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Connecting for Peace Conference UNESCO ASPnet U.K. (2022)

On the 17th June 2022, we hosted the first ever free virtual UNESCO ASPnet conference: Connecting for Peace.

We had an inspirational line-up of speakers and workshop hosts who shared innovation and examples of best practice in education for peaceful sustainable development. And we were excited to welcome over 90 attendees from over 30 countries across the globe, as you can see from the map below.

Participants enjoyed the day and found all of the speakers and workshops relevant and useful, so we are sharing these fantastic talks here so that more people can benefit. Feedback was very positive, thank you to everyone who took the time to send us your ideas and suggestions for the future. Next time we would like to add time for networking. It was a very packed day, so please find videos of the talks below, and images for the workshop presentations for those who could not attend the whole day or who want some insight into the other workshops.



Key Note Speakers

James Omer Bridge, General Secretary UNESCO UK Commission

"James runs the UK’s National Commission for UNESCO (UKNC) and represents it as Secretary-General at UNESCO headquarters and to its 193 member states. He works with the UK’s UNESCO sites and designations and the global network of 199 National Commissions for UNESCO, and was an Alternate Member of the UNESCO Executive Board for the UK from 2013 – 2019.


James worked on EU Trade and Partnership Agreements with the Majority Leader on Trade at the European Parliament, including human rights clauses; in the policy co-coordination unit for the Secretariat-General of the European Commission; and the UK Financial Services Authority; ran local, national and regional policy, outreach and campaigns for Age Concern with its European Federation; and the Royal College of Nursing, where he wrote its first policy position paper on nursing and human rights. 


Ms Julie Saito, UNESCO ASPnet International Co-ordinator Paris

Julie Saito is Chief of the International Coordination unit for UNESCO Associated Schools network (ASPnet) since February 2020. Julie joined UNESCO/Public Information in 2007 where she was in charge of the Media Partnership and Kizuna Campaign collaborating with ASPnet to send 30,000 message cards of hope from 60 countries to Tsunami victims in Japan in 2011.


Prior to the current post, she worked as a programme specialist to mobilize and empower youth leaders for Education for Sustainable Development (ESD). She also worked as a journalist for 20 years, including at NBC News and Asahi Shimbun. Julie grew up in a family where her grandfather was a grandmaster of Noh theatre, and her grandmother as professor of the traditional Shamisen music Naga-Uta. She studied Musicology/Cultural Anthropology before receiving a Master’s Degree from Columbia School of Journalism in New York, USA. Julie continues to play piano as her lifelong passion. 


Ms Keiko Ogura, Hiroshima Peace Memorial Japan

Keiko Ogura was born in 1937 in Hiroshima. After the death of her husband, Mr. Kaoru Ogura, in 1979, she began working for Hiroshima herself and deepened international exchanges with writers and journalists and became an interpreting coordinator for peace-movement visitors from abroad. In 1984, she established Hiroshima Interpreters for Peace and published Hiroshima Handbook and Hiroshima Peace Park Guide.


Since 1990, when she started a planning company with global-minded proposals and designs for governments and corporations, she has supported numerous visitors from abroad and international peace conferences. Since April 2011, she became an official A-bomb survivor of Hiroshima Peace Cultural Foundation, delivering her experience in English for foreigners. She has given many Hiroshima lectures in universities in the US, and often appears in the worldwide media.


Introduction & launch of the UNESCO ASPnet Arts & Culture for Peace Initiative: Finding peace with ourselves and our planet, Jannette Cheong (Between the Stones)

Jannette Cheong is a poet, writer, designer and producer. Born in London, Jannette has worked nationally and internationally in higher education. In addition, for over 25 years, she has been involved in the organisation and facilitation of many international education and creative arts collaborations working with both national and international organisations. She was the first British person to write an English-language noh, Pagoda, which used traditional noh techniques, in collaboration with Richard Emmert, the Oshima Noh Theatre and Theatre Nohgaku. The world premiere of Pagoda was at the Southbank Centre, London, in 2009 and toured to Dublin, Oxford and Paris. In 2011 Pagoda opened at the National Noh Theatre in Tokyo and toured to Kyoto, Beijing and Hong Kong and as such is believed to be one of the most internationally performed English-language noh plays to date.


