Sustainable Education

In Chile, the discussion on the quality of education focuses primarily on the cognitive aspects of the learning process and content delivery. The fact that most existing evaluation mechanisms to measure both the performance of students and teachers, consider only academic achievement, mastery of materials and teaching strategies, does no more than bring reflection to that dimension of the educational process. Thus, many of the measures that are developed just point to alleviate deficiencies in this respect.

We agree that the delivery of content and the development of techniques for a more efficient learning of these, is a fundamental issue. However, our experience of 20 years working with youth in a school environment, have taught us that education can not, under any point of view, focusing only on an intellectual dimension. If we want the children and young people to be really educated,we ought to watch this process in a sustainable way, incorporating all the dimensions of people’s lives: mental, physical, emotional and affective, creative and spiritual.

We firmly believe in the transformative power of education, but in a focused, thoughtful, inclusive, flexible and high quality education. By high quality we understand an education which delivers not only the contents present in any curriculum, but one that takes care of the needs of their students as individuals, as well as the relationships established between them and the educational community in general (teachers, administrators and families).

In the model we have developed in Agroecological School Pirque, this look not only includes the training of students, but it is transferred to the pedagogical procedures of teachers, curriculum definition, direction’s leadership style and the entire school culture we have built. We have always believed that people must come out of social resentment and become actors and creators of their lives, through awareness and self-improvement effort. We want quality education integrating diversity, giving young people a worldview that allows them to transform themselves, but also the tools with which to transform their realities.

For more information on this model check the manuals:

• Curriculum and Pedagogical Innovations
• Directive Management
• School Culture
• Sustainable Coexistence