipe dream in the entire region.

    To develop its actions, Fe y Alegra selected 22 schools: two in Ikalamavony, one Catholic and one public; the same process occurred in Solila and Mangidy; the remaining 16 are scattered schoolhouses among villages, the majority of which are Catholic. Of the 22, the largest has 563 students, the smallest 27.

    It is clear that the most needy are the small village schools. The Catholic schools in Solila and Ikalamavony are led by Sisters, specialized in teaching and it is very noticeable that these students receive a better education than the others in the villages.

    But we are going to create a network to support for these 22 schools to help one another. In Solila, the weekend of January 25th and 26th, 37 teachers from 10 schools responded to our invitation to spend two full days con-sidering issues such as the use of the blackboard, students who are left-handed, group work, dictation, etc.. The following weekend we did the same event in Mangidy for 26 teachers from 6 schools. In March (when cyclones pass!), we will have a similar experience for the 44 teachers in the Ikalamavony region.

    Educators are saying that they want to be trained: they ask for French classes in the evenings and want the Mala-gasy language training intensified. They show great willingness to help each other and hopefully will grow progres-sively, creating a spirit of solidarity among themselves that deserves the name of the Fe y Alegra spirit.

    Two months is too early to make judgments but everything suggests that this is promising.

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    Develops actions for eight federative programs, a network of peers and three committees.

    Improving the Quality of Popular Education Training for Work. IT in EducationTeacher Training Non-Formal Education and Social Promotion. Management and Institutional Strengthening SystemsEducation in Human-Christian ValuesPublic ActionNetwork of Fe y Alegra Radio Institutes (IRFA) Commissions: Migration, New Frontiers and Indigenous.

    In this edition of Institutional Memoir, we present to our readers testi-monials of projects developed from the federative programs.

    The International Federation of Fe y Alegra

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    Fe y Alegra developed an educational model in which education is organized in Human-Christian values and evangelization to strengthen institutional identity and en-courage participants in the human and citizens attitudes of respect, love, tolerance and peace that allows them to become transforming agents of society.

    By forming pastoral teams and an evangelization strategy, we work with different audiences (children, youth, principals, teachers, parents of families) to strengthen the identity and values, which Fe y Alegra provide all of its congregations.

    Projects: Currently, the Strengthening Fe y Alegras Pastoral Work project is being executed, financed by the Province of Castilla (Spain) and Entreculturas--Fe y Alegra Spain, and seeks to:

    Functionally insert the pastoral proposal within the educational proposal for each of the partici-pating countries.

    Provide a teachers training program in six mod-ules, which enables teachers to address the cur-rent challenges facing pastoral ministries.

    Organize childrens participation strategies in each country, through which the learning of generated values are expressed.

    The project is being conducted in 14 countries: Argen-tina, Bolivia, Brazil, Chile, Colombia, Ecuador, El Salvador, Guatemala, Honduras, Haiti, Nicaragua, Panama, Paraguay, Peru, Dominican Republic, Uruguay and Venezuela. It is ex-pected to reach 60 schools, 600 teachers and 300 youth.

    Education in Human-Christian Values Program

    Raymundo Paul Lara Ventura, a Peruvian youth influenced by Fe y Alegras Pastoral WorkI came to Fe y Alegra by life circumstances. With the death of my grandmother, I had to move out of the neighborhood. We came to an area called My Peru, a slum on the outskirts of Lima, near the Lu-rigancho prison, one of the most dangerous in the country.

    While there, my mother began the task of searching for a school for my sister and me. I started fourth grade, I was nine or ten years. After much searching, a neighbor told us that there was a Fe y Alegra school in the area, Centro Educativo Fe y Alegra 33, he said it was very good, the teachers were very dedicated, and that it also cost nothing. Immediately my mom enrolled my sister and me. I stayed there until I finished high school.

    What does Fe y Alegra represent to you?Fe y Alegra for me and my family is the place where we learned many things, not only academically, but also values. We were formed as people, as worthy human beings. You feel it when you see a student from Fe y Alegra speaking to a guy from another school. You can easily tell the difference.

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    I actually use now, in my daily life, what I learned at Fe y Alegra; for example, at work, in dealing with your partner, with your fam-ily, with others, in the way you live with different people. I think what I was taught at Fe y Alegra has made me live differently, with more respect and more commitment.

    I also think Fe y Alegra has been the place where I have built a community. Today my friends are my classmates, my teachers, we all continue to see each other and we continue to help each other, I think we all feel that we are a family. Another important thing that Fe y Alegra left with all of us is that it taught us the importance of helping and supporting others. The sense of com-munity building that we were learning in school motivates us every day to become better citizens today, to want to work for our country, not simply becoming just one more person in the crowd, we have to stand out and fight for our dreams and help build a better world.

    What was your experience with the pastoral area at school?I started the year after entering school, I mean, when I was in fifth grade, and I did so as an invited guest. Some classmates motivated me to participate in the pastoral days seeking to know Jesus.

    Some time later I joined the MEJ known as Eucharistic Youth Movement. There I learned many things and I met many people that today are still my friends. They taught us things that helped us to be better people. I was there until ninth grade. Then I en-rolled in the pre-CLC (Christian Life Community) and I was part of group of young people that catechized in other districts of the city. I had to go to Pachacutec, another province located on the outskirts of Lima in the district of Ventanilla. There I went through all the roles, from student to coordinator. After finishing school I kept being part of CLC communities in my capacity as an alumnus.

    Would you like to say a few words to the people who can support Fe y Alegra?I would say Ive always heard that youth are the future of the na-tion and that if we want our nation to be better we have to start

  • Memoirs 2013 Federacin Internacional de Fe y Alegra24

    with the kids. So institutions like Fe y Alegra need many resources, because nothing in life is free; everything has a price and resources that contribute to this institution will be utilized for a lot of children. Not only talking about Peru, Im talking about of all countries where Fe y Alegra operates, places where perhaps no one ever wanted to add a stone to form a school and Fe y Alegra did, and I think thats a sign of the social work and inclusive thinking that Fe y Alegra holds. We all know that in our institution the State contributes to the teachers salaries, so they are in reality employees of the government, yet they always wear the Fe y Alegra shirt. This is a sign that they feel a part of this big family. So to all the people who can support: institutions, the State, I dont know what to say, except that you should know that an investment in Fe y Alegra will be remunerated. Thats what matters.

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    Fe y Alegra promotes the use of Information and Com-munication Technologies (ICT) n in educational processes, networking and institutional management of the Move-ment. The scope is to promote the processes of commu-nication, the exchange and construction of knowledge between different actors and levels of Fe y Alegra and to contribute to the dissemination and construction of knowl-edge throughout the student community.

    From our website, Mundo Escholar, we promote educa-tion and management in our students, faculty and partici-pants, and guide the process of allocation and adequacy of thematic classrooms, so that they are appropriate to the contexts of schools, non-formal education, and special education. We develop strategies for promoters, teachers and local communities, extending training for the use of ICT in education.

