The people we work with

Network of Young Community Educators (Promotores/as)

Most are young people, boys and girls, aged between 12 and 18. All of them work: the boys in the fields and the girls in the house and the fields. Most of them go to school, where they face great difficulties because of the lack of educational opportunities in their communities. They participate in training events, contributing their knowledge and experience. They pass on their skills and knowledge to others in the community, and develop their own initiatives according to the needs of their communities. They promote community organisation and development, supporting the participation of the other children and young people in the community. They push the adults to achieve changes. Some of them take on posts of responsibility in the community.

"What’s helped me to change is that since I started to get organised with CESESMA I’ve been working with the children in my community. When I wasn’t organised I didn’t know anything about the Children’s Rights Code; now I know all about it."

"I remember the first time we organised a group of children at the school in La Pita and I taught them traditional dance. I didn’t think I’d be able to do it and I felt nervous. I was anxious because the teachers said the children would never learn it. But after a week of classes the children were starting to dance really well. This made me feel I’d achieved something worthwhile, and I realised that what I was doing was important for them, and that I could expand my own knowledge and teach them other things such as the environment."

Girls and boys aged 6 to 12 from the rural communities. Some go to school, others don't. They help their parents with work in the fields and in the home. They are beneficiaries of a range of educational and other activities. They participate in meetings, workshops and cultural activities in their communities. Some participate in children's councils. They share their knowledge with other children and family members.

The girls have fewer opportunities than the boys to go to school and participate in recreational activities, and a heavier domestic workload, including looking after smaller brothers and sisters, and also are expected to work in the fields. They suffer more violence and discrimination in both family and community.

"We respect people's rights and accept our responsibilities. We play all kinds of games. We are more responsible in our tasks. We value our work and the sacrifices we have to make to go to school. I share my knowledge with my brothers and friends. We didn't used to be able to read, but now we can".

"I joined the knitting group and I'm very pleased with it. I feel happy because I can share what I know. I have good relations with lots of friends"

"I'm organised, I know how to get on with people, I'm learning so that my community can prosper".

"Something I know now is that children have the same human rights as adults; that adults are no more important than children, and children are no less. Men and women have the same rights too. A man is no more important than a woman, and the work that men do women can do too. This is something I've learnt."

Most are agricultural workers who grow maize and beans. Some also grow vegetables for their own consumption. Agricultural work doesn't provide enough to meet their basic needs, and so many live in severe poverty. Very few have a steady job which earns enough to provide a balanced diet for their families.

On the whole they inculcate good habits and behaviours in their children, giving them affection and security. However there are some who mistreat their children, imposing excessive workloads and punishments. They also control their children's behaviour, allowing them very little freedom. Many homes are headed by a single mother. In some cases older children have had to assume the role of head of the household, due to abandonment by their fathers, migration to the city, and domestic violence.

Mothers and fathers are generally active in their communities.  Some are natural or religious leaders who help to build alliances for the promotion of children's rights in the community. They also form community school councils, water project committees and other community groups. Most have been involved in training and processes of reflection and discussion, increasing their knowledge and capability, supporting local initiatives by the young educators, and defending their communities.

"My children take their community work seriously. One participates in dance workshops and the other runs the workshops. She has a group of children organised, and they meet in our house or in the school to discuss the work they're going to do in the community."

"My children have developed. Now they relate to other people, adults as well as children. They are committed to the workshops they have to give, and all of them participate. One runs dance workshops and the others participate in the organic gardening group. They relate better with the community."

This group includes religious leaders, elected political leaders and traditionally respected community leaders - adult men and women - who organise people within the community, and  negotiate and represent the people of the community to external organisations and institutions.

"In our community there have been positive changes, such as the organisation of the children. The way we punish children has changed too. We no longer hit them with sticks, belts or anything within reach. We used to punish them with the first thing that came to hand. Now we have learnt to correct and advise them better. Also we allow them time to study, so there are more children in school."

"We are more confident. We've changed the sticks and belts for communication, reflection and affection."

Teach children in local primary schools. Although they are poorly paid, and often have fifty or more children to a class, some of them also support community activities and are active in raising people's awareness in the community in general. They co-operate with CESESMA, making space in the classroom curriculum to share skills and knowledge, for example running environmental workshops using the CESESMA teachers' manuals. Some of them also provide opportunities within the classroom for CESESMA's young community educators to share skills and knowledge with the children. 

Provide pre-school education and play for children under six. In spite of having little professional training, and receiving no salary, theirs is a job of fundamental importance for the community. They participate in training activities with CESESMA. Sometimes they involve parents in activities in the pre-school group. Some of them are actively involved in community development activities.