The UNESCO ASPnet Arts & Culture for Peace Initiative: Finding peace with ourselves and our planet is the latest of the educational activities supported by Jannette and her colleagues. You can find out all about the Arts & Culture for Peace Initiative here: https://www.betweenthestones.com/arts-culture-cover-page


Inspiring Change: A Sustainable Future. Trizzha Felcianao – Youth Advocate Greenpeace

Trizzha Feliciano is a Greenpeace Speaker and a medical student at University College London (UCL). She gives talks to schools, companies and educators about the personal and environmental importance of sustainability, in order to inspire people of all ages to create change in their lives and in others’.


Trizzha is also engaged in improving sustainability across UCL. She sits on the Student Sustainability Council and acts as a Sustainability Ambassador for the medical school, where she increases sustainability in the curriculum, and in the adjoining UCLH trust hospitals. Trizzha is also part of the leadership team for the Planetary Health Report Card, an international student-led initiative improving planetary health education and sustainability in medical schools across the world. She was also chosen to participate in an expedition to Antarctica led by Sir Robert Swan OBE.



Workshops

Teaching safely: How to Remove Bias and Stereotypes from the Classroom with Shonagh Reid

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This workshop explores; how we reduce bias and focus on curiosity as educators, how we remove damaging stereotypes from teaching and learning, and strategies for creating a curriculum which is reflective of the world we live in. We looked at why bias exists, why it is underpinned by fear and how we can move beyond this. We were directed to where to find resources and support for a more safe, diverse and representative curriculum. 


Shonagh is a Diversity, Equity, and Inclusion Consultant working primarily in the fields of education at the arts. She has an extensive background in leadership in education, specialising in Performing Arts and Pastoral Senior Leadership and has worked as a DEI Leader in the East Midlands, UK for five years. She is currently working with The Old Vic Theatre, London and many education organisations across the UK in a range of ways, including strategic Inclusion planning, creation of and embedding of robust and effective DEI networks, mentoring, and training.




Learning, Thinking and Teaching Philosophically with Marcelo Staricoff

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In this workshop we explored how Philosophy equips students with a lifelong love of learning that enables them all to thrive emotionally, socially, culturally and academically. In this workshop we covered; how to embed Philosophy and a Philosophical approach into all aspects of the curriculum and of school life, including the use of Why Books, Wonder Walls, Thinking Pages, Concept Lines, PMIs and many more ideas, all illustrated using examples from children across the Primary age-range. 


We explored how to introduce Philosophy to the students from a very early age by focusing on questions that do not have answers, have many answers or are impossible to answer! How Philosophy and Philosophical Discussions can be used to remove barriers to learning and to transform all student’s intrinsic motivation to want to learn and their perception of the learning process and of themselves as learners. Also how Philosophy can contribute so significantly to closing the ‘word gap’ and to enriching the students, school, home triangular partnership.


Marcelo is the author of ‘The Joy of Not Knowing’ (Routledge, 2021) and a former scientist and Primary School Headteacher. Marcelo is currently lecturing at the University of Sussex, teaching on the BA Primary and Early Years Programme and is also working on behalf of UNICEF with policy makers, educators and textbook writers to help implement a reformed national curriculum in Uzbekistan. Marcelo also works for Coram, the children’s charity, runs courses and acts as an advisor to a number of schools and educational organisations and speaks regularly at national and international events.


Marcelo is also the author of Start Thinking (Imaginative Minds, 2005) and has published widely in the fields of creative, critical, multilingual and philosophical thinking in the classroom. Marcelo is a member of the All-Party Parliamentary Group on Education (APPG) and a Trustee of the Laurel Trust and the Michael Aldrich Foundation. Marcelo’s work and contribution to education was recognised by being named as a Founding Fellow of the Chartered College of Teaching in 2019.

Marcelo Staricoff, PhD NPQH FCCT, JONK™ Thinking and Learning. Website: www.jonklearning.co.uk





Inner Peace: The Foundation for Healthy Connection with Fiona Clarke (MindwithHeart)

  • • Inner Peace: The Foundation for Healthy Connection

    Workshop with Fiona Clarke and Jasmine Osiris (MindwithHeart)

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In this workshop we experienced how mindfulness exercises help cultivate inner peace, and how empathy practices transform the way we listen to and connect with others. The workshop covered what the ancient Greeks meant by ‘Know thyself’, a taste of cultivating inner peace and how to bring peace, empathy and understanding to our communication with others.


We explored research-based tools to cultivate inner peace and connection. Practiced ‘Just Like Me’, where we focused on our similarities and common humanity to build empathy, reduce bias and disconnection. Experienced how mindful empathic presence can transform our communication with others.