    Projects: Currently, the program runs in joint man-ner with Quality Educational Programs and Teacher Training, the project Strengthening the System of Improving Quality Educational within Fe y Alegra which seeks to, as the same states, deploy the system to improve the quality of education within 562 Fe y Alegra schools in the Movement within the 18 coun-tries involved in the project (Argentina, Bolivia, Brazil, Colombia, Chile, Ecuador, El Salvador, Guatemala, Hai-ti, Honduras, Nicaragua, Panama, Paraguay, Peru, Do-minican Republic, Uruguay and Venezuela), in order to achieve changes in the processes and outcomes that occur at each school. . The project is funded by AE-CID through EntreculturasFe y Alegra Spain.

    IT in Education Program

    I approached and stayed with educational com-puting.Adelita a teaching preschool expert on new communication technologiesICT

    I am Mara Adelita Pacanchique Prez, I have a Bach-elors Degree in Early Childhood Education from the University of Colombia Incca. I have been working within the Fe y Alegra Movement for 14 years, and I am currently teaching basic third grade at Colegio Fe y Alegra San Ignacio, which I have done since 2011.

    One of the characteristics of Fe y Alegra is that it is in less-favored areas, where humility and despair are common, this implies that the formation of children, youth, women and men cannot just provide academ-ics, but should be strengthened through spirituality as well, through the construction of values, which are integral development within their ideals and practice. People want to build lives for themselves, with aspi-rations to be citizens who contribute to society and from their personal growth contribute to the building of better communities.

    In April 2000 I joined the Movement and began my teaching experience. Over the years I have had the opportunity to share experiences, meet people and participate in training processes, which have allowed me to grow personally, spiritually and professionally.

    Fe y Alegra has given me spaces that have allowed me to interact in the world of computing, social net-working and everything related to the new Informa-tion and Communication Technologies.

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    The program helps us make our classes more innovative, which can be done in the yard, in the institutional library or in the com-munity, in specialized classrooms, or in the park, including letting the parents become teachers for a while. I think one of the great-est achievements of educational computing projects is that we teachers have to become creative, full of ideas that are reflected in the activities executed in our classrooms and thats why our students always see the joy, interest, excitement, leadership and desire to succeed, always with the support and assistance of pro-fessionals who want to better oneself.

    This project has also enabled the creation of learning communi-ties that work from the Mundo Escolar portal. In 2009, along with Carlos Navarro, Coordinator at the time of the Centro Fe y Alegra Patio Bonito, I participated in the design, accompaniments and implementation of the learning community Popular Educa-tion and the Role of Teachers, in which teachers, from different countries where Fe y Alegra is located, participated.

    I want to share with you one of the most significant stories in my journey through I.E. and thats when I participated at the First National Congress of Educational Computing, I.T., More Than a Tool For Learning, where I was selected to present a paper. It was a surprise for me that I was valued enough to be thought of in this way. It was exciting, meaningful and re-sponsible because it showed what was done in I.T. in Education Project and the benefits it had brought to the community and to me as a person and a professional. Equally enjoyable was the help those involved in the project gave me, the institution to which they belonged, and also, the comments I received after presenting; it is one of the most unforgettable moments Ive experienced yet with the project.

    I think one of those challenges faced by the program is that it needs to continue to spread the importance of Information and Communication Technologies (ICT) in educational and profes-sional life, the resources available and Mundo Escolar and Aula Virtual and social networks, and continue to promote the use and access of computer rooms for different areas of knowledge.

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  • Memoirs 2013 Federacin Internacional de Fe y Alegra28

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    The Fe y Alegra Radio Institutes, known as IRFA, offer a dual education model for youth and adults, men and women, using the teaching methodologylearning ECCA, which adapts to the situation and reality of each country and is based on three elements: module or print, radio classes and tutorials.

    They also offer radio services through educational radio stations, which contribute to the overall education of the beneficiaries and to social promotion. This program is present in Bolivia, Ecuador, Paraguay, Peru and Venezuela.

    The goal, as already suggested, is to promote a popular and inclusive quality education which embraces diversity, contributes to the integral development of individuals and community social promotion to finally promote the for-mation of free subjects and active citizens with critical awareness, knowledge, skills and values that can influence the improvement of their quality of life and the transfor-mation of their environment.

    Projects: Currently the program runs the project Distance learning, partially in-person and via the radio, for youth and adults in contexts of depriva-tion of liberty.

    The project is designed to strengthen, develop and implement education programs for adolescents, young adults, men and women, in the contexts of prisons and rehabilitation centers for adolescents. The project cur-rently takes place in Bolivia, Paraguay, Peru and Ven-ezuela.

    Thus, the beneficiaries have adequate educational op-portunity for their needs and preferences. It is expect-ed that the project will enroll 148 people in Bolivia, 62 people in Peru, 153 people in Venezuela and 60 people in Paraguay.

    Ivan Gabrieli, I am a high school graduate thanks to IRFA, Peru

    Ivan Gabrieli Gamarra was born in Lima, is 34-years-old, is the eldest son of a family of five children and is currently detained at the ANCON II LIMA Prison. He has been in IRFA Perus Learning at Home project for three years.

    What is Fe y Alegra to you, Ivan?

    Fe y Alegra to me, like many of my fellow inmates in this prison, is an opportunity to be able to finish our primary and secondary educations; in my case, thanks to Fe y Alegra I was able to finish my secondary edu-cation. Fe y Alegra has also made it possible to do other things within jail: to interact with other people, to meet the teachers and to take advantage of what they teach us. I value very much what our teachers do. They make a big effort and sacrifice to move this program forward. Thanks to their teaching, we have all realized that despite our mistakes we can change and we can be different: we no longer have to be a bad ele-ment of society, thanks to studying we are able to do positive things.

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    Fe y Alegra Radio Institutes IRFAS

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    What elements do you think a Fe y Alegra education has that makes it different from other models?

    I think that there are two things that Fe y Alegra does different-ly. First, the quality of the education; we here in jail have received a very good education; it shows in the teachers, the materials they give us, in the life values they teach us. I am sure that when we leave this place we will not be the same people who entered. With what we have been taught by Fe y Alegra, we will be differ-ent people, people who want to contribute to making a better society, people who are concerned about our families and our communities.

    Secondly, I think Fe y Alegra is an institution with national pres-tige, for us its important for us to get this degree because its recognized, not only here but in other countries, and that opens doors for further study, I mean, getting our degree from this in-stitution is very good for our future.

    What do you think youll do once you get out of prison? What does your family think of this process?

    Well my family, especially my mother and my siblings, have con-gratulated me, theyre very proud of what I have been able to achieve. My mother tells me that if I had never been incarcerated I surely would have never finished my studies. The truth is that here, while in prison, Ive realized many things, but especially how important it is to have an education. I dont know whats going to happen, but I want to continue studying to be able to have a better future.

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    Views of Emile Ranaivoarisoa J.S. and Andry S.J. of Foi et Joie Tchad

    Father Emile was born in Ihazolava / Ambatolampy Anta-nanarivo (Madagascar), is 47 years old, and has been a Je-suit priest since 1997. He is the Head of the Ikala-mavony and Solila districts, with a population of 64,167 in the first district and 45.941 in the second..

