EDIW supports Indigenous Peoples Academy Josefa Segovia




February 22nd, 2020, the Indigenous Peoples Academy- Josefa Segovia was launched with the backing of the National Commission on Indigenous Peoples (NCIP-XI), Indigenous Peoples Apostolate of Archdiocese of Davao, Barangay Local Government Units, Teresian Association-Philippines, InteRED Foundation, and Maureen Guilday Scholarship Fund. The Academy is an initiative and one of the activities of the Josefa Segovia Foundation to further develop the indigenous talents and promote the creative arts of the indigenous cultural communities in Davao, Philippines.  EDIW is one of its supporters. Many of the youth in the Academy were members of the Youth for Dialogue (Y4D), a capacity-building project for the youth coordinated by EDIW selected among the Erasmus + grants co-funded by the European Commission.


IP JS Academy


Following the nonformal education methodologies, a systematic leadership training for the IP youth was given on competences of dialogue to foster inclusive participation among the unique and diverse groups present in Davao.

Aired throughout the Philippines by public television are videos produced by the academy of IP music, dances, arts, life, and spirituality.

Four participants from the Erasmus project Y4D are now core leaders and ethno-artists of the IP Academy.


Some dances from the IP Academy Josefa Segovia:

Mix dances


Spiritual Redemption


Joes Estopil, Josefa Segovia Foundation 




Project FORTH – Formation of Teachers in Emerging Challenged Areas


FORTH was conceived as a response to some important challenges: awareness of the existence of critical areas in the world, the transformative nature of education, a repeated circle of lack of specific training to teach in these challenged areas, lack of support, resources, and motivation to opt and to remain teaching in these areas.

What if the challenged areas are seen as places to make a difference for teachers who see the possibility that transformation is possible and can change the narrative from one of a problem to one of opportunity? What if teachers who opt to teach in these areas are professionally recognized with an MA degree specializing in methodologies apt for these contexts?

With these questions in mind, after two years of consultation and context analysis, a pilot began in the Philippines chosen for its large proportion of the population under 24 years old, a country with numerous challenged areas, excellent Teacher Education institutions, and a populace with the command of the English language. With the Co-coordination of the University of Groningen and the Belgian-based AISBL, Education for an Interdependent World (EDIW), Project Forth was presented to the European Commission for HEI funding. In August of 2018, Forth got the grant approval from the EC.

This consortium is formed by the following partners: Commission of Higher Education (CHED), five Philippine universities Polytechnic University of the Philippines, Centro Escolar University, University of Southeastern Philippines, West Visayas State University, University of Saint La Salle, and 15 public schools under the Department of Education (DepEd) as Associate Partner, Philippine Association for Formation of Teachers and Educators (PAFTE), SEAMEO-INNOTECH and the Teresian Association International Inc (TAII). The European partners are the University of Groningen, University of Deusto, University of Bologna, Education for an Interdependent World, and Fundación InteRed.

FORTH Equipo

Some Partners' representative of the Project FORTH 


FORTH aims to develop a network of higher education institutions (HEIs), associations, and stakeholders to create a system of quality training, motivation, and support to prepare and support teachers to work in challenged areas in the Philippines, thereby be a model of teachers training for other marginal areas in the world.

Teachers will undergo six modules elaborated by the joint Phil-EU team. FORTH will also offer a repository of methodologies and locally created appropriate materials, and videos with easily recognized protagonists: teachers in the schools to be trained. Besides, there will be a learning community working together with resources that allow it to discover new areas to study, research, or work. As a consequence, the Philippines will have children in these areas with self-esteem who see themselves as important as other children in the country

The process to develop this project involves eight milestones and six training modules: 1) Teacher profile in marginal areas 2) context analysis and social impact indicators 3). creating an attractive learning climate in challenging realities: 4)appropriate methodologies in teaching, learning, and assessments making learning accessible in context challenged by poverty: 5) creation of relevant and innovative teaching materials for challenging realities and 6) creating a teaching and learning community among colleagues while reaching out to a global community and other similar experiences in the world

In summary, FORTH is: 

  • A joint venture of regions, institutions, disciplines
  • Locally owned-interests, contexts, paths
  • Sharing, learning together, based on trust
  • Focus on the profile of the teacher-training & a system of support
  • A pilot of global relevance that can serve as an example, inspiration, and good practice for challenged areas in other world regions.


Youth ACT: a new semester for making decisiones

portada 3S Youth ACT

The third semester of the Youth ACT project began this September 2020, in the countries where there are groups of young people working on it: Argentina, Belgium, Bolivia, Brazil, Chile, Spain, France, Italy , Mexico, Peru, Portugal, Dominican Republic and USA.

The starting point was the presentation of the plan for the semester. For this, online meetings were held with the Youth Coordinators and Leaders of each country, in which, in addition to knowing in a general way the status of the groups and their members, they were invited to do an exercise of personal reflection on what they had learned / lived up to now, as well as expectations for the next semester.

Subsequently, conceptual reference frameworks were suggested for this semester's topic - Decision making; Likewise, the importance of identifying and enhancing the skills and attitudes necessary to make decisions successfully was highlighted, urging young people to study a real case and eventually also prepare a dissemination plan. Also part of the agenda of these first meetings was to raise awareness about the need to determine with which minority group they would like to work in the fourth semester, as well as to carry out their self-assessment at the end of the current semester, to determine what their learning would be at the end of this period. Those self-evaluations will be contrasted with their peers and tutors.

At present, the local youth groups are in the respective meetings to work on the aforementioned issue. They are also documenting their construction and collective decision-making processes in the Slack tool, which is the ideal space to exchange opinions, resources, concerns and other types of support material.

