Category Archives: EDUCATION FOR PEACE

Querétaro, Mexico: Mediation has benefited almost 8 thousand people in the capital

… EDUCATION FOR PEACE …

A article by Gonzalo Flores in am de Queretaro

Since its creation in March of this year to date, the Mediation Directorate of the Municipality of Querétaro has treated 4,870 citizen conflicts, benefitting 7,850 people who have resorted to this unit for conflict resolution , informed Joaquín Gerardo González de León, head of the Directorate of the Interior and coordinator of the mediation area.


Interview with Joaquín Gerardo González de León

According to the official, only 20 cases out of the total have been sent to the civil courts, when mediation did not work and some of those involved reoccurrent actions of the dispute, although he said that these cases are minimal and correspond to administrative failures.

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(click here for a version in Spanish).

Question for this article:

Is there progress towards a culture of peace in Mexico?

Mediation as a tool for nonviolence and culture of peace

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González de León added that in March of this year the operation began with 8 offices in the municipality and 18 mediators who were trained by the State Superior Court of Justice.

Of the total files created for mediation, he said that in 60 percent of the issues conflicts have to do with neighborhood issues, including noise, parking issues, trash on public roads and pets, which he listed as the main reasons for complaints

Mediation Directorate has resolved more than half of the conflicts between individuals.

He also revealed that in 60 percent of the cases they have reached agreements between neighbors, “and although the problems are not resolved in depth, opening the dialogue is already an advance and on that agreements are made that both parties must respect.”

In the remaining cases, he stressed that no agreements are reached due to the denial of any of the two parties involved, or because they do not attend mediations.

“The high percentage of conflict resolution indicates that the population is interested in solving their conflicts through dialogue,” he said.

Alpha Blondy in concert in Daloa, Côte d’Ivoire: “Don’t let politics divide us”

… EDUCATION FOR PEACE …

An article from Yeclo

In his concert on Saturday January 4, 2020 Alpha Blondy called on the people of Daloa for stronger union and mutual understanding.

“Don’t let politics divide us. we are one and indivisible and our strength is in unity and understanding that we can face adversity. “said Alpha Blondy at his concert.

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(Click here for the French original of this article)

 

Question related to this article:

What place does music have in the peace movement?

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The concert was scheduled to start around 5 p.m. but did not really start until around 11 p.m. Music lovers, too numerous for the space, came to listen to the artist and his messages. This disrupted the smooth running of the concert. Agents committed to security were overwhelmed by young spectators, but calm returned after an energetic police intervention.

In the middle of the day, the artist met with communities living in Daloa to talk to them about the need to remain united for stability and peace in Côte d’Ivoire. After Dimbokro, Ferkéssedougou, Korhogo, it was in Daloa that the artist held his concert funded by Prime Minister Amadou Gon Coulibaly to raise awareness of the need for union and the culture of peace.

Parents should buy peace toys for their children

.. EDUCATION FOR PEACE ..

An article from El Dia

After spending the Christmas holidays and those of Reyes approaching, as an expert in Alternative Conflict Resolution and Mediation, I invite parents to purchase peace toys for the entertainment, recreation and reflection for children and adolescents in the coming Kings Day.


Alexis Peña Céspedes, special event guest.

It all started through a campaign in 1999, at the initiative of civil society organizations and the Attorney General’s Office of the National District, so that the family should not give games to their infants that incite violence and aggression in the community, school and family.

The “Let’s play for peace … with life toys” campaign influenced the owners of toy companies to avoid traditional violent games; such as guns, submachine guns, tanks of wars; which have an impact so that the minor can learn from them to handle conflicts aggressively.

I have argued that to prevent domestic violence, the “Christmas Campaign Give Toys of Life”, can help initiate a process of awareness among citizens to promote a “culture of peace” through the media and a wide range of activities in the communities.

It is unfortunate that adults (fathers / mothers, parents, teachers and tutors) have favored a culture of violence due to their ignorance in relation to toys. In addition, this has a strong unfavorable influence on the harmonious development of minors. It is the population of “adults” that most often buys war toys.

This campaign invites the promotion of greater awareness among fathers, mothers, adults and family groups, of the need to promote a climate of harmony and peace within the family to foster a culture of Peace, discarding every type of domestic violence.