    With our goal of starting Fe y Alegra in Madagascar, we have visited Foi et Joie Tchad to discover and observe what makes this institution work. The entire Chadian team has shown great joy in sharing their experiences with us.

    There were about four difficult moments in the two weeks we spent with them: personal encounters with the National Director, Father Etienne Mborong, visits to different places, and meetings with the teaching staff and the team of the School and Community Relation-ship.

    The action of the latter team is to consolidate what different members of every people can do for school:

    mostly parents of students, the various town officials and the general population.

    The teaching team focuses its efforts on improving the quality of education. We accompany one of its initia-tives: the reading field, which together with students who are struggling in a nearby training for a week to receive a crash course in reading and writing. The re-sults are amazing. For their part, teachers participate in a program of ongoing training and monitoring of their work in the classroom.

    The educational team focuses its efforts on improv-ing the quality of education. We accompany one of its initiatives: the reading field, which puts them to-gether with students who are struggling in a near-by training for a week to receive a crash course in reading and writing. The results are amazing. For their part, teachers participate in a program of on-going training and monitoring of their work in the classroom.

    The most important visits were conducted at the in-auguration of the new Djgur school built by Foi et Joie, the parent committee meeting, a gathering of

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    New Frontiers Commission

    From Madagascar to the country of Tumai (the first human)

    With the work of the Commissions are looking to implement joint actions to effectively materialize the objectives and challenges in the Strategic Plan III:

    Make Fe y Alegra present in new emerging realties of social and educational injustice emerging to maintain fidelity to the mission, promoting the dissemination of the learning achieved from experience and best practices, collaboration and shared efforts, especially to African countries.

  • Memoirs 2013 Federacin Internacional de Fe y Alegra32

    mothers of students, an Eref educational day and the construc-tion of two new schools, Tchlati and Bouko.

    We have been impressed by the collaboration that exists among the different groups and the creativity that has manifested to ad-dress the problems that arise; pay teachers who are in charge of local communities and recover children who leave school, among others.

    Working with the community, from the base, working with par-ents, motivating people and train stakeholders in education are the keys to success at Fe y Alegra in Mongo.

    Emile Ranaivoarisoa S.J.Fiarantsoa, March 14, 2014

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    Fe y Alegra promotes the coordination and development of proposals for non-formal education and social promo-tion to excluded sectors of the population: at-risk youth, female-headed households and the elderly, looking for a civic education, community development and transforma-tion of situations of poverty and exclusion.

    Projects: Organized Youth Initiative, a proposed citi-zens action for non-violence. Train and support a team of 30 young people in each of the 12 communities in six countries: Dominican Republic, El Salvador, Gua-temala, Honduras, Nicaragua and Panama, so they, as transformers of their own realities, perform the actions provided to the community. Training young people will be done from a methodological proposal entitled Form Action, which is not limited to training of knowledge and values, but also generates an accompanying process in youth civic action. The proposed methodology was drawn from a popular education approach and is based on the referential framework of Fe y Alegras Non-For-mal Education and Social Promotion program.

    Hello, my name is Silvio Quintana, Im 24 years-old and I live in a town called La Ceiba, in the mu-nicipality of Len, Nicaragua.

    I started to participate in the PPJO in March 2013. The thing that struck me about the project was the initia-tive to articulate and strengthen youth groups, men and women, to become actors in transformation of our com-munities.

    Usually young people who are part of a project belong to communities where we live among many ugly things: domestic violence, especially against women, violence of all kinds, abused children suffering for many reasons.

    I am aware that in our communities we dedicate more time to generating violence than to peace building; there are families sometimes in very difficult situations have no outlet, and one sees many people suffering.

    From my own testimonial, I recognize the lack of affec-tion that I experienced as a child and how that affected me personally; in my childhood I did not have the love of my father and that made me feel very lonely.

    I believe that because of this project a lot can change in our communities. I dream of a community where we all act like brothers, free from violence, drug abuse, where all who dwell here can experience love and peace, and where everyone has the same opportunities and rights. I am willing to continue working for this dream; I think if all young people in this community join efforts together, we can achieve a better world for all of us. With this project I have learned that we can re-define concepts such as respect, love, forgiveness, so I think we should continue in order to ensure a better future for those coming behind us.

    Non-Formal Education and Social Promotion Program

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    No information

    ColombiaEcuador

    Brazil

    Panama

    Per

    BoliviaUruguay

    Paraguay

    Chile Argentina

    Nicaragua

    Honduras

    El Salvador

    Guatemala

    Venezuela

    12.7%7.6%79.7% III

    II

    I

    III

    II

    I64%11%25% III

    II

    I0%7%93% III

    II

    I 0%20%80% III

    II

    I

    Federacin

    0%13%87% III

    II

    I

    0%25%75% III

    II

    I

    81%0%19% III

    II

    I

    11.51%0.44%88.05% III

    II

    I

    0%10%90% III

    II

    I

    34

    85%2%13%

  • 35

    No information

    Fe y Alegra is public education

    How we are financed

    Chad

    Spain

    Haiti

    Madagascar

    Dominican Republic

    * Source: Federal Financial Information System SIFF 2012.

    35%41%24% III

    II

    I75%4%21% III

    II

    I 38%47%15% III

    II

    I 86%10%4% III

    II

    I 97%0%3% III

    II

    I

    39%17%44% III

    II

    I

    22%0%78% III

    II

    I

    0%0%100% III

    II

    I

    Support*

    Government revenues (including unaccounted subsidies)Own contributions Private businesses, international cooperation, and donations

    I

    IIIII

    Consolidated federal figures

    35

    84%225,213,607

    26,292,999

    15,430,359

    10%

    6%

    2013

    One more of us

  • Memoirs 2013 Federacin Internacional de Fe y Alegra36

    Institutional Achievements1

    36

    Fe y Alegra PanamaThree years of bilingual intercultural education

    Today I have managed to change my identity card, it now has my signature, because now I know how to write. I can also help my children with homework, like all mothers do. Mila Andrade is a member of the Boca de Monte Ngbe Bugle community; she is a participant in the Completion of Primary Education Project for Youth and Adults of Indigenous Communities of the Ngbe Bu-gl, supported by EntreculturasFe y Alegra Spain and the Spanish Cooperation Agency for Development (AECID) participant.

    The project will last 4 years, and it aims to provide opportunities for universal access to basic education for indigenous youth and adults in extreme poverty in six communities in the Miron Duima Nole dis-trict. At the end of the project, it is expected that 314 participants will perceive improvements in their quality of life through the teaching of math, Spanish, science, social science and labor education.

    Achievements:

    1. Embed a proposal for bilingual intercultural education in Ngbe Bugl communities.

    2. Integrate teachers as members of the communities.

    3. Adjust teaching-learning community spaces and flexible sched-ules.

    4. Ensure that 36 men and 105 women will finish the sixth grade.

    Thus, Fe y Alegra Panama is working so that the village of Ngbe Bugl, representing 4.6% of the total population in the country, has access to primary education.

