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Empathy Matters: Notes from Salta, Argentina

When we started thinking about a possible project to work on during our year together on the Learners’ Voice Program, we struggled to find the right words that described our intentions and aspirations for change within the global education sector. After identifying a few shared certainties, such as our belief in the power of informal education and the need to build purposeful communities of learning, the EmpaTeam, slowly but surely, found a word that summarized its aspirations: empathy.

Over the last 8 months, our research sought to summarize the meaning of empathy in the context of education, however the more people we spoke to, the more meanings we found. For some it meant prevention of violence. For others it meant the ability to create harmony in the classroom. For us it was much more than ability, but we weren’t sure how it could be delivered or if it can even be taught. How could we speak and think about empathy as a medium for fostering change in the classroom and the educational community putting emphasis on the person as the learner, rather than seeing a learner as a moving piece in a system? Can we create a system of learning through sharing? Can we envision a system where diversity is cherished and it contributes to better understandings, closer communities, joint successes and dynamic partnerships? We tackled all of these questions through a lens that represented a microcosm of the world - EmpaTeam. EmpaTeam consists of 7 team members from 7 different countries, learning together and wishing to innovate for change in the education system. Our individual experiences as learners, combined with the WISE Leaners’ Voice Program, served as the platform to start finding answers that enable empathy to become a prominent force within learners and schools, maximizing ‘real-world’ lessons emanating from diversity, reflection, openness, tolerance, teamwork and solidarity.

So, we went to Salta in the north of Argentina thanks to the support of the WISE Leaners’ Voice Program to talk to educators, students, civil society, parents and even the private sector about the role of empathy in the education sector, and how the whole society might benefit from nurturing it in learning communities. We brought our idea of celebrating and talking about empathy in what has become EmpaTeam’s flagship project: the EmpaFest. A space where learners are exposed to techniques and activities designed to make us think about the power of empathy and its crucial importance in building a community based on respect, tolerance and solidarity. Why Salta? Because we were lucky to partner with a local NGO called Manos Abiertas that has supported our every step and has done similar work with a network of schools in the Salta province. EmpaTeam and Manos Abiertas identified the need to introduce empathy-building activities within learning communities because we both believe that communities are better equipped when diversity and understanding are at the heart of it. Both in Argentina and globally we can think of examples when the latter is not the case.

Carrying this message to Salta, our EmpaFest idea was met with strong support and positive reactions from various key stakeholders. We met with the Minister of Education, his full cabinet in charge of innovation, leading private companies, the largest network of NGOs working in Salta, and carried out three pilot activities with students from different schools (public, private and rural). Our site visit led us to conclude that the support we received in Salta and the willingness to help a rather unknown initiative is because of the urgent need to build empathy in Salta, in Argentina, and in the world. We want to make sure we are part of this change, and we want to celebrate the fact that empathy – through EmpaFest - can be the medium for understanding and learning about others.

We invite you to follow this blog for more information about EmpaFest and join us in creating a chartered plan for EmpaFest. – Ezequiel Jimenez, EmpaTeam

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Trails from Kakuma Refugee Camp where Hope, Courage and Determination Beat Despair.

When I first arrived in Kakuma refugee camp in a UNHCR Isuzu Truck 14 years ago (2001) as an unaccompanied minor, I never imagined this would be my new “home” and that my life would change in this camp. I struggled to settle in without my parents. There was nothing promising in the camp except “Education” for those who beat all odds to attend school. I vividly remembered when I first asked my elder half-brother, who was my guardian, to take me to any nearby school to enroll. He looked me straight into the eyes and asked what level/class I would start since I hardly understand and speak any language other than my mother tongue, and he said “Would you start from class 2, but remember all kids are younger than you?” I was literally a teenager in an adult body because of my towering height and I felt that I did not fit in that class; so I had to start in class 5 and relied on my brother, both in class and at home, for interpretation and translation. I never uttered a word in English for fear of ridicule from my classmates until class 7 when I decided to participate in debates despite my level of English. I was not alone as many young people struggled to settle both socially and academically. This challenge, among others, still exists in Kakuma refugee camp today.

These memories were revived and reignited when I visited Kakuma refugee camp on 27th July 2015 on a chartered UNHAS airplane after 7 years being away, I was received by a UNHCR Land Cruiser that was later assigned to me for my site visit by the remarkable UNHCR Education Officer and UNHCR staff, whose invaluable inputs throughout the site visit were vital. My participation on the WISE Learners’ Voice program enabled me to recollect and reunite with my life trails in Kakuma, and I was overwhelmed by the fact that I was now returning as a Postgraduate finalist (Master of Business Administration at the University of Nairobi) and most importantly as an education advocate. I was mesmerized by the warm reception I received from the UNHCR and Partners, not forgetting the special encounter with my first class five teacher and the community at large. Nothing much has changed in Kakuma refugee camp, the smile on the face of a despaired child, the quest for education, the deplorable state of services, hunger, and above all the urge and courage to soldier on despite these multitudinous plights. However, due to the influx of refugees from both South Sudan and Sudan, the resources remain overstretched, making the fulfillment of needs in the camp a colossal task for the UNHCR and its partners.

My site visit to Kakuma was both a reunion with my past and a testimony against the stereotype that nothing good could ever come out of that shattered camp. My story is testament against that stereotype as I was raised and educated at both primary and secondary level in Kakuma. I firmly believe that Kakuma, and all other refugee camps in the world, are hubs of talent for the next generation of those displaced by tragedies, man-made or natural. If given access to education, those living in refugee camps can become the leaders of the future. This was attested to by one elderly community leader in our focus group discussion who said “War does not kill everyone, but lack of education kills generations”. It was therefore very clear that an educated community is a liberated society. I could not stop imagining how beautiful it would be to educate over ten different nationalities residing in Kakuma who could one day participate in the nation-building in their home countries.

I believe there are amazing people doing extraordinary things to change the world. I was so inspired when talking to primary school children, high school students, teachers, community leaders among other stakeholders in Kakuma, some of whom have solely taken up responsibilities of helping out-of-school children and mothers learning alongside their children under a tree. The courage and determination exhibited by the refugees cannot be compared and it was from this that I borrowed a leaf while in Kakuma.