I congratulate the importing entrepreneurs, since they are aware thanks to the Let’s Play Peace campaign, where personalities from journalism, arts, social leaders and entrepreneurs have been empowered together to promote a culture of peace in the Dominican Republic.

What boys and girls learn with toys

As an expert in conflict mediation, I understand that minors require age, play and recreation. The toys used by the boy, girl and adolescent can influence the type of person that they will be when adult.

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(Click here for the Spanish original of this article)

Questions for this article:

Do war toys promote the culture of war?

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I recognize that forever, boys and girls of all ages and all peoples have played, responding to the need for activity, the need to move, browse, to pick up objects that are close to them, manipulating and experimenting with them.

I understand that as the boy, girl and teenager develop, the game changes. According to their stage of development, the young person may substitute real action for imaginary action, creating a world to suit him, between his imagination and the world of adults, to which he wants to belong.

It is through play that the child can express himself and communicate freely. As the girl and the boy grow older, they will adapt their game to that of others, taking common symbols and rules that will respect, exercising their capacity for self-control and autonomy and thus be peaceful and tolerant people with others.

From this approach, the game, in addition to being the activity that gives the child the most pleasure, helps him to develop all his psychic, physical and social functions, allowing him to get to know the outside world better and become aware of the role he will play and affirm his own particular personality.

In general we need to respect the time and space for the child’s play and be very aware of the role it has in his personality development. We need to take into account that through toys we can channel negative energies towards the positive one that the human being possesses.

In the first 18 months of development of the minor, his reality is seen through the senses and at the same time, is seen acting on it. He does activities with a pacifier, moving with dolls, stuffed animals and crafts.

We should encourage toys that motivate construction, that motivate children to be aware of the nature of their context and games that encourage cooperation in the community, family, school, club and churches.

Through play, children tend to achieve a peaceful organization, management and resolution of conflicts; as well as valuation of the environment, cooperation, solidarity, teamwork and, above all, understanding of rules and respect. In addition, attention and creativity can be positive results of games.

I suggest that in these times of violence and aggressiveness in school and school, it is possible to promote a culture of peace and coexistence through toys. For example, the educational entity can build a mural with student participation where the values ​​of peace are contemplated, recognizing the heroines and heroes of peace in humanity and the country.

I also recommend encouraging the educational community to work in teams, cooperation and communication as effective tools to solve and improve coexistence in school or college.

Also as some school have found, you can use recycling material to build toys.

The school can also promote the reading of stories, fables, stories that promote peace as a value for living together and for personal development. We may encourage in addition, that at Christmas parties and kings, cildren can write to the child Jesus and the kings about their lives and requests for games.

Parents can exchange violent toys for life toys through neighborhood and church organizations. These activities are supported by the Ministries of Education, Culture and Sports.

Book review: Cultural Diplomacy: No Bullet, No Blood

EDUCATION FOR PEACE .

From: Jay Holdings

“Emerging from financial crisis, world faces growing social inequality, mass immigration, diverse populations, extremism, radicalization, and various forms of threats. Disruptive strategies, expansion of technology and digital communication are transforming societies – changing lifestyles and consumer behavior, which is affecting the balance of economic power, stability, and world order. In such changing and volatile environment, the role of culture is more important than ever.” – Mosi Dorbayani, Author


 

Question for this article:

What are the most important books about the culture of peace?

This publication is a concise researched based material, which shares a multidimensional factual evidence on the influence and effectiveness of the subject matter worldwide. It furnishes its readers with the concept of ‘Cultural Diplomacy’, and it redefines the strategic thinking and applications of arts and culture for public engagement and public diplomacy.

Where to buy the book.

Xalapa, Mexico: International Film Festival for a Culture of Peace

EDUCATION FOR PEACE .

An article from Expression Veracruz

To help reverse the situation of violence that affects the community, the International Film Festival for a Culture of Peace (Ficcpaz) will be held from December 19 to 22, through which more than 140 films will be shown from 32 countries

The film director and coordinator of the event, Ricardo Braojos, explained that the official selection includes fiction and documentary short films that will serve to promote a dialogue about the similarities and opportunities of different societies, including the history of the city of Xalapa.

He added that works from Mexico, Spain, Iran, India and Brazil will be shown. Six feature films will also be screened and there will be four keynote lectures on production, production, cinematography and distribution.

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(Click here for the original Spanish version of this article.)

Question for this article:

Film festivals that promote a culture of peace, Do you know of others?