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    2

    Fe y Alegra BoliviaThree years of bilingual intercultural education

    The Mary Lizzie beauty center is located in the city of Santa Cruz and opened its doors to the public 28 years ago. In 2010 it began a process of inclusive work that has led it to be one of many compa-nies working hand in hand with Fe y Alegra to offer job opportuni-ties to people with disabilities.

    Mary Lizzie Ortiz de Rivero, owner and professional stylist, is the architect of this achievement. With great joy and enthusiasm she shared her experience:

    What do you think of Fe y Alegras work in connection with the integration of persons with disabilities?

    The work that Fe y Alegra is doing is very important. I think many companies should follow suit and open spaces for people with dis-abilities to have a place to develop professionally.

    It is a task that is not always easy, it requires a lot of support and proximity, both on our part and on the part of Fe y Alegra. Fortu-nately I think that we have always had that, so thats why our young people, despite the difficulties some of them have to work through, always manage to do so. The truth is that our customers really value the effort that these boys and girls do to improve their qual-ity of life.

    What contributions do you think Fe y Alegra has made in Santa Cruz regarding this issue?

    One of the important things is that Fe y Alegra will seek alter-natives in different companies, I know it must be very difficult to knock on doors. They are doing a good job for many people with

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  • Memoirs 2013 Federacin Internacional de Fe y Alegra38

    disabilities to work in different areas; I think its a very positive contribution and someone had to do it, and Fe y Alegra is doing just that.

    We have been working for four years on the subject of labor inclu-sion, and Fe y Alegra began working with us a year ago. We have people with intellectual disabilities and hearing impaired and have not had any problems. In our company, one of our values and prin-ciples is to help people with disabilities to have a better quality of life.

    Fe y Alegra Dominican RepublicThe Ramos Group talks about the educational model of Fe y Alegra in the Dominican RepublicDirector of the Ramos Group

    Ramos Group is the leading retail company in the Dominican Re-public. Since 1965, it has been working in the Dominican market through different brands and business formats. It currently operates 24 multi-centers, five supermarkets, seven discount stores and one shopping center, distributed across the main geographical areas of the country. The shops together receive more than 45 million visi-tors each year.

    With over 10,000 employees working in shops, corporate offices, distribution centers and a bakery, it is one of the largest private employers in the Dominican Republic. Ramos Group is the main contributor in the commercial sector, with annual contributions to the Treasury of more than RD $4.2 million.

    What do you think of the concept of the Fe y Alegra edu-cational model?

    The educational model of Fe y Alegra is excellent, combining aca-demic education with the inclusion of good values reinforced by the Christian faith. Since its arrival in the country, the institution has contributed to the training of very poor children with a quality that exceeds that of many prestigious private schools. Regarding additional technical training offered by many of the centers of Fe y Alegra, this constitutes an added value for students who leave the school prepared to enter the labor world.

    3

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  • 39

    What contributions do you think it has made to educa-tion in your country?

    Fe y Alegra has made a great contribution to the Dominican Re-public, providing access to quality education and educational values to thousands of children and adolescents from marginalized and excluded sectors of the country, who are now eligible for a more dignified life and have the opportunity to lay the foundation to be-come good professionals and better citizens.

    Do you think it is a replicable model?

    We think so. The Fe y Alegra educational model has proven to be successful and sustainable, and a sample of this is that over the years they have increased the number of Fe y Alegra centers, which have better equipment and more classrooms and technical and vo-cational training workshops.

    This has been possible thanks to the excellent management of the institution, which has established itself as serious and committed entity to the education of Dominican children.

    Undoubtedly, the prestige and recognition it has achieved has en-abled it to generate trust and support from both the public and private sectors of the country, as international aid agencies who see Fe y Alegra an important ally in its development programs and corporate social responsibility.

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  • Memoirs 2013 Federacin Internacional de Fe y Alegra40

    EntreculturasFe y Alegra Spain Carmen Rodriguez Arteaga. Head of Education. Gender and Sectoral Department. Multilateral Management, Horizontal and FinancialAECID

    To talk about Fe y Alegra Education is to talk about quality, social recognition, impact and institutional trust.

    The educational model of Fe y Alegra has, from my point of view, combined the grandeur of equitable access and the right to a quality education on the Latin American continent, which has made sub-stantial progress in terms of coverages since they opened their first school 50 years ago in the Caracas Movement. But what really sets this educational model apart is the will to transform the social and educational reality in which it is inserted; well, focusing on popu-lar education, the proposal affects democratization participation through dialogue and reflection.

    Building a model of teaching and school management centered in the educational community where students, teachers and parents are active participants in the process and where the quality of edu-cation for the most vulnerable shapes the right to education, per-haps can be said to be some of the most impactful accomplishments and gives added value and differentiation to Fe y Alegra. Network-ing, finding synergies and the definition of strategic plans have al-lowed Fe y Alegra to build a shared vision within the organization and to have tools that favor adaptation programs to different coun-tries without losing quality.

    Finally, the way they work with transparency and rigor has allowed them to gain the trust of the public educational country representa-tives and funders.

    4

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  • How they see us

    Fe y Alegra is a well known and prestigious network of public educational institutions, which emphasizes basic and technical training students in impoverished areas.Idel Vexler, Deputy Minister of Education.

    Fe y Alegra works in practice with a public-private partner-ship with state schools, which are responsible for its man-agement; with a greater degree of independence than most public schools managers have. This greater independence has allowed changes within the institutions, by allowing more im-portant educational improvements (on average their institu-tions perform better than those run by the state.)Edito-rial, El Comercial, January 6, 2014.

    I highlight the experience of Fe y Alegra and the need for experiences like this to spread towards public policy.Hugo Daz, member of the Steering Committee of the Na-tional Council of Education.

    The state should take advantage of successful learning ex-periences such as Fe y Alegra schools and provide them with more teachers to have more schools and, consequently, more well-trained students.Len Trahtemberg, member of the Steering Committee of the National Council of Edu-cation.

    Peru

    We ask that Fe y Alegra help us and accompany us in this process of improving public education in Venezuela.Hec-tor Rodriguez, Minister of Education.

    In Venezuela we are aware that public education should be a strong component in teacher training, and we know that in this respect Fe y Alegra also has great experience and knowledge, and in that area we also need you.Hector Ro-driguez, Minister of Education.

    Venezuela

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    The work of Fe y Alegra Bolivia and line of educational policy of the country are aligned. We value and support the experiences that we have developed this institution, especially in the field of inclusive education.H. Deputy Estanis Condori, Chamber of Deputies of the Plurinational State of Bolivia.

    Without education there is no change in the country. In this, Fe y Alegra Bolivia has made a fundamental contribu-tion to the new Education Act that governs our country today. The House of Representatives recognize this educa-tional institution as a meritorious institution of the Pluri-national State. Fe y Alegra is a pride for the entire country for the beautiful work you do throughout our region. Our commitment to you will be present to assist and promote, from the place where we meet, both professionally and personally.H. Deputy Carlos Subirana, Chamber of Deputies of the Plurinational State of Bolivia.