Collage youthACT para web EDIW

In the following link you can listen to an advertising spot from one of the Youth ACT groups in America, as a measure to prevent anxiety during this time of confinement due to Covid-19: https://www.facebook.com/104513691342776/posts/127826309011514/

Youth ACT Project- Cloud Meeting Jun 2020

On June 6, 2020, the First Youth-ACT Project Cloud Meeting was successfully held, with the participation of one hundred young leaders and coordinators, from 20 youth groups, from 27 cities in 20 countries: Mexico, Argentina, Chile, Brazil, Bolivia, Peru, Uruguay, USA, Portugal, Belgium, France, Italy, and Spain.

The event began with a short speech from Julia María González Ferreras, President of EDIW. Then each of the groups shared their experiences of citizen participation in the contexts where they are found, experiences that have been nuanced by that one of the Covid-19. Participations were around two questions: 1) What attitudes help to get ahead in difficult times, such as this pandemic? 2) What have we done as collectives during these months? The meeting ended with the intervention of Emma Melgarejo, Head of Higher and Non-formal Education. In the end, the young people said goodbye with the desire to meet again in a very next opportunity, with more experiences and learning to share.

Donate a tablet or a laptop to make real equality of opportunities in digital education

  A campaign launched by EDIW Barcelona and the Viarany Private Foundation


90% of the Spanish population has access to technological devices and the Internet (Pew Research Center, 2020), but what about the remaining 10%? The socio-economic level of households determines access to information since the 31,5% of households with an income below 900€ (974 US$) do not have access to the Internet (UGT). Therefore, the digital divide is nothing new, but rather a structural and systemic inequality in Spain, that as a result of COVID-19 has become more visible.

While the world has adapted to the reality of telework and schools have opted for telematic education, only in the region of Catalonia, 52.000 families do not have the technological means to guarantee an education of equal opportunities for their minors. Faced to this reality, the young people of EDIW Barcelona, driven by the desire to transform society from our citizen engagement and under the framework of the Youth-ACT project, have started to dream, plan and work to close this digital divide.

Hand in hand with the Viarany Private Foundation, an entity of the Teresian Institution in Catalonia for the socio-educational and cultural inclusion of children and adolescents, EDIW Barcelona has designed the “#Donaunatabletounpc” campaign (#Donateatabletoralaptop). The initial idea is to send tablets and/or laptops to each of the Foundation’s students who do not have adequate means to continue with their schooling in equal opportunities. Moreover, the campaign aims at the awareness-raising and engagement on technological inequality and its implication in education.

To this effect, the initiative has been planed in two work blocs. On the one hand, the development of a communication strategy which covers the definition of the audience, the selection of channels and socials networks of diffusion and the creation of the audiovisual material to be shared on them. On the other hand, the organization of the campaign logistics, that is to say, the channels to gather the donations, the treatment of the received material and its delivery to the students, taking into account the context of confinement, the measures of the Government and the recommendations of the Public Health Authorities. Working on all this at a time, in just two weeks from the campaign’s launch, more than 50 donations have been collected, there have been several appearances in newspapers, magazines and radio programs.

If you are concerned about the digital divide, inequalities on network access and online education…be part of the campaign! Do not miss the publications on social media and collaborate to spread them!

📧This email address is being protected from spambots. You need JavaScript enabled to view it. 📲652543240

Follow @Donaunatabletpc on Twitter and Instagram

Subscribe to the Telegram channel https://t.me/donaunatableounpc

Read about the campaign (while practicing your Spanish) in…


Youth sew masks for youth in shelters, prisons

CHICAGO. IL.- They are young and they are committed to make a difference. They are IGNIS, a youth group in Chicago who has set out to do its part in these times of Covid19 by producing cloth masks for youths staying in shelters, prisons or living in the streets.

To this end they have:

  • Started a fundraiser that will pay for face masks
  • Tapped into local small businesses for the production of the masks
  • Recruited young people who can sew in order to produce the masks.

In a few days, they have sewed 40 masks for Covenant House, Illinois, – a shelter for homeless  youth. They have different shelters already requesting anywhere from 50-100 masks. Their goal is to raise the funds for the production of 500 cloth masks to be donated to homeless shelters.

The group IGNIS  is sponsored by two nonprofits:  Poveda Education Project (PEP) in Chicago and  Education for an Interdependent World (EDIW).

It all began in February of 2019 when Elijah Ampo, a young adult from Chicago,  was invited to travel to Los Negrales, near Madrid, Spain, for the launching of the 2-year Youth ACT EDIW program.

EDIW is an international non-profit association that works in partnership with universities, international organizations, professional bodies and other platforms.

Its mission is to empower young people in Higher Education to promote and foster actions and projects that aim to build a more understanding and inclusive society in a multicultural and interdependent world.

It develops networks and empowerment structures for young professionals, students, and other young people that will enable them to further develop their capacity and responsibility to envision, create and develop such projects and actions.

During  the EDIW program in Spain, 80 young people from countries in Europe and  America learned about participation through interventions in political changes and practiced on skills to, eventually, act in their local realities by creating a Youth Act.  Ampo represented Chicago, and Karina Crespo, Lizette Leyva and Aida Varela represented Miami.

This has led to forming two groups of EDIW in the US. The one in Miami chose to create some intervention/Resource Center for undocumented students.

The one in Chicago  decided to work with issues of youth homelessness. Thus, on his return from the Madrid experience, Ampo held a meeting with the IGNIS  T.A. youth in Chicago and all decided to learn more about the realities of youth experiencing homelessness. They researched  policies, interviewed nonprofits, and volunteered in the community. And then, Covid19  landed in the US  and the group felt that face masks can protect youth staying in shelters, prisons or living in the streets.

Their plan is now  a reality.  

By Araceli Cantero.