Is there progress towards a culture of peace in Mexico?

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The head of Dissemination, Promotion and Development of Culture, Jorge Acevedo Olguín, said that for the City Council it is important that a festival of this magnitude occurs in Xalapa, and especially in spaces located in neighborhoods of the periphery, where people are living in situations of vulnerability.

To bring cinema to the public that normally does not have access to these events, the functions will be carried out in spaces such as the Community Management Centers (CGC) Constituents and Las Minas, and the Village Meced, in addition to La Central, La Casa de Nadie, Carmela Rey Cinema, 4 Regions Cafe and Flavia.

The coordinator of the event, Territorios sin Descanso, Rodrigo Zárate, said that experiences on the culture of peace will be shared through art. They highlight the Puro Borde project, which addresses the problem of migration on the border between Ciudad Juárez and El Paso, as well as Tepito Peace School, which explains how education contributes to creating less violent environments in that neighborhood of the City of Mexico.

Accompanied by participant Mitzy Plasencia, actress and jury member Pilar Ixquic Mata said that the RallyHCX will be held, an event where five teams will have 72 hours to make and present short fiction films that will be screened and awarded at the conclusion of the festival.

This Thursday, at 12:00 noon, at La Casa de Nadie, the RallyHC flag will be raised. At 4:00 pm, short films will be screened at the CGC Constituents, Las Minas and Aldea Meced; at 17:30 a theater improvisation meeting will be presented at the CGC Constituents, and at 6:30 pm a film exhibition will be offered in this same space and the Meced Village.

Global Campaign for Peace Education: Year-end review

… EDUCATION FOR PEACE …

An article from the Global Campaign for Peace Education

Dear reader, Season’s Greetings! As fall turns to winter here in Washington, DC, we are fond of reminiscing on the many changes and experiences we’ve had thus far in 2019.


Amongst the highlights, we held a big celebration to honor the 90th birthday of Betty Reardon, co-founder of the Global Campaign; we helped launch advocacy campaigns in Cameroon and Nigeria; and we kicked-off Peace Knowledge Press, our new publishing house.

To wind down the year, I just returned from Ukraine where I joined colleagues from the Global Partnership for the Prevention of Armed Conflict (GPPAC) Peace Education Working Group to strategize efforts for scaling up peace education from the grassroots to the country level. The Global Campaign will be partnering with GPPAC on an ambitious new project in 2020 to help map the field of peace education – stay tuned for more details!

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Question for this article:

Where is peace education taking place?

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Be sure to check out and share the many new events and job postings shared below. As always, we welcome you to submit your own news, articles, research, and events to share with other campaign members. You can submit your articles for sharing via our online form.

All-in-all, energy continues to bubble up around the world for mainstreaming peace education. We hope you find the actions of our colleagues contained in this month’s newsletter hopeful, and contagious, and embark on new efforts to develop and grow peace education in your community.

Please don’t forget to help us “spread peace ed” by using the hashtags #SpreadPeaceEd and #PeaceEd, following us on social media, and by sharing and reposting news on your timeline and in your communities. This is one small way each of us can help grow the campaign. You can also follow the Global Campaign on Facebook and Twitter.

In peace & solidarity,

Tony Jenkins

Coordinator, Global Campaign for Peace Education

Book Review of Revolutionary Peacemaking: Writings for a Culture of Peace and Nonviolence

EDUCATION FOR PEACE .

A book review from facebook page

From the back cover: This book is a collection of interdisciplinary political and philosophical writings which explore some of the key issues of peace research, including the character and roots of various major forms of structural and cultural violence in contemporary capitalist society, impediments to the broadening of our ethical horizons and the development of humane democratic institutions and relationships, interconnections between the oppression of humans and of other animals, and political strategies for deep, transformative progressive change.

The book also contains several pieces of Jakopovich’s peace poetry. Helping to formulate the philosophical and strategic foundations of revolutionary peacemaking, these writings constitute a unified endeavour to advance the ennoblement of human beings and the creation of a truly democratic, humane and peaceful society which would foster compassion and nonviolence towards all sentient beings.

The book will be of particular interest to scholars of peace studies, politics and other related fields, as well as to progressive readers, writers and campaigners.

Paperback: 527 pages
 
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Question for this article:

What are the most important books about the culture of peace?