    Bolivia

    I feel happy and excited to see how 50 years of work has transpired, which Ecuadorians know and recognize. In this regard, I reiterate my congratulations and that of Rafael Correa, President of the Republic. May the work of Fe y Alegra consolidate and continue to generate value over time in people who are part of Ecuador.Cecila Vaca, Co-ordinating Minister of Social Development.

    Ecuador

    Fe y Alegra has a model of quality management, which can be emphasized in many aspects. It is designed based on prin-ciples, which are applied in the development of the improve-ment process, and through assessments that lead to certifi-cation. In addition to supporting the quality of management, including aspects of classroom assessment to incorporate students in the areas of language and mathematics. Finally an orientation I want to highlight is your work geared towards vulnerable populations.

    Certification of all Fe y Alegra schools with this model strengthens the quality of the training process since they are promoted. It is very important that this could be applied in other public and private institutions in the country, as it is a replicable model and supports quality improvement.Iannini Eliana Botero, Advisor Private Schools Ministry of Education

    Colombia

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  • Memoirs 2013 Federacin Internacional de Fe y Alegra44

    My Memoriesof Father Jos Mara Vlaz

    8th MEETING. LIMA, 1977. This years meeting of Di-rectors was in Peru, exactly in aa near Lima to be exact. We were still on the subject of ideology and the Ideology of Fe y Alegra, marked by a progressive line.

    At that meeting I had a strong argument with Vlaz. It was Thursday, December 29th, which was to be the last day of the meetings. At the end of the morning, was a brainstorming activity. But Vlaz didnt want to touch the issue of ideologies. However, I proposed the need for an ideology within a popular line. At the start of the afternoon session, Vlaz violently hurled me for proposing this subject that created division. I got very frustrated, and I replied with a tough tone that he had no right to attack me as well. At the end of the afternoon we had the Mass. When it was time to give the sign of peace, Vlaz, at the other side of the chapel, approached me and apologized. Tears started streaming down my face.

    The issue of ideology had always been violent one, since the 3rd Meeting in Cochabamba. Father Vlaz did not want to have a document in which a division of leftist po-litical ideology could manifest. So thats why I didnt want to touch the subject of an ideology. However, in 1980 he realized that many countries already had their own ideas.

    Throughout 1983, Vlaz freely allowed us to prepare the basis of an ideology document. So the preparatory commission was established, formed by Robert Caro, Iaqui Marqunez, and someone else I cant remember. Throughout the year we had several meetings in Lima, Bogot, and, finally, in Merida.

    15th MEETING. VENEZUELA , 1984. Vlaz had orga-nized that assembly in San Javier del Valle de Mrida (Venezuela). He invited almost all the Directors of all Venezuelan Schools, which was the first time he had done that.

    It seemed to me that Vlaz wanted to say goodbye to all of us who were his dear collaborators. The fol-lowing year, Jos Mara died in Masparro. That meeting was also of great importance, because after 29 years of existence, Fe y Alegra was to have its fundamen-tal charter, which is the IDEOLOGY. Logically most Venezuelans were present, but the document should have been international. Thus, it was decided that every country would send two delegates plus Vlaz and the Commission.

    Vlaz left us completely free to do the drafting of the document. In two days we had passed an Ideology. In the end, Vlaz didnt intervene, but he said a phrase that stuck with me and I wrote it down: We have in our hands the trunk of a great tree. Its up to us to re-cord in it a great image. Thats how it was approved by Father Vlaz.

    After the meeting, Fe y Alegra Venezuela had organized several trips. I was interested in a trip to Masparro. In Masparro, Vlaz accompanied me with affection and en-thusiasm in this great project he was creating. I visited the room in which he wrote The Masparro Letters. Between San Javier del Valle and Masparro I could un-derstand the Testament of Father Vlaz. Thats how I said goodbye to Father Vlaz.

    By Antonio Bachs S.J.Fe y Alegras Ideology

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    International CongressInclusive Education in the Mission of Fe y AlegraInclusion should not be seen merely as a way to treat people with different capacities, rather, refers to an appreciation of cultural, ethnic, lin-guistic, religious, social diversity, learning styles, abilities, gender, among others, as an enrichment of the educational community and the reality in full. All of this requires a profound transforma-tion of visions impacting a changing of attitu-des and concrete actions: methodologies, edu-cation systems, infrastructure and educational communities, which respond to diversity.

    What doesinclusive education mean?

    In 2013, the International Federation of Fe y Alegra Congress XLIV was held in Brazil.

    We present an abstract summary of the Final Document of the International Congress XLIV Inclusive Education in

    the Mission of Fe y Alegra.

    In pedagogy, inclusive education is a concept that attempts to better address one of the main features of our societies, which is diversity. It is a term that aims to overcome the term integration, as it is not the students who must adapt to the educational system, but it must the educational system which must adapt to them: the new education system should be open to diversity, understanding it as an asset without preten-ding to homogenize.

    UNESCO proposes the inclusion as the fourth and most im-portant step on the ladder that goes from exclusive educa-tion to inclusive education. Historically it has demonstrated a long process that started from the deep exclusion, which then moves on to segregation or formation of ghettos in which all people were confined and considered different. Then the way to integration was achieved by creating special spaces to integrate those not adapted to the dominant educational system. But what you want is to get a true inclusion, creating a new culture of openness to diversity, in which equity and quality are inseparable.

  • Memoirs 2013 Federacin Internacional de Fe y Alegra46

    Why does Fe y Alegra opt for inclusive education? Inequality populates our world. Resources, income, and opportunity have been disproportionately focused in the hands of a minority of the world population, a situation that has been systematically consolidating over the last several decades mainly due to neoliberal policies, thus causing deep poverty. This is expressed not only in the economic sphere, but also in the educa-tional, cultural and human spheres, speaking of inequal-ity of opportunity to enjoy the basic rights: access to health, housing, work, education and participation.

    Education systems do not counteract this inequality; by contrast, they reproduce and legitimize it. Far from generating development and inclusion, education has produced social disintegration and discrimination. This exclusive reality mainly affects indigenous peoples, women, those who have suffered from forced migra-tion, and those who have some kind of functional or intellectual diversity . Ethnic and social origins, sexual orientation and gender remain causes of exclusion in our societies and, therefore, in the school settings.

    Fe y Alegras collective commitment is to building an inclusive culture, understanding that in our countries it means a countercultural and contextualized bet. It is a process in constant tension; there are no pat-terns or recipes that respond equally to situations of each social context. To achieve inclusive communities, a change in the culture of the school system is neces-sary.

    Considering inclusive education as a new culture, its most important characteristics are:

    Be collaborative Have high expectations for students and teachers Consensus on values Possess skills to work effectively with differences Must be supported by a safe and orderly environ-

    ment, Recognizes and stimulates educators to assume a

    variety of leadership roles.

