Summary of CESESMA's
Strategic Plan 2004-2008 






 

Institutional Values and Principles

1. Human beings as social subjects and possessors of human rights
We recognise that every human being, above all children and young people, is a social subject and possessor of human rights. Each person must be recognised and valued as a subject, and cannot ever be regarded as an object to be owned or disposed of. All people have equal rights, in spite of the existing relations of inequality and abuse of power based on age, gender, race, religion, economic status etc. In this we are conscious of a firm legal framework that exists to guarantee and protect the rights of children and young people.

2. Human development
As human beings we are capable of thinking, feeling and acting. To promote human development we must ensure a continual process of sharing of experiences, knowledge and learning, that supports the development of our capacity for personal growth, and that of our families and communities, thus creating new opportunities for the transformation of reality.

3. Social responsibility
Social responsibility starts with a sensitive attitude to the issues facing our communities, which in turn enables us to take on individual and collective commitments to work together for change. It does not mean taking responsibility for everything, but identifying the role we can undertake most effectively in confronting social problems. Therefore social responsibility implies co-ordination of actions, improving relationships with other individuals and groups involved, and combining our efforts to address the issues.    

4. Respect
Respect is a quality which incorporates equality, solidarity and non-violence, at individual, family, community and environmental levels. It means respect for our own and others'  freedom of thought and belief, and accepting our responsibilities. This respect contributes to our physical, psychological and social integrity.

5. Experience-based learning for social change
We start form the position that children and young people have knowledge, experience and awareness, and that social changes stem from our reflection on and analysis of this lived reality, leading to concerted actions that promote personal and community development.

6. Autonomy
The capacity to think and act freely with personal initiative, taking decisions that contribute to personal and collective growth.

7. Transparency
Ensuring coherency between the mission, vision and values that we have established collectively, and our personal conduct and practice. Our practice must correspond with our thinking and beliefs, so as to build confidence and credibility, relating to others with respect, honesty and sincerity.

Children and young people participating in a
consultative forum to present CESESMA's
new strategic plan to the community

Strategic objectives and targets

1  To strengthen the participation and organisation of children and young people, enabling them to act effectively in local and national decision-making forums.  

1.1 Children and young people organised in their own structures at community and municipal level.
1.2 Children and young people participating in decision-making in different local and national forums.
1.3 Children and young people actively contributing to the development of their communities.
1.4 The community recognises and takes account of the organisation and participation of children and young people 

2   To contribute to the promotion and defence of children and young people’s rights.

2.1  Children and young people with greater capacity to promote and defend their rights.
2.2  Stronger organisational structures of young people for the promotion and defence of their rights.
2.3  Adult community organisation structures promote and defend children's rights. 
2.4  Changes of attitude and changes in practice by parents, teachers and community leaders in respect of children and young people's rights.  

3   To contribute to the conservation and improvement of the natural environment.

3.1  Children and young people are aware of the resources available in the natural environment and treat them with respect. 
3.2  Children and young people generate changes in attitude and behaviour that help protect the environment.  
3.3  Adults, children and young people together promote and participate in community activities that contribute to the protection and improvement of the environment.
3.4  Children and young people with their families growing food in kitchen gardens and vegetable plots with organic sustainable practices.

4   To contribute to improving interpersonal relations, in family, school and community, in order to reduce violence.

4.1 Educators with improved methods and skills implementing conflict resolution techniques in school and community.
4.2 All groups involved in the community recognise the problem and seek alternatives to reduce violence.
4.3 Girls and young women have developed their capacity to promote, demand and and defend their rights.
4.4 Parents have changed their child-rearing practices, treating their children with respect and not with violence.

5   To promote preventive health-care at personal, family and community level.

5.1 Children and young people with knowledge and skills to promote preventative health-care in their communities.
5.2 Families with changed attitudes, making use of the resources available in their gardens and communities to promote preventative health-care.
5.3 Families with improved diets to prevent illness, through making use of and developing the resources in their kitchen gardens and vegetable plots.
5.4 Teachers and community leaders promoting preventative health-care in creative and innovative ways at family, school and community level. 
5.5 Increased use of natural medicine in the communities.

6   To promote alternative learning opportunities, based on the interests of children and young people.     

6.1 Children and young people with increased knowledge, skills and capacities contributing to the development of their families and communities.
6.2 Young educators (promotores/as) achieve a multiplier effect, increasing knowledge and skills throughout their community and beyond. 
6.3 Adults committed to reduce the most harmful forms of child labour.
6.4 Children and young people with new educational opportunities, giving them new options in their lives and/or alternative sources of income. 
6.5 The community recognises and supports the knowledge, skills and capability of children and young people.

7   To build capacity within the team for the management of social change, thus enabling effective political and social intervention.

7.1  Team development: Strengthen the capacity and capability within the team.

7.2  Organisational development: Establish mechanisms for effective democratic functioning and decision-making within the organisation.

7.3  Sustainability: Create mechanisms for long-term sustainability of the work.

(see "Strategies and action" section for details)

A  Training and development of young educators (promotores/as)
B  Direct educational work with children
C  Vocational/craft training
D  Follow up and support for the young educators
E  Adult education with parents, teachers, community leaders and health workers
F  Promoting organic agriculture
G Media and communication
H  Networking and alliance-building

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