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Reviews


“Let us add our voice to the excellent, timely and courageous message of Daniel Jakopovich in his book Revolutionary Peacemaking: Writings for a Culture of Peace and Nonviolence, published by Democratic Thought. It is intolerable – and must be a permanent guide in our behaviour – that more than 30,000 persons, most of them children, die every day from hunger at the same time as 3 billion US dollars are invested in armaments and military expenditures. Genuine democracy is the solution to ensure the full exercise of human rights, based on the equal dignity of all human beings. This book is an outstanding contribution to the transition from a culture of imposition and war to a culture of peace and nonviolence.”

— Federico Mayor Zaragoza, Writer and scholar, Professor and former Rector of the University of Granada, former Director-General of UNESCO (1987–1999), President of the Foundation for a Culture of Peace

“Jakopovich’s book is a powerful dissident stand against everything in the contemporary world that imperils human dignity, liberty and peace. It passionately calls attention to the mass starvation and suffering of children across the world. It investigates the potential to nonviolently overcome social conflicts, and is visionary in identifying the seeds of authentic liberty and democracy in the neoliberal shell of formal democracy. These writings are a synthesis of intellectual work of the highest order and of unyielding humane conviction.”
— Predrag Matvejević, Writer and scholar, Professor Emeritus at the Sapienza University of Rome, laureate of the Golden Charter of Peace “Linus Pauling” and the honorary Vice President of PEN International

About the Author

Daniel Jakopovich is a sociologist, philosopher, poet, and a campaigner for peace, human and animal liberation. He founded and co-edited Novi Plamen, a journal for peace studies, politics and culture on the territory of former Yugoslavia (from 2007-2015), and was a guest lecturer in Politics, Political Economy and Sociology at the University of Cambridge, the University of Southampton Solent, the University of Chester, the University of East Sarajevo and the University of Zagreb. He obtained a PhD in Sociology at the University of Cambridge, where he also taught at the Department of Sociology. He is a vegan animal liberationist, a peace movement intellectual and organiser.

You can order the book here. The book is also available through Amazon.

Inquire about Daniel Jakopovich giving a talk at your group, organisation or university at info@democraticthought.org.

Mexico: Inauguration of the campaign “Game as an Instrument for the Culture of Peace”

.. EDUCATION FOR PEACE ..

An article by Isaura López Villalobos for UDG TV

Guadalajara has launched the itinerant and permanent campaign “The Game as an Instrument for the Culture of Peace” on the Fray Antonio Alcalde Promenade with the objective of promoting the culture of peace and nonviolence, as well as the peaceful resolution of conflicts in society.


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Questions for this article:

Do war toys promote the culture of war?

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On the day of the Abolition of Slavery in Mexico, the municipal president Ismael Del Toro Castro, expressed to girls and boys that today there is a social crisis.

During this Friday, in the Paseo Fray Antonio Alcalde, various educational workshops were held and the children exchanged war games for other kinds of games.

(Click here for the Spanish original of this article)

Book review: What if the government abolished the military?

EDUCATION FOR PEACE .

A book by Jorgen Johansen and Brian Martin as described in Transcend

As entrenched as the military is in our society and minds, a new book shows that civilians can defend a society without using violence.


Banksy – CND Soldiers, first released by Pictures on Walls of London, 2005

Imagine that government leaders make an announcement:

“We’re going to abdicate responsibility for defense. Over the next few years, our military forces will be phased out. They are too dangerous and counterproductive. It will be up to everyone to figure out how to defend us all without violence.”

Environmentalists immediately get to work setting up local renewable energy systems. They know that an aggressor can hold a society to ransom by controlling a few refineries and large power plants. In contrast, aggressors, and terrorists too, will see little point in attacking energy-efficient buildings and rooftop solar panels.

Town planners adopt the same thinking. They rapidly expand opportunities for travel by foot and cycling, thereby reducing dependence on imports of fuel. A “walkable city” is far less attractive to any aggressor.

Feminists and anti-racist organizers take the lead in building an inclusive network for mobilizing resistance in case of an attack. They know about divide-and-rule tactics, and that it is important that the community be unified against any threats. They are aware of divisions that have hampered activist campaigns in the past, and aim at involving all segments of the population, including different sexes, ages, ethnicities and abilities.

Nonviolent action trainers are in big demand. They run regular workshops on methods of direct action, decision-making in a crisis, and strategy. They realize they are too few in number for the task, so put a priority on sharing their skills so that others can lead workshops.

