Systematization experiences of the Councils of the Educational Communities and Family Councils programs (2015-2018)

Abstract

This paper deepens the experiences of the systematization of the Educational Community Councils (CCE) and Family Councils (CF) programs in thirteen departments of Nicaragua during a triennium (January 18, 2015-2018). The institutions in charge of this process were the Ministry of Education (MINED) and the Ministry of Family, Adolescence and Childhood (MIFAN) in conjunction with the consulting team of the United Nations International Children’s Emergency Fund (UNICEF). The councils are complementary programs, where people, families and communities are involved, organized and learn to promote values, live in harmony and contribute to the safety and tranquility of these from the various spaces. The objective of the systematization was to document the evolution of participation and protagonism promoted by the the Educational Communities and the Family Councils. The methodology implemented was participatory. Perceptions, narratives, experiences and reflections were documented, as learning, generated in the experience of participating and leading actions that promote the CCE and CF, with girls, boys, adolescents, families and communities during the 2015-2018 period. The methodological route included different stages, they were coordinated, organized and convened with the actors of the central headquarters and the territorial level. Official documents provided by the institutions were reviewed and analyzed for a first approach, the work route was planned and agreed upon in nine departments and later four were added, due to their importance, until completing thirteen departments that included the pacific region, central north and Caribbean of Nicaragua. The fieldwork was carried out from January 18 to March 30, 2019. Four information collection techniques were applied: interviews, focus groups, workshops and life stories. An important result that should be highlighted is that the different strategies of the Educational Communities and Family Counseling promote participation, beyond the person himself. Highlighting an active role as agents of social change for the common good.