I was shocked and emotionally drained when I visited some primary schools and saw the devastating conditions - children were writing their end-of-term exams while standing, some leaning on a cracked walls or tree-trunks for support because the classrooms were completely full. The head teacher informed me that the lower primary pupils (class 1-3) were told to stay at home to enable the upper classes do their exams, yet there was not enough space even in their absence.

Could you imagine waking up hungry one morning because you never ate the night before and come to school only to find that you do not have a seat but still have to take your exams standing or seated in the sand? Or even worse, could you imagine standing in the scorching heat in a congested classroom, hungry, knowing that you would not find a meal when you return “home’ later after school? YES, I experienced this and many other children in the camps are experiencing this every day, yet they can afford a smile and play during break time.

My connection and knowledge of the camp was itself a source of inspirations. I had to find time to visit and address students at my former high school where I was a head boy in 2007. It was a great moment as old memories trickled back and made me stronger in the belief that everyone deserves the best regardless of their circumstances. I could tell from the students faces that they are destined for greatness, for Kakuma is a “hut” away from home where shattered hopes, dreams and aspirations are invigorated.

When I first spoke about our project (PANTOK-Dinka word/phrase for “One Family”) which seeks to adapt the homeschooling model to bridge the gaps and provide access to education to out-of-school children, it was cordially and unanimously received by all stakeholders and hailed it as the “next revolution in education in Kakuma” that would address current congestions and other education needs. The project aims to help out-of-school children but also help teenager-mothers, parents, overage learners among other groups to have access to basic primary education. The initiative is tailored towards a personalized learning experience and child-based learning approach to be achieved through adoption of an eclectic curriculum. Our initiative is based on the idea of taking school to children’s homes instead of taking them to school. Our team strongly believes that homeschooling, especially in a refugee context, could revolutionize education if explored.

Pantok project would adapt homeschooling by training high school graduates, training and collaborating with parents/guardian and community leaders, who would then facilitate learning in homes. Our project would espouse collaborative learning approach and community network to ensure that the needs of different communities in the camp are well integrated into the learning. This would be achieved through working with different community leaders, high school graduates from different communities across all gender, and involving parents/guardian in formulating the eclectic learning materials. The tutors and parents/guardians would create a network of ‘Teach for Kakuma’, who would be trained by our partners e.g University of Colombia, who are currently piloting teacher training programs in Kakuma. The tutors would be monitored and evaluated by experienced practitioners against key performance indicators. These indicators would range from ability to read and write ‘basic literacy and numeracy skills” in the first phase for beginners’ children to basic communicative skills in the second phase of our multiyear homeschooling project.

Many people, me included learned faster and better in a personalized learning environment and this is the concept our project is utilizing. Testimonies from most of the students and teachers I met in Kakuma confirmed that “privately tutored” pupils performed better, especially in the Swahili/Kiswahili-Kenya national language. Hence, homeschooling will provide access and greatly improve quality of education in the camp when implemented. The willingness of all stakeholders, especially parents and education experts is a boost and a key indication that community support network would be something our project is leveraging on.

I did not know how to give back to the community, especially in Kakuma for making me who I am today. However, I was blessed with a family (PANTOK), incredibly amazing young men and women from around the world with passion to give back to these children. Once again thanks to WISE for this great opportunity and the unwavering support from the WISE Learners’ Voice Team and our mentors. I now have the audacity to proudly mention these amazing folks because i have seen these children smiling and I smiled back. Dana Al-Anzy (Qatar),Haia Mohammed Al-Kubaisi(Qatar), Hizbullah Baryal(Afghanistan),Katerina Gavrielidou(Cyprus), Sadam Al-Adwar(Yemen) and Shree Raj Shrestha(Nepal).

I could not be more proud of you and your dedication to bringing a smile on the faces of these children in the camp is phenomenal.

Chol Yaak Akoi,

PANTOK Project

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Bila Hodood participates at the 8th Inclusive and Supportive Education Congress – ISEC 2015 in Lisbon, Portugal and meets mentor and CEO of Places4All, Hugo Vilela.

On July 26, 2015 Bila Hodood Project participated at the Inclusive and Supportive Education Congress – ISEC 2015 under the theme: Equity and Inclusion in Education in Lisbon. The group was represented by team-members Mohammed Ali and Siarhei Kharytonau. Besides the conferences, we were also able to visit Places4All and IES / Social Entrepreneurship Institute in Porto for a meeting with its CEO and our mentor Mr Hugo Vilela. The visit enabled us to understand how Places4All, an enterprise working for access of persons with disabilities to public places in Portugal, functions and how its day-to-day work is organised.

Our visit began at ISEC, a major event concerning inclusion and special needs education in the UK, organised by the National Association for Special Education Needs (NASEN). It has been convening every five years for about 3 decades. It is the first time the congress has been held outside of the UK, since Portugal is one of the European countries that has made significant progress in making inclusive education a reality. The event was co-organised by Pró-Inclusão: Associação Nacional de Docentes de Educação Especial/Portugal. The organizers have registered practitioners, researchers, policy makers, and NGOs from more than 30 countries and around 500 specialized papers were presented during the Summit.

During the course of the congress many experts gave keynote speeches of which the most relevant to our context was Professor Eman Gaad. Professor Gaad has priceless experience in the Gulf and was very helpful, informative and interested in further collaboration between Bila Hodood and her UAE-based special needs organisations to improve the quality of services in Qatar and internationally.

Over the 4 days of the Summit we have learnt many valuable insights regarding special education trends and found out that the problem which we are tackling in Qatar (which is the provision of necessary special needs training for school personnel and families) is not just a national or regional issue, but a problem of universal scale. This reassured us that our project is a necessity, and has potential for international expansion and sustainable growth.

We also discovered that another problem to be solved is the representation and image of special needs in the public context.

Bila Hodood Project was presented personally and publicly during the course of the conference (as well as presenting WISE LV program and WISE in general) within major and concurrent sessions of which one was chaired by Bila Hodood representatives Mohammed and Siarhei.

Following the conference, Bila Hodood set off to Porto to meet with Places4All and Hugo Vilela, a preliminary agreement was set up regarding mutual representation of Places4All and Bila Hodood in our respective countries.

Mohammed Ali and Siarhei Kharytonau, on behalf of Bila Hodood Team.