Fiona Clarke is senior trainer and CEO of Mind With Heart. She has 15 years’ experience in sharing well-being skills with young people and educators. She is passionate about equipping students and teachers with research-based tools so they can feel well, function at their best, and care for others. Mind With Heart’s Connected programmes empower schools to create emotionally healthy communities where everybody can flourish. Website: https://www.mindwithheart.org/





Storytelling, Connecting & Inclusivity with Harriet Marshall (Lyfta)

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This workshop focused on emotional literacy, (inter)cultural capital and global citizenship, and the learnings we can take from immersive digital storytelling pedagogy and practice. We had the opportunity to explore the opportunities, challenges and impact of working with digital immersive storytelling to support global learning in educational settings. We looked at an overview of the meaning(s) and significance of the following concepts when learning in an increasingly uncertain world: cultural capital, emotional literacy, global citizenship and critical media literacy. 


We gained an insight into the research exploring how digital immersive storytelling is supporting young people to grow in confidence about meeting and connecting with new people with different backgrounds or from different countries than themselves, and how it is helping young people better understand the meaning of complex (sometimes abstract) concepts such as values and key issues within the UN’s Sustainable Development Goals.


Dr Harriet Marshall is Head of Educational Research at Lyfta and has been a global education advocate for over 20 years, as a teacher, researcher, consultant and education project leader. Prior to being at Lyfta, Harriet was a National Leader on the Global Learning Programme (Pearson) and Lecturer in International Education (University of Bath). Harriet has published and presented on the subject of Global Citizenship Education, the UN Sustainable Development Goals and Intergenerational Learning for many years, both nationally and internationally. Website: www.Lyfta.com





Biophilic Education Movement for Peace and Sustainable Futures with Rosina Dorelli and Roy Leighton

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A conversation on peace building in education with Roy Leighton, co-chair of Cambridge Peace and Education Research Group and Rosina Dorelli co-founder of Da Vinci Life-Skills. This is a new look at what the future of education could look like. This session was perfect for people concerned about the unethical nature of the current ‘one-size fits all’ education system, and exams that set up many students to fail. We had the opportunity to find out more about ideas for an education system that values all the varied abilities and talents of young people. 


We also explored what Biophilic Education might look like. Biophilic Education nurtures a human ecosystem as an integral part of a local and global ecosystem. Sir Ken Robinson said that we are mining our children's minds for a single commodity, like we strip-mine the earth, and it's not sustainable. Humans have more value than the memory of facts to pass tests in a limited time frame.


Rosina Dorelli is the co-Founder & Director of Da Vinci Life-Skills, she is a change-maker, designer, art, design and technology teacher. She believes we all have a duty to do what we can to make the world a better place and that everyone has the talent and potential to make a difference to their community/planet, and that needs to be nurtured by education. Together with Zach Reznichek and Farhaan Mir she has created the Da Vinci Life-Skills curriculum and assessment model, which includes 5 transdisciplinary project pathways and 5 DVQs (Da Vinci Qualifications) to be run in schools worldwide. This is part of a wider Biophilic Education movement to inspire systemic change for all and to build an education system that is both ethical and sustainable.


Roy Leighton holds an MPhil from Cambridge University in Knowledge, Power and Politics, is a fellow of the Royal Society of Arts and an advisory board member for the Da Vinci Life-Skills School Cambridge. Roy Leighton is the Co-Chair of Cambridge Peace and Education Research Group (CPERG). He is a peace activist and in 1991 he was awarded the Min-on Peace Award for his contribution to peace, culture and education. As a senior associate at Independent Thinking and the CEO of Undiscovered Country, he works with school, universities, businesses and communities in the UK and internationally to develop cultures of ‘positive peace’ and play to support engagement, transcend conflict and improve outcomes.




Speak Your Truth with leading arts charity Eastside

We joined Maddy Page and Matilda Thaddeus Johns of leading arts charity Eastside to learn how to embed spoken word poetry in our teaching and help raise students’ voices. This workshop explored spoken word poetry and how to incorporate it into your classroom. We had the opportunity to try easy poetry exercises to unlock everyone’s inner Angelou or Shelley. 


Through participating in this workshop we developed techniques for incorporating spoken word activities into teaching, and understand the power of poetry to empower young people to use their voice. We also found out about the existing free creative opportunities with Eastside to get involved with inspirational spoken word projects with our students. 