    Since inclusive education poses the need of a society for everyone and also built by everyone, that means a structural and cultural change must take place. Fe y Alegra assumes the accusation and public advocacy towards barriers that promote exclusion and is com-mitted to promoting an inclusive ideology. To approach our proposed goals, we must fight for policies in the service of a just, equitable education, with equal op-portunities, understood as the recognition of common features and needs, as well as the uniqueness of each students knowledge and abilities.

    Inclusion has been around since our origin and is funda-mental to our practice. It has always chosen the right of the poor, excluded and marginalized to receive a quality education in order to transform their realities. Educa-tion should be at the service of social transformation which defines our vision of a spirituality based in ser-vice of a more dignified and humane life for everyone.

    As a result, Fe y Alegra put in place practices, which are driven to achieve conditions of equity, complete quali-ty, continuous education, strengthening teaching, public funding, and equitable and quality education manage-ment.

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    As the Movement, Fe y Alegra seeks constant destabili-zation that is creative, daring, self-critical and a constant reinterpretation of reality, while also promoting the practice of a pedagogy of inclusion, social promotion, community development, job training and job place-ment and the use of ICT, involving every stakeholder within the community.

    How does Fe y Alegra assume inclusive education?

    For Fe y Alegra, inclusive education is the condition without which it is impossible to build just, equitable and democratic societies. An equitable and quality edu-cation is a powerful instrument of social transformation,

    which is possible if the context affects concrete actions, creating a space in the public sphere that facilitates ac-tive participation. From there, Fe y Alegra takes on the challenge of moving towards an increasingly inclusive education, open to diversity to create new social and power relations.

    From our different areas and types of education (formal, non-formal, radio, technical employability, special educa-tion, social promotion, community development, etc.), we appreciate and celebrate the cultural, ethnic, linguis-tic, religious, social, cultural diversity of skills of learning styles, gender, and others, we know that education enri-ches our communities and each of us.

    Fe y Alegra understands that inclusion as: presence, a commonplace that everyone has regular access to, the

  • Memoirs 2013 Federacin Internacional de Fe y Alegra48

    school; student participation, their views, valuation; a comprehensive development of their potential and the practice of active citizenship, social and labor integration, promoting cohesion and collective commitment of the school and community.

    How do we educate for inclusion?

    Faced with the challenge of building an inclusive education, Fe y Alegra poses the following challenges:

    Opt for the excluded, with the conviction to serve the most vulnerable Continuously review the eligibility criteria, accompaniment or continual support of the students to prevent

    exclusionary mechanisms, which may be hidden Review the curriculum, which often results in exclusion for not taking into account the specificities of context

    and people Foster an inclusive quality education that promotes the overall development of each and every student Promote a society built on the collective, seeking cultural transformation. Overcoming academic ranking processes that reproduce patterns of inequality Rate the difference by promoting collaborative learning systems among heterogeneous peers.

    Congress XLIV, Inclusive education in the mission

    of Fe y Alegra, Brazil 2013.

  • 49

    Influence States for increased investment of public funds in edu-cation, since it is known that inclusive education has an increa-sed economic cost, since it requires more special professionals and more individualized attention

    Encourage and promote the role of the excluded in advocacy, raising awareness for the value of diversity and the pursuit of inclusive education strategies.

    Commitment of Teachers for Inclusive EducationTeachers and management teams who are passionate about educa-tion, are able to adapt to change, learn and unlearn practices, modify ideas, concepts, attitudes are needed. It is key that they honestly question what they really think about the inclusion, what their fears, apprehensions, and hopes are. Reflection and a questioning attitude to their own beliefs about their difficulties in learning from their students can lead to a significant increase in the development of new ways to address barriers to learning and participation progress.

    The management teams also have a key role in promoting a continuous and in-clusive education. They are responsible for creating the conditions for the edu-cators to reflect and become a truly co-llective educational community.

    And you, as an educator, what is your commitment to bring to life inclusive education at your school?

  • Memoirs 2013 Federacin Internacional de Fe y Alegra50

    2002

    1986

    1990

    1996

    1992

    1978

    1988

    1968

    International Congresses since

    our Founding

  • 51

    2010

    2011

    1987

    1980

    2008

    1973 1982

  • Memoirs 2013 Federacin Internacional de Fe y Alegra52

    Funders, Management 2013

    ALBOAN

  • 53

    This year, 2013, we are very ex-cited as we are close to adding another heart to our world map. Madagascar is our newest project, so thanks to the Jesuit authorities and the community at large who are every day bringing the Fe y Alegra Madagascar project closer to life and adding another heart on our world map.

    When trying to remember to list and name each and every person that should appear in an apprecia-tion letter, the same fear always comes up: were going to forget someone. At the time of publica-tion, we ask for patience and for-giveness, as we know that many people will be left out of this list, mainly for space.

    The Federative Memoirs 2013 is possible thanks to the efforts of many people who provided infor-mation, photographs, data, figures and statistics. We want to espe-cially thank those who generously shared their testimonials. Juan Ca-milo Olaya (a student from Colom-bia), Nate Radomski (intern), Silvia Oteiza (mother and daughter), the Fe y Alegra Venezuela communica-tions department, Joaquin Ciervi-de S.J. from Madagascar, Raymundo Paul Lara (a student from Peru), Adelita Pacanchique (teacher) and her third grade students, to Ivan Gamarra (IRFA stu-dent), to Father Emile Ranaivoarisoa S.J., Silvio Quintana (Organized Youth Initia-tive participant), and to all those who were generous enough to share with us their experiences with Fe y Alegra.

    A very special thank you to Father Anotnio Bach, S.J. for his 20 pho-tographs of the Congress that we shared and have become a great vi-sual testimonial, likewise for giving us memories that we share in Our Roots section.

    We would also like to thank the federative Program Coordinators and the Communication officers

    and Administrators from the diffe-rent Fe y Alegra offices; thanks to them we able to have testimonials and statistics, which have enriched this document.

    Finally, we want to thank everyone around the world who makes Fe y Alegra possible. To the women and men who direct our national and regional offices, our education cen-ters, and every where else we ope-rate our education programs; to the religious communities, to the teachers, to all of the technicians, to the social workers and gene-ral services to students and their mothers and fathers, to govern-ments, donor agencies, volunteers, donors, private sector, journalists, academics, educators and all tho-se who for 59 years have opened their hearts to the education and transforming action of Fe y Alegra in the world.

    Acknowledgements

    53

  • Memoirs 2013 Federacin Internacional de Fe y Alegra54

    Program Projects Funder External Contri-butions in USDPeriod of Execution

    F. Institucional Fortalecimiento institucional +DF Alboan Entreculturas 186.300,00 2012-2014

    F. Institucional Fortalecimiento institucional Donante privado 194.760,00 2013-2015

    P1. Calidad Proyecto para la mejora de la calidad educativa. Accin 23AECID

    Entreculturas 376.277,03 2012-2014

    P1. Calidad

    Programa para el aseguramiento de la calidad educativa en los centros educa-tivos en los que interviene la Fundacin Telefnica en Amrica Latina.