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The Three Ps That Kept CampHire Going

It is said that luck happens when preparation meets opportunity. Our project, CampHire, happened when passion met opportunity and was pursued with persistent hard work. We, as every other WISE learner, are passionate about education and realize its long-term impact on individuals and societies. This passion was met with the opportunity to be a part of the Learners’ Voice program, attend WISE, and have access to valuable support and networking opportunities, which we worked hard to pursue and seize its benefits. Finally, our persistence toward achieving our goals despite the many difficulties led us to establish our project.

When teams were formed in the Learners' Voice program, our teams shared a passion to help one of the most underprivileged communities --refugees living in refugee camps-- by providing them with education tailored to their needs and the circumstances they live in and help them build sustainable livelihoods. This passion was partly driven by personal affiliations as some of the team members had family members who had lived or are currently living in a refugee camp.

The WISE Learners’ Voice program gave us the platform, support, and access to resources we needed to develop the idea further. These opportunities needed to be pursued in order to gain their benefits. Although our team was spread across continents and had different commitments and time schedules, which posed a significant team coordination challenge, we managed our work through utilizing online collaboration tools to put together a project proposal that we presented in WISE 2013. We pursued the opportunity to attend WISE beyond just presenting our project. We expanded our network and connected with several organizations who offered their support in various ways. We then launched a successful pilot of the project and formally registered CampHire as an NGO.

Even after piloting our project, there were many challenges that could have stopped us from pursuing our goal. However, our persistence helped us overcome these challenges and seek to further develop and improve our project. Several members left the team due to various reasons, so we added more team members who have experience working in refugee camps. We needed funds to support the project, so we launched a fundraising campaign through an online platform. More recently, our operations in Ethiopia had to shut down, so we went on to do field research in two refugee camps in Lebanon to set up the project there. The challenges were many, but we were persistent and found solutions.

It is important to see the project for how it could be, not just how it is. At times, the project seemed unfeasible, messy, and tiring. However, believing that it can someday be an established organization that provides education and livelihood opportunities to refugees kept us hopeful, motivated and willing to take risks.

The three Ps of passion, pursuit and persistence are the overarching factors to our accomplishments. But there are more Ps to the story: patience, positioning, presentation (of ourselves and the project), perspective, proactivity, and the well-known three Ps of a business: people, process, and product. A successful project is a blend of all these, not any one factor alone.

Fatima Akbar, CampHire Team

(2012/13 Cohort)

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The Orenda Project - Post WISE follow-up

The 2015 WISE Summit marked the culmination of the year-long Learners’ Voice program, a year in which we worked toward building a robust foundation for Orenda. The core aim of the Orenda project is to use contextualized education to alleviate poverty among marginalized populations, by establishing schools that are co-created with the beneficiaries. The Summit provided an occasion to present the progress of our projects to date, as well as to seek opportunities for further development.

The Summit itself was hectic; we had numerous meetings, pitched our idea many times and presented the project to an audience of dignitaries and education specialists. Most of the meetings we held were very successful, and although we were occasionally challenged, we received very positive feedback. Despite some positive initial interactions with potential donors at the Summit, we left the Summit realizing we could not rely on anyone but ourselves. Although we were demotivated at first, the disappointment made us stronger and more resilient. We became closer as a group and instinctively our resourcefulness flourished. This is not to say that the Summit was not productive; our conversations led to valuable developments in our project and we received first-hand insights from those working in similar environments to us. Moreover, WISE provided us with an international platform to establish our project and thus we gained critical exposure.

It was now our responsibility to take the project to the next stage. We did this by using a variety of methods to reach a wider audience. Our first goal was to raise awareness so we strengthened our social media channels and improved our website. Once we had a strong presence on social media, we felt confident enough to start a crowd funding campaign. Prior to the launch of the campaign, we announced it through social media and within our networks, in order to create a sense of anticipation. The crowd funding campaign was successful; we surpassed our target within the time frame we had planned. As students of Georgetown University we found the Georgetown community to be a great support and motivation. Students, staff, and alumni from within the global Georgetown community donated a significant portion of the funds we received through our crowd funding campaign. Parallel to the crowd funding campaign we also applied for grants and entered competitions through Georgetown University. This led to our winning the “100 Projects for Peace” Award of 2015.

One of the most significant moments of our project came when we received our first donation. It is not a day we will forget. It signaled a leap from an idea to a project with genuine foundations. The donation was delivered to us through Georgetown, but the donor remains anonymous to this day. The donation covers the cost of the school we will build in Islamabad and thus we had made a remarkable funding breakthrough. Following the donation, we held an extraordinary meeting. As a team, we agreed that we now had a genuine responsibility to turn Orenda into a tangible initiative because from that moment onwards we were accountable for the donation we had received. The donation strengthened our commitment and resolve, and we have not looked back since.

At the moment, we are working towards finalizing the curriculum that will be used at the Orenda School. We have identified the main pillars and have a rough outline of what the curriculum will look like. However, we are looking for a specialist in curriculum development who can aid us in finalizing the task.

Although we have been successful in reaching our budget target for the first year, we do not want to rely on donations and grants solely as that does not provide stability. It is also a very time consuming and exhausting method to secure funds. Currently, we are working on creating a revenue model in order to achieve some level of self-reliance. This will lead to project security and sustainability, ensuring that Orenda can make a lasting impact.

- Orenda

(Ahsan Malik, Fatima Ramadan Sanz, Thanos Sardellis, Ahwaz Akhtar and Haroon Yasin - 2013/14 Cohort)

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The WISE Experience: An Etymology

I strongly believe that the word “experience” has lost its bite. It’s a word that has been overused and misrepresented in many contexts to describe the mundane activities of our lives, but for me an experience is something that goes beyond the mundane. An experience is not a one-off event that is passively received by an individual but it is an accumulation of the knowledge gained by undergoing trials and tribulations that comprise the very source of knowledge. For me, an experience is something that you encounter, something that you engage with at a higher level, and something that you truly ingrain into your memory. You may not always be able to recall its exact details, but the lessons learnt from that encounter would manifest themselves throughout your lifetime.

The first residential session was definitely an “experience”.

I cannot even attempt to recall the specifics of each thought or idea that was shared with me throughout the two weeks by my peers and our instructors as my meagre words could not do them justice. Nevertheless, I shall attempt to share one insight that has shaped my memory of this experience in the hopes that it could add to the experience of others as well.