Teachers in schools have many priorities. They encourage their students to learn about the history and practice of nonviolent action. They also encourage investigation of the politics and culture of nearby societies, especially those that might pose a military threat, seeking to learn ways of reducing the risk.

Specialists in language, culture and politics are in high demand. They put their skills towards making links with groups in other countries, especially groups resisting repressive governments — indeed any governments that might become aggressive.

Workers play crucial roles. They prepare to be able to shut down workplaces, either by striking, working in or destroying or modifying key bits of machinery or software. They run drills doing this, rather like fire drills, that are simulations of how to resist attempts to take over their workplaces or induce cooperation.

Communication specialists have numerous tasks. They run sessions on how to win over aggressor troops through conversations. They design and practice communication systems that will be resilient in the face of attack. They prepare for a shutdown of the Internet and for hostile surveillance of communications.

An immediate start is made on converting military facilities to peaceful purposes, supporting efforts to build self-reliance in energy, water, transport, agriculture and health. Soldiers, with their specialist skills, become workers in the civilian sectors of the economy. They also deploy their skills in rescue and emergency intervention.

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Question for this article:

Can peace be guaranteed through nonviolent means?

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Principles

The people’s efforts were based on several things they had learned from their studies and earlier campaigns. Most importantly, they avoided any use of physical force. After all, what is the point of an alternative to the military if it relies on violence? The resistance had to be nonviolent. Careful thought was given to every action. The people decided that some forms of sabotage were acceptable, for example deleting computer files and disabling weapons.

Every attempt was made to enable everyone to be involved in preparations and resistance, but without compulsion. This meant that women, children, elders and people with disabilities played important roles. This was in direct contrast with armed forces, which rely heavily on young fit men.

The change to a nonviolent defense system had strong links with other campaigns and social movements. It connected with environmental, feminist, labor, peace and other movements. The common threads were equality, participation, self-reliance and resilience.

In making the transition, people learned from history. They studied cases of spontaneous resistance to invasion, notably in Germany in 1923 and Czechoslovakia in 1968. They studied the dynamics of nonviolent action. They recognized the importance of engaging with aggressor troops, trying to win them over, a process called fraternization, that is crucially important in nonviolent overthrowing of dictators.

They studied everything they could find written about defending against aggression without violence. There were many valuable studies, most of them written in the 1950s through the 1980s. They adopted ideas that seemed most helpful. When they had ideas about resistance techniques, they ran simulations to see whether they worked.

As they proceeded, they shared their experiences and knowledge with like-minded groups around the world. This turned out to be a vital step. It reduced the risk of aggression, because government leaders realized that attacking a community without an army might lead to an internal uprising in their own societies.

Probably the biggest challenge was confronting people’s beliefs that violence is always superior to nonviolence, and that defense is someone else’s responsibility, namely something for the military to handle.

It’s just a scenario

At least two things about this scenario are quite unrealistic. First is that any government would dissolve its military forces. It did happen once, in Costa Rica in 1948, but has never occurred in any large country (there are 15 to 20 small countries without armies). It is unlikely that any government would abdicate without fighting to maintain its existence and its power over its subjects.

The second unrealistic feature of this scenario is the speed with which social movements undertook efforts to build a people’s nonviolent defense system. Even when this alternative is on the agenda, few movements use it as a guide for their activities and campaigns. They easily could.

For the past century, inspired by nonviolent campaigns, a few writers have imagined an alternative to military forces based on popular nonviolent action. In the 1950s and 1960s, some researchers developed the idea. In the 1980s, there were groups in a dozen countries dedicated to promoting this sort of alternative.

Nonviolent community resistance to aggression, as an alternative to military defense, has several names: social defense, nonviolent defense, civilian defense, civilian-based defense and defense by civil resistance. We call it social defense. The basic idea is that instead of relying on an army, the people in a community deter and resist aggression using a wide range of nonviolent methods.

In our just-published book Social Defence, we explain what’s involved and try to bring the discussion about social defense up to date since the 1980s, when interest was highest. There have been quite a few developments since then to consider: the rise of neoliberalism, the collapse of state socialism, the Internet, and a huge expansion in awareness and use of nonviolent action. Some of these developments are favorable for social defense, some are negative, and some just make things different.