    Fundacin Telefnica Entreculturas 1.147.590,86 2012-2015

    P2. Tcnica Red para insercin laboral en Centro-amrica. Donante privado 112.000 2012-2014

    P2. Tcnica Insercin laboral y TIC en Amrica LatinaAccenture

    Entreculturas 2.000.000 2012-2014

    P3. Informtica Proyecto para la mejora de la calidad educativa. Accin 23AECID

    Entreculturas 324.377,47 2012-2014

    P3. Informtica Integracin de las TIC en las propuestas educacin especial Donante privado 85.100,00 2014

    P4. Formacin Proyecto para la mejora de la calidad educativa. Accin 23AECID

    Entreculturas 320.192,47 2012-2014

    P5. Promocin social Liderazgo juvenil Alboan 153.103,20 2013-2014P6.Gestin y Sostenibilidad

    La calidad como meta la evaluacin como camino

    InditexEntreculturas 560.000 2013-2015

    P6.Gestin y Sostenibilidad

    Fortalecer el presente para asegurar el maana Donante privado 456.910 2014-2015

    P7. Educacin en Valores

    Fortalecimiento de la pastoral en Fe y Alegra

    AECIDEntreculturas 390.000,00 2012-2014

    P8 Accin Pblica Convenio para la mejora de la calidad educativa. Accin 38 Donante privado 367.230,57 2012-2014

    P8 Accin Pblica Fortalecimiento de la accin pblica de Fe y Alegra Entreculturas 78.000 2013-2014

    Nuevas Fronteras Cooperacin Sur Sur Donante privado 69.000 2013-2015

    C. Indgenas Fe y Alegra Indgena Donante privado 319.450 2013-2014

    RDH. Educacin a Distancia

    Oferta educativa a distancia, semipre-sencial y radiofnica para jvenes y adultos en contextos de privacin de libertad.

    Donante privado 123.500 2012-2014

    On-going Projects

    Our next innovative projects seeking external are: Mobile Classrooms Peaceful Schools Food Security Education Empowering Internal Communication

    If you are interested in supporting these projects, please write to: fi.proyectos@feyalegria.org

  • 55

    Program Projects Funder External Contri-butions in USDPeriod of Execution

    F. Institucional Fortalecimiento institucional +DF Alboan Entreculturas 186.300,00 2012-2014

    F. Institucional Fortalecimiento institucional Donante privado 194.760,00 2013-2015

    P1. Calidad Proyecto para la mejora de la calidad educativa. Accin 23AECID

    Entreculturas 376.277,03 2012-2014

    P1. Calidad

    Programa para el aseguramiento de la calidad educativa en los centros educa-tivos en los que interviene la Fundacin Telefnica en Amrica Latina.

    Fundacin Telefnica Entreculturas 1.147.590,86 2012-2015

    P2. Tcnica Red para insercin laboral en Centro-amrica. Donante privado 112.000 2012-2014

    P2. Tcnica Insercin laboral y TIC en Amrica LatinaAccenture

    Entreculturas 2.000.000 2012-2014

    P3. Informtica Proyecto para la mejora de la calidad educativa. Accin 23AECID

    Entreculturas 324.377,47 2012-2014

    P3. Informtica Integracin de las TIC en las propuestas educacin especial Donante privado 85.100,00 2014

    P4. Formacin Proyecto para la mejora de la calidad educativa. Accin 23AECID

    Entreculturas 320.192,47 2012-2014

    P5. Promocin social Liderazgo juvenil Alboan 153.103,20 2013-2014P6.Gestin y Sostenibilidad

    La calidad como meta la evaluacin como camino

    InditexEntreculturas 560.000 2013-2015

    P6.Gestin y Sostenibilidad

    Fortalecer el presente para asegurar el maana Donante privado 456.910 2014-2015

    P7. Educacin en Valores

    Fortalecimiento de la pastoral en Fe y Alegra

    AECIDEntreculturas 390.000,00 2012-2014

    P8 Accin Pblica Convenio para la mejora de la calidad educativa. Accin 38 Donante privado 367.230,57 2012-2014

    P8 Accin Pblica Fortalecimiento de la accin pblica de Fe y Alegra Entreculturas 78.000 2013-2014

    Nuevas Fronteras Cooperacin Sur Sur Donante privado 69.000 2013-2015

    C. Indgenas Fe y Alegra Indgena Donante privado 319.450 2013-2014

    RDH. Educacin a Distancia

    Oferta educativa a distancia, semipre-sencial y radiofnica para jvenes y adultos en contextos de privacin de libertad.

    Donante privado 123.500 2012-2014

    Source: Project Coordination Federation (GESPRO)

  • Memoirs 2013 Federacin Internacional de Fe y Alegra56

    Figure: Inclusive Education: Intercultural Bilingual

    Education, Special Education, and Training For Work

    COUNTRYTOTAL

    Participants 2013

    Argentina 10,193

    Bolivia 320,708

    Brazil 21,551

    Chad 7,935

    Chile 6,501

    Colombia 316,191

    D. Republic 71,105

    Ecuador 50,534

    El Salvador 20,660

    Guatemala 27,413

    Haiti 20,240

    Honduras 6,485

    Nicaragua 84,254

    Panama 6,681

    Paraguay 27,325

    Peru 216,553

    Spain 1,831

    Uruguay 3,266

    Venezuela 279,105

    Subtotals 1,498,531

    Total 1,498,531

    COUNTRY

    INCLUSIVE EDUCATION

    Training for Work

    Intercultural bilingual

    education (Native languages)

    Special education

    (people with special educational needs)

    Bolivia 12,616 8,707 977

    Brazil 893 0 203

    Chile 697 0 0

    Colombia 8,618 0 562

    D. Republic 3,572 0 90

    Ecuador 1.644 228 309

    Guatemala 209 2,206 0

    Honduras 806 8 0

    Nicaragua 6,779 0 0

    Panama 416 141 0

    Paraguay 906 25,657 0

    Peru 4.414 9,785 265

    Venezuela 32,300 0 270

    Subtotals 73,870 46,732 2,676

    Total 123,278

    56

    Source: 2012 Federations statistics

    Memoirs 2013 Federacin Internacional de Fe y Alegra

  • 57

    COUNTRY

    INCLUSIVE EDUCATION

    Training for Work

    Intercultural bilingual

    education (Native languages)

    Special education

    (people with special educational needs)

    Bolivia 12,616 8,707 977

    Brazil 893 0 203

    Chile 697 0 0

    Colombia 8,618 0 562

    D. Republic 3,572 0 90

    Ecuador 1.644 228 309

    Guatemala 209 2,206 0

    Honduras 806 8 0

    Nicaragua 6,779 0 0

    Panama 416 141 0

    Paraguay 906 25,657 0

    Peru 4.414 9,785 265

    Venezuela 32,300 0 270

    Subtotals 73,870 46,732 2,676

    Total 123,278

    2,6762.18 %

    46,73237.90%

    73,87059.92%

    Total Participants Fe y Alegra: 1,498,531/100%

    Total Participants Inclusive Education:123,278/8.22%

    Total: 123,278

    Programs: School education, Part-time Education and radio, Alternative and Non-Formal Education.