Memory is an integral factor in whatever we do and we must do our utmost to tackle the reality of our significantly short memory spans. From our first session that brought about ideas from many corners of the globe, one of the ideas that stuck with me was a quote about the importance of comprehending two letters as opposed to the absorption of two entire volumes. This was an incredibly powerful insight as no matter how much of an influence we may put on “comprehension” and “active listening”, the unfortunate reality is that most of my educational experience has put an undue emphasis on the passive act of absorbing as much information as possible through countless books. Despite having learnt from wonderful professors at my university, I have found that I have failed to make the most of my education as I have failed to retain many elements from the thousands of pages of text I have devoured.

Yet, as I reflected on my failures as a student, I came to realize that I still embodied the same idea that the Arab philosopher spoke about. I came to realize that losing the specificity of each author’s arguments and analyses was not a complete loss as each class I took provided me with at least two “words,” or ideas as I like to put them, that I would be able to add to my “experience” of life; these ideas are the ones that multiply with other factors infinitely to produce ideas that would lead me to other “experiences” that define who I become.

I can reason that the first residential session of the Learners’ Voice played out very much like my past fifteen years of education. I may not be able to remember the specific details of each encounter I had with the WISE Learners and trainers but I can rest reassured that the seeds of each conversation and encounter have firmly planted themselves in my experience. I am confident that these ideas will multiply exponentially with other factors to contribute to each initiative I will be part of and for this I am eternally grateful to add this experience to my experience of life.

Salman Ahad Khan, Pakistan

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WISE, the Learners, & myself: the lessons of a lifetime.

Upon receiving my acceptance into the WISE program, I was beyond excited. I had long wanted to be a part of the WISE Summit, but I was always ‘too young’. When the time came, I ensured I had a vision – my vision was to blossom. Blossom as a person: in character and intellectually, and as a leader and as a person who was empowered to create change.

The first session highlighted several key concepts, two of which had the greatest impact on me. First was the concept of self-awareness. How do you expect to be a viable leader if you are not self-aware? Self-awareness to me was redefined during the first residential session. I came to accept the difficult idea of being a very flawed human being, and then I had to move on to acknowledge my flaws. As a perfectionist, both steps were difficult to digest. One of the quotes that came about during our discussions with the Yale Fellows was: “I am me. I am authentic. If your categories don’t fit me, then it’s your categories that are the problem. Not me.” Marvin Reese, one of our Yale Fellows, said this to us. He told us of the struggles he faced and described how he constantly shied away from his flaws. However, being self-aware of all your dimensions as a person will enable you to become a viable leader in the right path towards supporting your cause. Being self-aware will allow you to say that sentence with confidence, not hesitance, because you know what you are and what you are not. You acknowledge your traits as they are, and as they are not. You allow that knowledge to the drive you in the right direction.

Secondly, the group discussed the idea of ‘education for all’. With this notion being very prominent on the modern day platform for access to education, it is always important to remember that being disadvantaged economically is not the only barrier students face. What I did not fully acknowledge is that students can struggle with education psychologically, mentally and emotionally just as much – even if they were from an elite segment of society. The example discussed was of a child who attended the best school, and was an absolute rebel – sent to the principal’s office on a daily basis for bad behavior. This child, once approached from a psychological perspective, had a lot of instability at home, which affected his performance and attitude at school. If schools do not strive to address such issues and needs that the students have, how are these institutions ensuring ‘education for all’? It’s never enough to ‘provide’ education solely. We need to ensure that we are taking other factors into account, which may affect this child’s capability (mentally, emotionally, physically and psychologically) of accessing this education. The major problem of our century is not solely getting children to sit in a classroom; it is ensuring that they are learning too.

The session included interactive sessions that allowed me to understand myself through continuous reflections, and then understand how I operate under pressure and around others. Thus, I came to deeply appreciate the importance of continuous self-reflection too. It is never enough to simply give; one should always reflect on what they are giving and how. It is never enough to simply act; one should always study one’s actions. It is never enough to simply speak; one should always contemplate what they are about to release into the world. The latter are some of the lessons I gathered through self-reflection and the continuous supportive inspirations I had from my Learners team. Grateful would be an understatement from having met these distinct individuals. I will carry their stories with me everywhere I go.

Dana Al-Anzy, Qatar

#14 #submission

How and What I learned as a WISE Learner

In a transforming world economy and job market, education should catch up by fostering transferable skills, social and emotional intelligence, motivation and confidence in problem solving through cross-disciplinary learning and hands-on projects.

This was the view I held when applying for the WISE Learners’ Voice Program. Now, several months into the Program, following much reflection and growth, my thoughts on this grand, vague notion continue to deepen.

Instead of going into a discussion on how my view of an ideal education was confirmed by the teachings in the education module, I want to reflect on my own learning experience in the Program. What my fellow learners and I aspired to see in education innovation was exactly how we learned in the session: it was learning across boundaries, beyond disciplinary knowledge, through collaboration and practical exercise, and in a stimulating environment.

Learning through collaboration

One of the most interesting activities we did was a game that tested our leadership and teamwork skills. A group of us sat around the table facing outside, unable to see the five plates on the table. The group ‘manager’, observing everything while walking around, would give out directions to the team to move and stack the plates together in the middle. The task was more difficult than we expected. But once everyone turned around, facing the plates and each other, we were able to complete the task without the manager’s directions.

The game left me reflecting a lot about working on education projects in a group. While everyone might have brilliant ideas, successful execution lies in the concerted efforts of a team. In the first part of the exercise, some team members became anxious as they did not receive any directions, while others got frustrated as they did not know exactly which direction to go. This resembles real-life situations, where some members in a team need to exert focused effort while others will have to play a supportive role.

Reflecting on our past education that emphasizes leadership and excellence from a single-sided perspective, this exercise taught me that leadership is also about delegation and trust. It is about supporting each other when needed, and making sure the team reaches consensus on the goal - just like in the exercise when people turned around to face the situation, they soon realized the aim of the stacking was to form the word “power“.

Learning through exploration

At the Qatar National Convention Centre (QNCC), where our first residential session was held, Qatar’s annual international book fair caught our attention. Knowing that this is a great opportunity to learn more about local happenings besides wondering around the Souq, we ventured there during lunch breaks. It turned out to be less about reading and more of a cultural experience.