Eastside is a leading UK-based arts charity. We exist to help young people develop their creative thinking, so that they are able to become the problem-solvers of tomorrow, empowered to build a better society. Website: www.eastside.org.uk





Schools Show Case

UNESCO ASPnet Schools Show Case; Schools globally show what they have achieved and gained through membership of ASPnet. 

Rebecca Bollands Peace Project Coventry Schools U.K.

Shamiela Davids Hockerill College U.K.

Delia Vera Medina UNESCO ASPnet National Coordinator Cuba

Vera Dilari UNESCO ASPnet National Coordinator Greece

Malgorzata Herbich UNESCO ASPnet National Coordinator Poland

Lamin Jarjou UNESCO ASPnet National Coordinator The Gambia

Sinead Earley Anglo European School U.K.


Key Note Speaker

Peter Rachleff, inspiring Solidarity in a Midwestern US City: The East Side Freedom Library

Peter Rachleff is the founding co-executive director of the East Side Freedom Library in St. Paul, Minnesota, he has taught labour, immigration, and African American history at Macalester College, was faculty director of the Mellon Mays Undergraduate Fellowship Program, a community faculty member at Metropolitan State University and taught in the University of Minnesota's Labor Education Service and in their African and African American Studies department. 



The East Side Freedom Library was founded with the mission “to inspire solidarity, work for justice, and advocate for equity for all.” ESFL has collected resources to facilitate projects which share stories to build empathy and bridges among the East Side’s diverse and historically siloed communities. Website: http://eastsidefreedomlibrary.org



Panel Discussion

‘What does the future of education for peace look like?’ Panel Discussion and concluding Remarks from Ann Beatty, Molly Matlotio (Teacher, South Africa), Peter Rachleff, Shonagh Reid, Shamiela Davids(Teacher U.K.). 



Sponsors

STEMunity


STEMunimty combines data, a wealth of industry experience and a tailored local approach on a national and global level to achieve transformative sector change – linking the community at every level of education to universities and professionals. A collaborative, inquisitive and diverse education network in which students, teachers, working professionals and academics all prosper from real-life experiences and connections. We want to evaluate and enhance activities on offer with a particular focus on the curriculum and career needs of schools.


Arco Iris Learning


Maria Wojciechowska-Caneda: Maria is an experienced educator and believes that children’s mental health and wellbeing are nourished through supportive and enjoyable learning experiences. Maria created Arco Iris Learning to enable primary aged children to develop camera skills, grow in confidence and to nurture confidence in others.

She designed an innovative Creative Photography learning programme for primary aged children. Through the programme, the children acquire camera skills, as well as developing their confidence in an enjoyable and supportive creative space and she is the editor of the termly publication ‘CreativiTREE’, which features the creative images the children have produced. She has also published a resource book which supports Contemplative Photography and imaginative meditations. You will see some of Maria's Contemplative Photography throughout the conference and you can contact her to find out more here:

Website: www.arcoirislearning.co.uk 



The team

The UNESCO ASPnet network is co-ordinated in the U.K. by Ann Beatty who is also the Chief Executive of the Steve Sinnott Foundation. Ann's contact email is ann.beatty@stevesinnottfoundation.org.uk


A big thank you to the team who brought this conference to you:


Thinking Classroom


Thinking Classroom was established in 2000 and since then has worked with individuals and organisations around the world to build networks of thinking, learning and leadership. Our approach to educational development is bespoke and collaborative. We work with you on your agenda. Since early 2020 Thinking Classroom has supported thousands of educators to develop their blended learning provision through Zoom School and online hosting. Website: https://www.thinkingclassroom.co.uk


Mike Fleetham is an experienced trainer, facilitator, mediator, author and ILM-accredited executive coach whose international work has sustainable influence. He continues to teach learners of all ages - keeping his tools sharp and his feet firmly in the classroom.


Lucy Fleetham is business manager at Thinking Classroom. Her skills as an applied mathematician in the public sector are now benefitting the world of education where she is responsible for the smooth running and strategic growth of Thinking Classroom and its website. Lucy tutors young people in mathematics and is active on social media to promote the Thinking Classroom principles of enjoying teaching and being good at it!


Steve Sinnott Foundation


Ann Beatty is the national co-ordinator for UNESO ASPnet in the U.K. and the Chief Executive for the Steve Sinnott Foundation.

Ann has worked in a variety of roles at an operational and strategic level in the public and charity sector for over 25 years. Ann has a special interest in the provision of quality holistic education and supporting the development of people and communities, especially women and girls. Ann has worked internationally as a volunteer and consultant and was proud to be an olympic torch bearer in the 2012 Olympics, having been nominated for her charity work.


