rueda-cohete

FOUNDATION'S

educational projec

the Foundation’s Educational Project establishes the general guidelines that encompass all our professional activities

» Planning is a necessity, not only to achieve a goal, but to analyse the path we have taken to arrive at that point.
» The educational project is based on the entity’s core principles.
» It defines the methodological guidelines that guide our activity.
» Educational benchmark for all our projects.

The educational project is all-encompassing and includes all the action areas of Plan B Social Education.
With that level of precision, the present description is more general, with the specifics laid out in the Educational Projects for each programme.

1. Educational entity and the third sector

Educational Entity: We are an organisation that bases its work on social education; most of our activities are focused along the lines of educational intervention, placing our support behind a comprehensive educational approach.

Third sector: We work from our position as a Third Sector entity; we are a private, not-for-profit, formally organised foundation with the capacity for institutional self-monitoring.

2. Entity with a global perspective

We are rooted in the principles of commitment, solidarity, inclusion, equality, social justice, and sustainability.

3. Ideological entity

Our ethical ideology is rooted in Human Rights, implicated in and committed to said rights while remaining non-partisan.

The outlined aims encompass all the areas of action of Plan B Social Education; in some cases, those goals are focused on certain areas more than others, though the challenge is to maintain a global perspective of all the pieces together.

1. Transformational participation

To develop transformational participation. We address transformational participation from various aspects of the organisation. We distinguish between 4 non-exclusive approaches.

» Practical: Transformation of the very manner of doing things within Plan B Social Education, including its processes, methods, and means.
» Subject: Transformational participation of the subjects that participate in Plan B Social Education.
» Objective: Transformational participation of the goals, and most of all of the groups and people we work with and which direct our activity.
» Context: Transformational participation of the environment, community, or context in which action is taken.

2. The power of education

“Education is the most powerful weapon which you can use to change the world”. This quote from Nelson Mandela expresses the importance of education in the learning-teaching process of human beings..

Investigating, contributing, promoting, and stimulating in a holistic manner at the educational level as a tool for change.

3. Citizenship

Empowering the community, promoting a quality democracy, producing critical thinkers…

All this coincides with Citizenship, one of the challenges of the third sector: political advocacy, in two aspects:

» Political impact upstream; the capacity to influence decision-making spaces, to put pressure on institutional players.

» Political impact downstream; the capacity to impact citizenship and activate civic responsibility by urging individuals to be more aware, more critical of reality, to think, decide, and act for themselves to a greater degree, and to participate in their own reality and in the context around them.

We cannot consider one without the other; we must approach political impact with a comprehensive vision. “Changes in legislation” without “changes in values” are not sustainable.

Competences are the knowledge, abilities, and skills that a person develops to understand, transform, and engage with the world around them. Our task is to facilitate and foster various competences based on certain areas of development.

1. Social: Leads to the development of positive social attitudes and to achieving active engagement with the surrounding society by encouraging social change.

2. Cognitive: Seeks holistic development of thought, creativity, and imagination, as well as non-conformist and critical thinking skills and the formation of a positive self-concept.

3. Physical: Focused on the balanced development of the body in multiple aspects, including physiological, sexual, and psychomotor components, as well as the adoption of behavioural habits that lead to achieving said equilibrium.

4. Emotional: Development of affectivity, training of self-esteem and empathy, encouragement to find a personal balance where the individual can form fulfilling relationships with her or his surroundings.

5. Ethical-Moral: Instilling and enhancing ethical values, focused on a pro-human rights ideology, as well the development of the necessary commitment to put said values into practice.

These domains must be addressed comprehensively. Rather than considering the individual development of each sphere, our goal is to achieve a holistic development of the individual.

When discussing methodology, one thing is clear: Participation. Civil responsibility is the core factor that will determine the methods used and how they are adapted.

We use 3 basic points:

» Leadership method: Leading activities that require leadership, community and active leadership, leaders in the community networks and structures, committed, emotional, and motivational.

» Facilitation/support method: The main role of Social Education as facilitators in the intervention, facilitators of development, and community and individual empowerment.

» Observation method: Like the scientific method, centred around the various steps to create a hypothesis and to reach a conclusion.

Evaluation characteristics of the organisation:

» Continuous evaluation: Throughout the entire process of the activities implemented.

» Procedural: Definition of comprehensive and systematic evaluation processes.

» Self-evaluation: Evaluation with both direct and indirect recipients, whether groups or individuals.

» External evaluation: Comprehensive evaluation to assess from the perspective of both quantity and quality.

» Qualitative and quantitative. Integral para evaluar desde la perspectiva de cantidad y de calidad.

» Social impact: One of the most important characteristics of our measurement assessment.

» REDER logic: The future of assessment for the entity, focused on the EFQM self-evaluation processes.