We were strolling among book displays from various countries when we came across a gentleman sitting in front of a well-decorated booth. With the help of our fellow local learner Haia, we each got an exquisite Arabic calligraphy of our name! The experience was both fun and educational. It came as a surprise, but turned out to be a wonderful half-hour-long conversation about the Arabic language and naming culture. It would not have happened so naturally between international and local learners, but this is what I value as part of my education experience in Qatar: a step further in the exploration of the country, the culture, the fascinating language and traditions that our local peers explained eloquently to us.

Learning by having fun, together!

We were fortunate to have a day off during the session, and many of us decided to go on a tour of the desert. (Again, without the help of our local fellow learners, it would have taken much more effort to make the trip happen.) Chatting along the way with our driver and among our selves, listening to Arabic, Indian, American and many other cultures’ music, we felt much closer towards being real friends, who learn and grow together.

While many of us have gone through fierce competition in the pursuit of excellence, I believe it is important to keep happiness an essential component of our learning and life experiences. After all, we learn to make ourselves and every individual in the world lead a life of meaningfulness and happiness. Going back to my ideal of education in the future, the transferable skills, social emotional intelligence, and practical skills are all aimed to benefit the well-being of individuals and the world, and this can’t be achieved without collaborative effort and practical exposure, just as our efforts in preparing for a desert trip and living the experience with joy for everyone, as captured in the picture.

I left Doha with gratitude for an enriching experience of collaboration, discovery, and joy, as well as a deepened aspiration to transfer my own journey into an educational experience for more learners in and outside of classrooms.

Danxi Shen, China

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The Power of Example

The session we had this past January was a transformational experience in many regards. I have waited longenough to share my thoughts on this but there are certain moments that I am confident will stay with me forever. In fact, the one simple, greatest, wonderful, beautiful, and priceless element of the program during this past session in January and in the WISE Learner’s Voice Program as a whole have been… the stories. I love stories. I live for stories. And when our incredibly diverse group comes together to share our unique, deeply personal journeys in life, the results are magical. In short, the inspiration that I have drawn from our amazing group of young people who have their hearts set on revolutionizing societies around them cannot be put into words.

Further, it cannot be overstated that we as individuals have set great examples for each other. The Learners are not just a bunch of overachievers, but a community of genuinely good people who wish to serve others. If I could hope to emulate at least some degree of Chol’s resilience or Sherif’s warmth, Shaima’s persistence or Sanchirma’s kindness, or… – well, the list goes on you see – I know these qualities would pour into everything else that I do in life as well.

Also, following our encounter with the Yale World Fellows, I have experienced an elevated level of consciousness when it comes to my personal relationships with people. I now have a much better developed intuitive understanding of people’s motivations and how that could be nurtured and perhaps wielded to achieve great feats in group settings. I believe this too shall feed into every endeavor I will undertake in the future.

All in all, this program really does kick start the careers of young entrepreneurs. I cannot wait to see where all of us end up in ten years, and this network of friends that we have built would be an indispensable resource. To conclude, I would like to give a genuinely heartfelt thanks to the Learners’ Voice team for putting this together and I am certain that we will do our best not to disappoint!

Hisham bin Hashim, India

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My Reflections as a Learner

WISE Summit, November 2014

The 2014 WISE Summit was the first activity I participated in as a WISE Learner. I remember the inspiring remark that Dr. Tony Wagner made in his special address: “the world no longer cares about what you know but what you can do with what you know”. That moment made me certain that I wanted to do something for education. I went through the program in detail and choose what goes with my interest and what I want to know more about. I attended a lot of sessions, workshops, and special talks and addresses. This experience was fascinating for me as I explored many different perspectives on creativity in education, which undoubtedly enhances the quality of education. After the Summit, I did some reading to enhance my knowledge on pressing topics in education, and I was so excited for the upcoming first residential sessions.

First Residential Session, January 2015

As a teacher in one of Qatar’s independent schools, it was crucial for me to focus and get the maximum of the education and leadership module for the first residential sessions.

In the first few days I was hoping to have clear answers to the question on my mind. After two or three days I realized that it would take much more effort to find these answers, and this effort was hinged on strong research and lots of reading. I still remember the session with Dr. Tariq – the CEO of Silatech – about women’s education. After this session I realized that we need further investigation of the outcomes and the consequences of educating women, and of the different perspectives around the topic, especially in the MENA region. From this session I took away the following:

- Knowledge of the education reform that has been taking place in Qatar over the last 10 years

- Knowledge of the five main goals of education: access, equity, relevance, quality, and efficiency.

- Knowledge of issues with education in emergencies through the small research I did with my group and the real stories we heard from the experience and background of some of the Learners.

- Answers to some of my concerns regarding the idea of entrepreneurship and education.

For me personally, it was difficult to learn about new theories in the sessions and then try and apply them in my classroom, as there is a definite challenge between applying theory in practice. I really appreciate the experience of the Program since I believe it will certainly nourish my career in the field of education, and my practice as a teacher. To me the interest and research in education is a life journey and not a station. Finally yet importantly, I would like to send many thanks to the whole Learners’ Voice team and the Yale fellow for reinforcing this experience for me as Learner, a mathematics teacher and a human being.

Dana Al Marri, Qatar

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Ten Days To Count

I am not the gym-going kind. I prefer thinking to ice hockey, and books to cast-iron dumbbells. Pumping up thousands of neurons, versus a few select muscles, is the path I chose the night I was born. From that path emerged the WISE Learners’ Voice Program. The first residential session of the Program was a cerebral sprint championship for me: a rare occasion when I could literally feel the presence of my brain, its shape inside my head, because it was working as hard as Lightning Bolt’s feet when he broke the world record.

The residential session was an inspiring chain of discoveries. I have entered unknown valleys of knowledge and viewed things from perspectives unseen, but most importantly I questioned the foundations of thinking that I was used to; I broke the walls of routine and shook the dust of my customary vision to develop a new dimension of personal creativity.I saw my colleagues in different lights and through different lenses; they became my lifelong friends, we became the WISE family. We viewed the world around us and inside each of us, opening up to each other with every activity, be it the games we played with Dr. Mofeed Aql from Qatar University who taught us about capacity building in practice, or any exercise we did with the Yale World Fellows.