Helen Porter


Is passionate about working to achieve Sustainable Development Goal 4 (SDG4 – A quality education for all). Having taught secondary school science for over 30 years Helen appreciates the positive force of a good education as a vehicle for empowering young people to become responsible, caring and critically thinking citizens. Investing in quality education for the next generation is essential to enable them to collaborate to build a peaceful, sustainable future.

Helen is an ambassador for The Steve Sinnott Foundation and project manager for UNESCO ASPnet UK. She also enjoys volunteering for charities, working as an online tutor and broadening her horizons to develop a better understanding of the World, its wildlife and the incredible diverse people that share our precious planet and resources.


Sophia Hague


Sophia is a current masters student studying Climate Change and International Development. Sophia decided to do her placement with the Steve Sinnott Foundation because of her interest in the intersecting identities which impede on access to education and experiences within the education system. Sophia is very excited to contribute towards a charity striving for inclusive and equitable quality education and to fulfil her passion for social justice. Education is a vital tool for sustainable development; what is learnt today will shape tomorrow's future! An educational transformation is needed to beat the impending climate disaster.



Steve Sinnott • July 10, 2022
By Hannah Frisch March 7, 2025
The outlook for the achievement of Sustainable Development Goal 4 (SDG4) on global education is far from rosy. But a gloomy future isn’t inevitable. Disappointing statistics are the result of political choices that can be shifted and there are thousands of youth, grassroots activists and civil society organisations across the UK advocating for global education to make these changes. We need more people involved to build the momentum, we need to make a difference in challenging circumstances. You can help! Here’s how; Making global education a UK priority The UK is an important donor and champion for global education. However, education has been gradually deprioritised on the development agenda. Global education spending has plummeted from 13.5% of Official Development Assistance (ODA) in 2013 to just 3.5% in 2023, and education was one of the sectors hit hardest by the abandonment of the 0.7% gross national income (GNI) target for ODA. With Labour’s annual budget confirming another reduction in the aid budget, funding for global education is under threat of being cut even further unless we stand together to say this can’t happen. While education is a domestic priority for the new Government, it has yet to emerge as a strong theme in their development agenda. As the Labour Party continues to develop their approach there is a unique opportunity for advocates to connect these dots and make the case for why education must be a key part of the Government’s international plans. For the Government to take action it needs to hear demand for change. There are many issues MPs recognise are important, but if they do not hear about these issues from constituents it can be hard for MPs to be vocal about them in Parliament. Following an election where many parliamentary seats were won with tight margins, MPs need to hear from the people they represent that global education must be on their agenda. With over half of MPs elected for the first time this year, many are actively looking for a steer on what issues to work on. We can give them one! How to Get Involved Write to your MP about why global education needs to be a bigger priority for the UK Government and encourage members of groups you are a part of, such as your union branch or a local community group, to do the same. This can have a real impact on your MP’s interest and ability to act for global education. You can also connect with other grassroots activists and get resources for taking action from international development advocacy organisations like Results UK. You can learn more about Results UK’s grassroots network on our website. If you are a teacher, get your school involved in the Send My Friend to School Campaign (SMF). Send My Friend is a UK civil society coalition advocating for SDG4 which supports a mass UK schools campaign to amplify student voices calling for universal quality education in solidarity with their peers around the world. Free campaign packs are available on the SMF website for primary and secondary levels with everything teachers need to run the campaign in their school. Parliamentarians can learn more about education issues and how to act by joining the All-Party Parliamentary Group for Global Education, a cross-party group that brings together Parliamentarians interested in the right to education and provides them with knowledge and resources to be champions of the issue. By joining our voices through collective action, we can make a real difference in moving the needle on this issue. Together we have a chance to rechart the course for the realisation of quality education for all. BIOGRAPHY Hannah Frisch is the Senior Policy and Parliamentary Advocacy Officer for Education at Results UK and a Co-Chair of the Send My Friend to School Policy and Parliamentary Working Group. She is a policy advisor for the All-Party Parliamentary Group for Global Education in the UK Parliament.
By Melanie Lavery March 3, 2025
