Learning inside and outside of school so that young people are the protagonists

We are convinced that education is the way to build a better country and that it is essential to provide young people with life experiences complemented by formal education. In this way, they arrive better prepared to enter the labor market, faced with this great challenge that is the first job in a context where youth unemployment doubles adult unemployment.

We live in a dynamic world that requires constant adaptation, where being literate involves much more than reading and writing. Socio-emotional skills such as flexibility, resilience, teamwork, entrepreneurship, autonomy and many more, they are the key to developing one’s own life project.

Es por esto que, en línea con uno de los objetivos de desarrollo sostenible, que busca guaranteed una educación inclusiveiva, equitativa y de calidad, promoviendo oportunidades de apprenticeship lasting toda la vida para todos, estamos compromised con la educación y intendemos que el futuro es Today.

In this sense, we have a duty provide more and better training opportunities for young people so that they understand that technology, in addition to being a recreational tool, is a source of opportunities, that entrepreneurship can be a path -inside and outside the company-, that skills they have are valued, that they must promote and develop them and that financial education is a fundamental pillar to be able to carry out the project itself, impacting their families and communities.

We are always looking for children to develop their self-efficacy, “of which they believe themselves capable”. People who believe they are capable of something are more likely to achieve it. Self-efficacy develops, and it is what we do from our experiences through four fundamental strategies:

– Learning by doing: through real-life experiences, young people acquire and master new skills. It is not just about being able to learn or acquire knowledge, but about assuming an attitude of protagonists in all areas of their lives: at home, at school and in whatever they choose for their future. , whether inside or outside an organization. In this process, it is essential to involve them and let them lead; that young people promote their learning path and want to do, to question themselves, to debate. How can we get it? Work on real projects that also connect them to others.

– Role models: including mentors and references who inspire young people with their testimonies and their experiences, their successes and their failures. Allow dialogue with different activities so they can have conversations about their fears, doubts, desires and projections. We imagine, we aspire or we project according to what we know. The more trajectories he knows, the more he dares to dream.

– Third party backup and support: In line with the previous, young people need to receive the confidence of others, who believe that they are capable of succeeding. Through our methodology, young people become protagonists and make their own decisions, accompanied and guided by their teachers and mentors, who trust that they can achieve it and if they don’t, they learn in the process. As educators, we have a great responsibility to generate this space of confinement. Students live real-life experiences that expose them to new challenges. Entering the land of the unknown is possible when we know that there is a guide who points north and who will support uncertainty, success and failure.

– Optimism : It is the key principle for young people to believe that they are able to seek opportunities in adverse environments and develop an entrepreneurial spirit. Again, the ability to learn from the processes plays an important role, which goes beyond success or failure.

Self-efficacy is linked, in turn, to other skills such as social-emotional skills, which enable them to be leaders, communicate their ideas, make decisions, assess risks and to create links with others, to be more resilient and adaptable in the face of emergencies and crises presented by the society in which we live.

Whether inside or outside of school, many learning processes are activated when, as adults, we encourage young people to go on an adventure and show them that we believe that they can do it. We must all ensure that the environments (homes, schools, social organizations, etc.) and the proposals (study plans, exercises, walks, games, etc.) that we present to young people build in this direction.