One encounter that made me reconsider my own vision of routine and communication was a discussion with Dr. Tarik Yousef, an expert on the economies of the Arab world. His view of how education (and female education, in particular) has changed the shape of modern globalized economies, households and family structures was really mind-blowing – I have revisited that conversation many times upon my return to Europe. Another inspiring cultural insight (apart from those happening outside the formal session) was an introduction to the historical dimensions of learning and teaching in the ancient Arab world, presented by Noor Doukmak, 2011-12 WISE Learner.

We learnt a lot from the Yale World Fellows who generously shared their time with us during the last four days of the first residential session. Divided into two major sections – leadership and communications – the workshops conducted by the Fellows spear-headed us into forming groups with whom we will be developing projects throughout the year. These projects all have a space to present at the next WISE Summit, but it is our job to make sure they are selected by applying what we learnt in these sessions, and by fully engaging, and trusting, the process.

The below is a poetic retrospective of the session. It is based on experiences, real events and biographies. The stories of all characters and events depicted herein are true and are free to be used as a source of inspiration. All characters are mentioned - directly or metaphorically - in the same order as they appear at http://www.wise-qatar.org/learners-voice-5

Let’s count. Ten days – is that enough

To change a being of a child,

To shed one million sparkling lights

On where you are - and where you aren’t?

Become a face of South Sudan

(In someone’s eyes I know you are),

Empower those in Sana’a -

Or party hard in Pakistan?

Enough, to set your world on fire

And climb on cloud Kilimanjaro

Or learn of how three generations

Form discourse of maroon in nation?

Ten days of teaching for Qatar

Or learning how to read Qur’an,

Designing schools - in just ten days

(considering your B.F.A.s)?

Studying for hardest of exams

To be a doctor soon someday,

And tell a story to outsider

To stay up in his dreams for days?

I’m not a poet, you shall know -

I’m catching wording out of flow.

Khartoum is calling – there’s no time

To say goodbye, but yes… Goodbye.

My friend, I’m sad, but have to go.

Mongolian teacher’s on the floor.

It’s evening, time for Hizbullah

To pray. I’m drowning in adhan

Soon someone hailing from Kerala

Tells of his lifetime in the Gulf.

But conversation’s snapping down -

Koalas all over the town!

Sheriff’s voice calls up for Amal

Ten days are perfectly enough

To make good friend, a Georgetown rowdy,

I’m glad we’re in one team taskforcing!

It’s warm here as it’s warm in Cyprus -

Three hours flight with autopilots.

Ten days again come to my mind

Are they enough to see Vietnam?

Learn Ezequiel is not Jamal?

To know Salman who knows design?

A flow recall from Istanbul -

I met that girl from Bo Review.

Ten days - enough to fight with windmills

And measure temperature for penguins

(Endangered species, not a joke

Ask Bonnie – she might tell you more).

Ten days kayaking in Brazil.

But I still wonder if I will

Change someone’s life in just ten days

If I can’t end up with this text.

Like Hoya blooming in its tint

Or Goya making other print,

Abdi, you teach them Hoya English

And how to sing ‘Dust in the wind’.

In zones of conflicts, war and freeze.

I’m like a freshman in retreat

Who fights Leviathans in many

To rest their nonchalance in peace.

‘Last call for those who’d seat and wait

Flying from Doha to Belgrade’.

Planes take off every forty seconds

I’m not yet done with day’s update.

There’s been too much to now think over

Haiti, Aleph, skies so swollen,

The morning cut the lights, Malala

Leads to discussion on Tirana.

And then – lives we have all forgotten bout.

Again.

Headlines,

headlights,

head hurts,

heart talks,

art walks!

Tear falls…

And runs the path along my face

I’m not afraid of being frank

As long as wall of China wants us

(And Tom from Harvard in US).

I’m lucky meeting Yale, you guys

Are milestones on my way with WISE.

WISE team worth mentioning in poem -

But names are breaking all my rhymes.

‘You think strategically, kid,

They wouldn’t let you to Madrid!’

Alright, here come my thanks to Haya,

As well as Dina and Ali.

We haven’t yet secured our places

And there’s still lots of things to do

We’d make our way to Spain and get there

If only’d work as hard as you.

I fell asleep in Katmandu,

But hazes of Atlantic brume

Brought accent over cubic liters

How far’s El Salvador from you?

Two-year-old singing while you play

Your piano, sounds so far away.

Today I’m in the land of Britain,

Memoonah, Kingdom’s still okay.

Ten days become ten months if you

Can’t come to see those thirty-two

QNCC and streets of Doha -

and raindrops over Corniche, too.

Let’s count. Ten days -

They were enough

To change at least one life,

My life.

It’s been a while since I woke up.

I shall admit, much fun it’s been -

Writing this follow up for session

January 20, two thousand fifteen.

Siarhei Kharytonau, Belarus

#14 #submission

WISE experience

Since getting into the WISE Learners' Voice Program, I knew that my life would change for the better. Naturally I have always been an introvert who has had a hard time making friends and being social, especially with people who have completely different backgrounds to me. Applying to WISE was my way of breaking that barrier by getting out of my comfort zone.

Thus far, the Program has been nothing less than remarkable. Meeting all of these people from different parts of the world, places I didn't even know existed, has really broadened my horizons. If I have learned one thing from this program so far, it is that no matter where we are from, we are in essence all the same. We look different, we speak differently, we come from different places, but in the end we like the same things, laugh at the same things, dislike the same things, we are all so similar. Furthermore, this experience has taught me that it really does not matter where you come from or what your socioeconomic status is, what determines how people perceive you is by who you are and what you do.

During the residential session held in Qatar, I got to meet the Learners that I did not have a chance to talk to during the WISE Summit. It was such a rewarding experience, sharing stories about who we are and where we came from. By the end of it, I didn't care who was in my team because I wanted to work with everyone, every person had such a unique talent to offer, so for me it was a win win either way. After this residential session I realized that my participation on the Program should not be narrowly focused on the development of the most successful project, that of course would be an added bonus. However, I realized that the journey itself is much more treasured than the end result. I am looking forward to this life changing experience! As Ralph Waldo Emerson once said — ‘Life is a journey, not a destination.’