Last year the Steve Sinnott Foundation supported the work of The Federation of Drama Schools by providing financial aid to new graduates, enabling them to take part in an industry showcase at The Abbey Theatre in Dublin. The showcase is an annual event for Irish graduates who have completed a professional training at one of the Federation’s partner conservatoires in the UK, introducing young actors to the industry they hope to work in. The Federation of Drama Schools partners are institutions that provide conservatoire vocational training for those who want to be professional performers, theatre makers and technical theatre practitioners. The courses they offer are for students of eighteen years and over, who have completed their school level education. In November (2024) fourteen young Irish graduates took part in the showcase and the SSF provided financial support to two graduates who may not otherwise have been able to take part in this showcase, which is a bridge between training and their professional career. Melanie Lavery from the Royal Welsh College of Music and Drama is one of those who benefitted from this support. Melanie writes of her experience. I would like to say a huge thank you to the Steve Sinnott Foundation for the support I received, making it possible for me to take part in the Dublin Showcase 2024. The opportunity allowed me to work with graduates from across FDS schools and widen my contacts in the industry. Coming from a socio-economically deprived area, I’ve often missed out on opportunities available to my peers. I have had to spend a lot of energy during my three years in drama school working to support myself and this has meant I often don’t have time to follow up network opportunities. In receiving this sponsorship and taking part in the showcase I have been able to connect with other Irish creatives - the people I am acting opposite, directors, casting directors and agents in the industry. These industry showcases are so important for graduates. It gives us the possibility of networking with industry professionals and hopefully the opportunity of taking that first crucial step into the profession we have trained for. As I studied in Wales, it gave me the chance to return to Ireland and to reach out to creatives there. The Foundation gave me this amazing opportunity to kick start my career in my home country. On the day of the showcase, I had such pride watching my fellow Irish peers performing on stage at Ireland’s National Theatre. Working together throughout the rehearsal period, I got to know them individually and we all helped each other to grow as performers. This showcase has helped me to create my own community of actors around me. When it came to talking with other creatives after the show case, I became so much more aware of how large and welcoming the industry is in Ireland and how much work is being produced here. I think this show case is so important as it highlights how vibrant and growing the industry is in Ireland. I feel so lucky that I was able to take part thanks to the help of the Steve Sinnott Foundation. For more information on the Federation of Drama Schools, professional industry showcases, and it’s partner schools please visit www.federationofdramaschools.co.uk
By Karen Bunning February 28, 2025
Since 2015 we have developed and supported self-help groups for caregivers of children with disabilities in a rural part of Kenya. Currently we have 12 self-help groups with a membership of around 135. Through their participation in the self-help groups, the caregivers are empowered to take control of their lives by speaking up, supporting each other and acting to bring about positive changes. An extension of university-based research and development, we registered our work on self-help groups with the UK Charity Commission in August 2023. Our in-country partner is Walezi Foundation- a non-government funded organisation. The aim is to further develop the potential of selfhelp groups in Kilifi County, one of the poorest areas in Kenya, and to grow the number of groups supported. Long-term caregiving has been associated with fatigue, distress and poverty. Many feel helpless in the face of such challenges and very much alone. A combination of superstition, stigma and discrimination marginalises these families. Not only can these children be excluded from education, employment and contact with other villagers, the level of stigma is such that the caregiver’s shame may lead them to deny their child’s existence. This creates social isolation for both the caregiver and the child. In the beginning we listened to what people told us about their lived experiences: “People at home have very little to do with the child. The child is lonely most of the time and there is little assistance from family members and the community.” What do the self-help groups do? The self-help group members meet regularly. They share their experiences as caregivers and provide support for each other. Our partner NGO – Walezi Foundation – visits all the groups at regular intervals. The caregivers are supported to talk about: their personal situation and consider ways to support each other in the group; the inclusion of persons with disabilities in home and community events; encouraging more positive attitudes towards disability in the community; the importance of accessing education and health services; and practical solutions to relieve the challenges faced by them all in everyday life. Working together they register formally as a self-help group with the Kenyan government department of Social Development and embark on livelihood activities to alleviate their financial challenges. Since 2023 we have provided start-up funds for capital projects to expand the financial capacity of each group. Some of the projects that have been started include: livestock rearing, hiring large tents and chairs for community events and building a water tower for storing and selling water. Through this work we have shown that membership of a self-help group can bring about dramatic changes to the caregivers’ lives and those of their children with disabilities, including: development of essential skills for livelihood activities; growth in family income; increased social support; better access to health for all; more children with disabilities in education. Over the next three years we aim to expand our coverage of community-based self-help groups in Kilifi County, Kenya and roll out our mentorship scheme across other African countries. If you want to find out more about our work, please go to our website: www.walezi-caregivers-kenya.org
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