Teaching Minds, Touching Hearts, Transforming Lives

We believe in the transformative power of education and its potential to cultivate inner peace, promote sense of compassion and equality; and inspire courageous and positive actions in the world.

 

Hayat Happy Students
When young people experience positive inner change, they are more likely to become the change they wish to see.

AIMING FOR THE ROOT, NOT THE BLAME

Our educational focus is based on both, prevention and intervention, and on measures that address root issues, rather than punish behaviour or feed blame.

Relying on proven and scientific method combined with more than twenty years’ experience of interacting with young people is one of our strongest assets when we create and deliver our educational programs.

Non-Violence Education – Schools For Peace

EDUCATIONAL METHOD -  SOCIAL AND EMOTIONAL LEARNING (SEL)

SEL is a “the process through which children (and adults) acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions”.

(CASEL, Educating Hearts, Inspiring Minds. Retrieved from http://www.casel.org/what-is-sel/)

In simple words, it is a combination of emotional intelligence (EQ) development and other life skills.

It has been proven that development of SEL seems to have the greatest impact on attitudes about violent behaviour (R. Thompson: School Counselling: Best Practices for Working in the Schools).

SEL image.png

SEL Competencies

Five competencies of SEL that can be thought in many ways across various settings:

  1. Self-awareness – the ability to accurately recognize one’s emotions, thoughts, values, strengths and limitations and how they influence behaviour.
  2. Self-management – the ability to regulate one’s emotions, thoughts and behaviours; managing stress.
  3. Social awareness– the ability to take the perspective of and empathize with others
  4. Relationship skills – the ability to establish and maintain healthy relationships, communicate clearly, cooperate, manage conflicts.
  5. Responsible decision making – the ability to make constructive choices about personal behaviour and social interactions based on ethical standards, safety concerns and social norms.

 

Main characteristics of NVP programs

We rely on three major characteristics in all our educational programs that allow learners to internalize and embody new knowledge, skills, attitudes and behaviours.

Scientific views

While we do not focus on memorizing theories, it is important that both students and adults develop basic understanding of scientific approaches behind the activities that we do.

We strive to provide educational solutions that are aligned to latest scientific findings from the world’s leading experts in the areas of psychology, education, history and neuropsychology.

Adults are not expected to be experts  -we provide all the necessary information in supporting materials, as well as in face-to-face training.

Experiential Learning

’Learning by doing’ allows learners to explore what they are learning in a direct and practical way. It relies on using educational techniques that encourage learners to be active and participate, and embody the learning - in contrast to approaches where students are presented with material and receive it in a passive way.

This includes:

  • Cooperative learning (experiential activities, role-plays, group projects, discussions, games);
  • Creativity (art, drama, music, writing);
  • and Community engagement projects (positive actions in learner’s community).

Critical Reflection

The term “reflection” is derived from the Latin term “reflectere” – meaning to bend back. When we facilitate reflection, we are encouraging the participants to “bend back” or look back onto the experience they just had. What did they do, see, and feel? Why was that important, and how does it apply to their own lives?

If participants are not allowed to critically reflect on their personal experiences in a structured way, and relate them to their lives, then a lot of the learning may be lost. Reflec­tion is crucial to education because it serves as the bridge between experiences and embodied learning.

 

The knotted gun shaped by books

Knowledge is power!

LOCAL EMPOWERMENT FOR SUSTAINABLE RESULTS

  • Transfer of knowledge 

We empower local communities by transferring all knowledge, structure and systems from NVP’s Global office to NVP Country office in the form of education materials, guide books, face-to-face trainings, and all assessment/evidence gathering procedures. As a result, NVP Country office is able to support the continuation of education programs in school/sport clubs beyond the scope of a particular project.

  • Education for All

 ‘It takes a village to raise a child’ is an African proverb which means that the entire community needs to put effort to support and raise a child. This is why, where possible, we promote a Whole School Approach that involves working with the school principal, administration, teachers, school staff, students, families, and a wider community.

It is essential that we recognize that any type of violence is not going to go away with one exciting speech or colourful poster. It is not about a short-term fix, but about ongoing commitment to create safe and supportive school/sport club cultures.

  • Community advocacy

Informing and mobilizing community about the benefits of various projects ensures sustainability in a long run. Likewise, informing local government advises, guides future projects and ensures improved collaboration with government initiatives.