Ahmed Al-Qahtani, Qatar

#14 #submission

Education in Diversity

Much has been written on this blog about the importance and relevance of the WISE Learners' Voice Program. My bright-minded colleagues have highlighted how in just 10 days, we evolved from a group of actively involved students to a community valuing and centering education and innovation as a necessity for progress in the world.

Now, I could go many pages discussing their insights and why these are relevant to young people invested in the education sector, but I prefer to state the obvious first and explain why this is the key to success in any project related to human social progress. The obvious, of course, is the fact that the more diverse a group of people is, the more likely they are to arrive at innovative and holistic ideas. Let me give you a few examples from our first residential session in Doha this past January that illustrate this claim.

Leading and Reconciling

It was clear from the first day at the residential session that many of us had different leadership styles and assumptions about what is the best way to tackle issues. Many of the exercises developed carefully by the Yale World Fellows tried to make these distinctions evident by making us deal with frustration, ineffective communication scenarios and stress…a lot of stress. Now, if you can imagine a room full of 30 young people frustrated at a puzzle (one of the exercises), imagine their frustration at educational issues where they don’t have any control of the circumstances in which these problems arise. It is how we manage our internal disagreements, and how we decide to include them in possible solutions, that makes a great innovator, great. Well, in our residential sessions, we were able to see how each of us from many different backgrounds and countries managed to reconcile that not having control over certain situations is an inherent part of problem-solving initiatives. The different styles to cope with this leadership problem was exhibited by the diversity in the room. While some needed to discuss issues, others drew or prototyped solutions. The diversity in how to deal with this ambiguity of leadership, in the end, reconciled that all styles for problem solving are valuable and should be cared about.

Life examples

Another key learning outcome of the first residential session in Doha, was the possibility to hear incredible life stories that impacted our group in terms of what it means to have determination in one’s life. Examples of resilience, grit, happiness, duress and accomplishment were shared by all Learners. Having had the chance to interact with my fellow learners, I can happily say that it is because of their life trajectories that each of them have a unique perspective on why we need to re-think the education sector for the better. When a group of young entrepreneurs is given a platform to share life lessons, the sharing and vulnerabilities of standing and speaking up creates a sense of community and shared responsibility. This, among other team-building exercise, are key for success. But here is the difference between WISE and other similar programs: diversity. In a room where no two individuals shared the same background (be it national, academic or professional), the power of life narratives and shared vision at an early stage of group formation is key to garnering the right energies for a year-long commitment.

In sum, diversity in how we lead and how we have lived so far, makes a group of young people a powerful forum for incubating ideas that hopefully transcend solving a particular problem, but highlight a way of doing and living. Diversity amongst us made us similar in that beyond all our differences, we are in a joint mission to lead, reconcile and progress the state of education globally.

Ezequiel Jimenez, Argentina

#14 #submission

My thoughts

“I believe in knowing who you are but without limiting yourself to your own expectation of who you are.” ― Charlotte Eriksson, Empty Roads & Broken Bottles; in search for The Great Perhaps.

If I had to reflect upon my innumerable experiences from the Doha Residential Session in a nutshell, I would say that it was a journey of introspection and self-discovery. More often than not, individuals tend to formulate their image of themselves through the perceptions of others around them; i.e subconsciously. At the first residential session of the WISE Learners’ Voice Program, I had the experience of getting to know myself consciously by seeing how I react to various situations; in different groups of people; to varying group dynamics; to a diverse spectrum of ideas; with opportunity structures that build upon my strengths; in the face of frustrations; in those “ah-haa” moments. Most often than not, we are so caught up in the moment, in the ferociously fast pace nature of our lives, that it becomes really hard to catch a breath and realize where one experience ends and the other begins. This is because we are passive recipients of whatever life throws at us. Through their tireless endeavors over the course of five days, the Yale World Fellows made sure to change all that through each and every activity that we did.

I can still vividly remember how every person in the room stood up on that flimsy chair and shared who they were, charted the course of how their lives brought them here and voiced their hopes and aspirations for the future. I am also aware of how, in those fleeting moments, the room seemed smaller than it really was; not because there were somehow more people there, but because of the positive energy reverberating through it by the power of our stories. At that very instant, the world’s leading intellectuals and policy makers were also gathering to express their serious grievances and contentions in the aftermath of the Charlie Hebdo attacks in Paris, in a tirade starkly reminiscent of Samuel Huntington’s “Clash of the Civilization” narrative. And yet here we were, the thirty four of us, belonging to different cultural, religious, ethnic, racial and socioeconomic backgrounds, but sharing a common vision; a vision to make our each coming tomorrow better than our each passing today by harnessing the power of education.

Standing on that flimsy chair, laying bear our vulnerabilities and our aspirations, the room grew smaller. In that moment, the power of our collective humanity triumphed over our many apparent differences and reductionist narratives such as the clash of civilizations. In that moment, anything and everything seemed possible.

“Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has”. - Margaret Mead

Abdurrehman Naveed, Pakistan

#14 #submission

What we should be aiming for, through education

Is education important? It is hard to imagine someone replying “no”; but, going a little deeper, why is it important? Why should we –people, government, enterprises, etc. - care and invest in education? If we are not able to answer these questions clearly, we are at risk of engaging in actions which do not have a solid structure and will therefore not have consistent impact past the short-term. It is necessary to be conscious of what we want to achieve through education, in order to design and execute strategies that effectively lead us to those results in the short, medium and long term. With this in mind, I want to explain some of what I think are the most important goals for us to set, in order to build a functional education policy.

First of all, when designing education policies, we should aim at forming better human beings. The progression of humans must be the purpose of every public policy –both at individual and collective levels-, especially regarding education. According to this, a proper education strategy must include the obvious element of imparting academic knowledge, but it should also point at providing people with the necessary skills and abilities to perform in life. It must include elements such as –but not limited to- peace culture, social and ecological awareness, resilience, critical thinking, creativity and character building, ethics and also civic engagement. Education policies must reinforce and release peoples potential.

Secondly, strategies in education policies should aim at building a strong social fabric. Adequate actions at the individual level may lead to this, but it is also important to include specific objectives such as promoting empathy and conflict resolution in order to improve coexistence and living conditions. Also, they should aim at promoting social justice, integration and solidarity to counter issues such as violence, exclusion and discrimination. Therefore, education policies should aim at generating the adequate conditions for the education process to take place, involving all the stakeholders in it.