Military systems are deeply entrenched, politically, economically and in people’s thinking. It may be a long time before significant moves are made towards alternatives. But in the meantime, activists can use ideas about social defense in designing their campaigns, their organizations and their thinking.

 Dominican Republic: Education ministry continues training on ethics, culture of peace and protection of rights

… EDUCATION FOR PEACE …

An article from CDN (translation by CPNN)

More than 250 regional, district and educational center directors of the province of Valverde participated in the third day of training on the guidelines of ethics and public integrity, strategies of culture of peace in schools and the protection of rights of children and adolescents. It was organized by the Ministry of Education to empower the actors of the education system on these issues.

The idea of ​​these meetings arose at the initiative of the Minister of Education, Antonio Peña Mirabal, after carrying out an activity to prepare for the beginning of the school year that involved the General Directorate of Ethics and Government Integrity (DIGEIG) and the National Directorate of Children , Girls and Adolescents, and the idea is to develop them in all the regional education of the country.

The conferences, organized through the Vice Ministry of Technical and Pedagogical Affairs of MINERD, are held jointly with the aforementioned public institutions, as well as the General Directorate of Special Programs of the Presidency (DIGEPEP) and the National Council for Children and Adolescence (CONANI).

Minerva Pérez, general director of Orientation and Psychology of the MINERD, presented the culture of peace in the educational centers. She explained that for a long time the Ministry of Education has been working on different actions to guarantee standards of coexistence in the campuses, and that they should be known by all the actors involved in pre-university education.

“This is the third day of a schedule that we have designed to reach all the provinces of the country. The response we have received from the teachers who have participated in these meetings has been very satisfactory, because they have heard, but also, they have expressed the day-to-day concerns of their educational centers, ”said Pérez.

When presenting the National Strategy for the Culture of Peace in the Educational Centers, Pérez explained that it was designed by the MINERD, with the aim of fostering a harmonious coexistence in schools throughout the educational community and she urged the directors to implement it.

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(Click here for the original article in Spanish.)

Questions for this article:

What is the relation between peace and education?

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She added that the purpose of this activity is to empower principals with these strategies in order to guarantee the rights of students. They need to know Law 136 on the Protection of Children and Adolescents, and the measures that must be taken to guarantee those rights.

Shee argued that every manager, principal or teacher has to know what the risks are that a student runs when the appropriate measures are not taken to guarantee his rights.

Shee stressed that knowledge of the peace culture protocol is important for principals and teachers, since this document also emanates the rules of coexistence and the three rules of action: one for cases of school violence, another for cases of bullyng and the latter for cases of sexual abuse. These actions may occur in any school, so they must be prepared to know how to address each situation when it occurs.

“From the MINERD and the Direction of Orientation and Psychology I want you to know that you are not alone, that you have our support so that you in the educational centers can have a harmonious coexistence. The fact that the Procuraduría, CONANI, DIGEIG and the Ethics Department have accompanied us continues to give us a message that we are not alone in the different educational centers, ”said Pérez.

The general director of Ethics and Government Integrity, Lidio Cadet, said that ethics implies consideration for society, respecting and loving the person, and that the teacher must have love for the country itself and for the family.

Cadet explained that rectitude is a key value for the educator and the student, and that it was a challenge made by Minister Peña Mirabal, to carry out these workshops throughout the country with a view to the formation of public ethics commissions in the educational centers.

“He is determined (the minister) that management must be characterized by ethics, by the values ​​of transparency, and that this implies working to have a quality education. Students should be taught to be able to integrate into society as a transporter of new avenues of justice and peace,” said Cadet.

On the day of the Regional 09 of Valverde, MAO, Estefany Pérez, representative of the DIGEPEP, spoke on the issue of the restoration of fundamental rights, social inclusion and educational system; while the person in charge of the regional technical office of CONANI, Johanna Estévez, spoke about the implementation of the National Campaign for the Promotion of Positive Parenting.

The regional director, Henry Rodríguez, spoke the words of welcome and motivation of the workshop, while Ana Paredes, prosecutor for MAO also participated in the activity.

The third meeting was held at the Sacred Heart of Jesus School, belonging to the 09-01 Educational District, MAO, where 266 directors of the districts of Esperanza, Laguna Salada, Sabaneta, Monción and Villa los Almácigos took part. This Wednesday 30 the day takes place in Monte Plata and in the next few days there will be training in Barahona and Santo Domingo.