The challenge

To strengthen quality education in the Buenos Aires, Alto Carito, and Limoncito schools by implementing the Escuela Nueva (New Schooling) pedagogical model.  

The opportunity

For kids develop key competencies under the three main pillars of the model:

  • Interaction
  • Autonomy
  • Participation

To support these pedagogical processes means to incorporate basic teachings from their surrounding social milieu, in order to increase the relevance of education. To strengthen learning processes it will be encouraged to know how to keep a balanced diet, also teaching them how this aspect relates to sustainable agricultural production.  

The strategy

With the scope of developing the aforementioned skill sets in students, every classroom is divided in roundtables with a couple of kids. In every team every student has a vital role. This helps accomplish a more comprehensive learning process in terms of leadership, responsibility, and teamwork. The model uses instructional pamphlets for student to follow tasks and other learning activities in a way that invigorates their participation. 

The implementation of the model goes hand in hand with conforming a student body that allows for students to assume by themselves a participation principle. With this theme in mind, kids organize in a board, name a representative and foster participation with other members of the group, and give teachers their ruling principles. This student body promotes core civic competencies and skills. On first basis, kids then start to assume their responsibility on behalf of their teams, and then go on to represent the interests of the large group or classroom. Foundation Luker performs a careful task at following the thorough implementation of the model, with the guidance of school teachers and administrators, in the schools that are located in the vicinity of CasaLuker’s cocoa farm: Buenos Aires, Limoncillo, Alto Carito and Caribia. 

The result

The first challenge for Foundation Luker was to update and supplement the facilities and schooling materials needed to successfully implant the pedagogical model. Aftewards they coached teachers, administrators and parents on the principles, the basic methodology and strategies that the model is built upon.

Teachers are quite happy with the results and progress that the students have made. These are some of the things they’ve said:

“Students are now assuming their role in collaborative work and with the student body”
“In our role as teachers we are counseling and guiding them with more confidence”
“Students are collaborating amongst them much more, and are making sure everyone in the group fulfils the objectives that are fixed for the day”

The implementation process of this model will continue for the long-run, building stronger foundations as it goes forward.