  • Memoirs 2013 Federacin Internacional de Fe y Alegra58

    Fe y Alegra Directory

    FEDERACIN INTERNACIONAL DE FE Y ALEGRIAGeneral Coordinator: Ignacio Suol S.JE-mail: fi.coordinador@feyalegria.orgComunication Coordinator: Claudia Patricia Ros C.E-mail: Comunicaciones: fi.comunicacion@feyalegria.orgOffice: Calle 35 N 21-19, Barrio la Soledad, Bogot, ColombiaTelephone: 3383790-92Website: www.feyalegria.org

    ARGENTINADirector: Fernando AnderlicOffice: Hiplito Yrigoyen 2005Telephone: (54 11) 4951-0972C1089AAM - Ciudad de Buenos AiresE-mail: directornacional@feyalegria.org.arWebsite: www.feyalegria.org.arTwitter: @FeyAlegriaARG

    BOLIVIADirector: Rafael Garca S.JOffice: Plaza Isabel la Catlica 25/9, La Paz BoliviaTelephone: (591) 2445711-2445712-2445713E-mail: direccion@feyalegria.edu.boFacebook: Fe y Alegria BoliviaTwitter: @FYABolivia

    BRAZILDiretor: lvaro Negromonte S.JOffice: Rua Rodrigo Lobato 141, sumar Sao Paulo. S.P. Brasil CEP 05030-130Telephone: /Fax: 55 11 38659761E-mail: alvaro.negromonte@feyalegria.org.brFacebook: F E Alegria Brasil.Twitter: @fealegriabrasil

    CHADDirector: Etienne Mborong S.JOffice: B.P. 8 Mongo, ChadTelephone: (235) 677 68 29E-mail: wanmborong@yahoo.co.ukFacebook: Fe y Alegria Chad

    CHILEDirectora: Daniela ErolesOffice: Lord Cochrane 110 / Piso 3 / SantiagoSantiagoTelephone: (56) 2-8387530E-mail: d.eroles@feyalegria.clWebsite: www.feyalegria.cl

    COLOMBIADirector: Vctor MurilloOffice: Carrea 5 No. 34-39 BogotTelephone: (57)1-3209360 E-mail: victormurillo@feyalegria.org.coWebsite: www.feyalegria.org.coFacebook: Fe y Alegria ColombiaTwitter: @feyalegria_co

    DOMINICAN REPUBLICDirector: Jess Zaglul S.JOffice: Calle Cayetano Rodrguez 114,Gazcue,Santo DomingoTelephone: (809) 2212786E-mail: direccion@feyalegria.org.do

    ECUADORDirector: Carlos VargasOffice: Calle Asuncin OE 238 y Manuel LarreaSector El Ejido - QuitoTelephone: (593)2-3214455E-mail: c.vargas@feyalegria.org.ecWebsite: www.feyalegria.ecFacebook: feyalegria.EcuadorTwitter: @fyaecuador

    EL SALVADORDirector: Sal LenOffice: Calle Mediterraneo, s/n, entre Avda ant, Cuscatln y Av Ro Amazonas. Jardines de Guadalupe, antiguo Cuscatln. San SalvadorTelephone: (503) 2431282 E-mail: s.leon@feyalegria.org.svFacebook: Fe y Alegria El SalvadorTwitter: @FeyAlegria_ES

    ENTRECULTURAS-FE Y ALEGRA SPAINDirector: Agustn Alonso S.JOffice: Calle Pablo Aranda 328006 MadridTelephone: (34) 91-5902672E-mail: a.alonso@entreculturas.org Website: www.entreculturas.orgFacebook: EntreculturasTwitter: @Entreculturas

    GUATEMALADirector: Miquel Corts B S.JOffice: 12 Avenida 2-07, Zona 1GuatemalaTelephone: (502) 23240000E-mail: gt.director@feyalegria.orgWebsite: www.feyalegria.gtFacebook: Fundacion Fe y Alegra GuatemalaTwitter: @FeyAlegriagt

    HAITIDirector: Gabriel Ambroise Derino S.JOffice: Comunidad jesuita 95, Route du Canape Vert Port-au-Prince, HaitTelephone: (509)4095623E-mail: aleno2002@yahoo.frFacebook: Foi et Joie HaitiTwitter: @foietjoiehaiti1

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    HONDURASDirector: Miguel MolinaOffice: Frente a la lnea ferrea, contigua al instituto Tcnico Loyola, Zona de la Compaa Yoro-HondurasTelephone: (504) 6473516 E-mail: honduras@feyalegria.orgFacebook: Fe y Alegra HondurasTwitter: @feyalegriahn

    NICARAGUADirector: Fernando Cardenal S.JOffice: Auto Mundo 3 - Abajo.Reparto San Martn N 36ManaguaTelephone: (505) 2664994 E-mail: ni.director@feyalegria.orgWebsite: www.feyalegria.niFacebook: Fe y Alegra NicaraguaTwitter: @fyanicaragua

    PANAMADirector: Martiza AguilarOffice: Ave la Paz, El Ingenio BetaniaCiudad de PanamTelephone: (507) 261-8654E-mail: fyapan.direccion@gmail.comWebsite: www.feyalegria.ptFacebook: Fe y Alegra PanamTwitter: @fyapan

    PARAGUAYDirector: Carlos Caballero S.JOffice: Juan E. OLeary N 1.847 e/ 6a y 7Proyectadas. La AsuncinTelephone: (595) 21-371659 E-mail: direccion@feyalegria.pyFacebook: Asociacion Fe y Alegra ParaguayTwitter: @FEYALEGRIAPY

    PERUDirector: Javier Quirs S.JOffice: Cahuide, 884, Aptdo. 11-0277Jess Mara - Lima 11Telephone: (51) 14713428 E-mail: pe.director@feyalegria.orgWebsite: www.feyalegria.prFacebook: Fe y Alegria del PerTwitter: @FeyAlegriaPeru URUGUAYDirector: Martn HaretcheOffice: Calle 8 de octubre N 2801MontevideoTelephone: (598-2)4872717 int 256E-mail: direccion@feyalegria.org.uyWebsite: www.feyalegria.urFacebook: Fe y Alegria UruguayTwitter: @feyalegriauy

    VENEZUELADirector: Manuel Aristorena S.JOffice: Edificio Centro Valores, Piso 7Esquina Luneta, AltagraciaCaracasTelephone: (58) 212-5647423E-mail: ve.director@feyalegria.orgFacebook: Fe y Alegria VenezuelaTwitter: @FeyAlegriaVE

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  • FE Y ALEGRIAFE Y ALEGRIA

    The world will transform only through fair and quality education. That is why Fe y Alegra continues working towards quality education available to everyone. An inclusive education.

    Federacin Internacional Fe y Alegra (2014)