Thirdly, education should be aimed at developing the economic dimension of societies. Economics is fundamental, and education systems should be aimed at strengthening the economic system. This implies that education should promote productivity and economic growth with equity among people, but also equal access to opportunities and a sustainable development model. Since education should be aimed at promoting development based on the people and for the people, it is important that besides providing equal high-quality instruction, a good education policy must take into account equity in opportunities to put to work this potential, and give people the tools to break the cycle of poverty, through employment as well as entrepreneurship.

Last but not least, education policies should be aimed at improving society’s political culture. Regardless of the political system, critical thinking, awareness and empowered participation contribute strongly to a society. Education should aim at fostering citizens who embrace social awareness and civic engagement, so they will be committed to doing right for the benefit of the community, and will be willing to take action to impact positively in their context, putting common good above personal interest when necessary. Also, these citizens may provide feedback for governments, leading to improvement in public administration and political institutions because they would be able to make better decisions and offer better services to satisfy people’s needs.

As a conclusion, I want to highlight the strategic importance of choosing the right objectives when designing and executing any policy related to education, and being aware of what they imply. If any education policy is focusing merely on teaching academic content but is not providing students a safe space for the development of the self, or leaving out many of the elements stated above, then policy makers should seriously rethink what they are seeking in the long-term and reformulate their strategies.

Carlos Sosa, El Salvador

#14 #submission

My Words and Thoughts on the WISE Learners’ Voice Residential Sessions, January 2015

It was a great experience for me to meet youth from different cultures, religions, and ethnicities. Everyone exchanged stories of their experiences and successes; each participant came from a different background and with new innovative ideas and projects on how to improve education systems globally. The program started with its first module on education where we had to conduct a small research project. I found this very useful because the topic of our group was Education in Emergency Situations which attracted me to study more about it. We started searching to find out what is going on globally about education in emergency situations and the organizations working in this area. During two days of group work on the project, we came up with good data and information which we then summarized in a Powerpoint presentation along with pictures from implemented activities of education in emergency situation. I have personal experience of helping more than 300 students who were displaced by a flood in eastern Afghanistan, where our organization provided mobile schools, tent-based classes, and volunteer teachers in this emergency situation.

I learned a lot from my first week in Doha about solid research methods, identifying reliable resources on the internet, attracting the audiences’ attention to our presentation, presenting it and finally speaking confidently in public.

The second week started with very important topics which were formation of groups and how to design projects, how to work in groups, how to help each other, how to work through challenges and problems, how to work on innovative and sustainable projects during the year. The workshop was conducted by Yale World Fellows, individuals who were really leaders in their respective fields, who were always open minded and helpful. We learned a lot about the topics mentioned through a series of practical examples and activities.

The Leadership and Communication workshop was another unique learning session with such a diverse group of youth. I learned different methods of good communication and how to behave towards others in a positive way, as well as how to work in a team consisted of different cultures, religions, and ethnic groups.

The most important part of the workshop for me was when we shared our stories with the group, which also provided an opportunity for everyone to show his/her leadership and communication style by showing the effective part of a speaker such as body language, gesture, eye contact and using simple language during speaking in order to deliver the right message to the audiences and also to share the hard times and good times of life, achievements and accomplishments.

The “Living on Mars” exercise was about human survival in difficult times. I learned the real power of unity, coordination and mutual respect. I learned how to keep our human dignity above ethnicity, culture, and religion. The exercise showed us a way of living together as a one human community in this global village of all kinds.

Finally, I would like to express my thanks to the WISE team for presenting such an international initiative for the youth. I am sure that the learning outcomes from this program will create more peaceful messages around the world and will of course remain in our minds and hearts forever.

Hizbullah Baryal, Afghanistan

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The Learners' Voice Experience

After the first WISE Learners’ Voice residential session: First Thoughts

Consider you’re reading my diary.

Imagine yourself among 30 young people who feel deeply concerned about education in their respective countries, and the world. Let’s say you are one of them. Would you feel like the one who has absolutely something to say, acting like you’re the one and only leader? Or would you feel compelled to listen, react, share your ideas, express your feelings, your vision because the mission is bigger than your own desire? If you choose to answer the second question, you might have been selected to be part of the WISE Learners cohort and experience a life changing program!

Understand the scope of education

Before going further on how this Program is going to change my life, let me share with you some thoughts on education. Just to make it clear: education for me was the biggest step I’ve ever made. Coming from a developing country, I have always thought that change we need in our country has to come from education. But I have thought only about formal education. Education that is institutionalized, intentional and planned through public education systems. Education that takes place in educational institutions that are designed to provide full-time education for students in a system designed as a continuous educational pathway.

When I was preparing for the first residential session of the WISE Learners’ Voice Program in Doha, I read some of Dr Tom Cassidy’s papers about education. My vision of education was enlightened. It was not purely restricted to formal education, access to which is still a big issue in my country. Then, I started to think about non-formal education or informal learning possibilities that could also contribute to educating the population.

I started questioning myself. How could we have excellent alternative education that is complementary to formal education in a developing country if we don’t assure that existing formal education systems can prepare children to effect change? Of course, it was obvious to me that depending on the context, the country, the change in the education system is going to be different.

So it appears clearly to me that whether it is incidental, random learning or informal learning, formal or non-formal education, education is a lifelong process. It’s not as I expected: “Study until X years, start to work and then have a family.” Life can’t be as simple as that.

1st Residential Session: Knowing Yourself

For the duration of ten days (January 4-14), we were exposed to different specialists. For the first week, discussions were focused on education such as the scope and drivers of education, innovation, creativity, and education’s foundations. We had to share our own education story and experience of it. It was really appropriate because you cannot make change in a system that you do not know. And you need the necessary background to even think about change.

The first part of the session not only gave us an important background on education it also made us understand the importance of communication in a group, memory for creativity and the theoretical framework of a good school. The results of the participatory method were astonishing!

The second part of the session was even more amazing. The Yale World Fellows team administered it. Anyone would agree on how this part of the session will change our lives. Not because we realized that we had a common vision…but because we were conducted to look deeply into ourselves, to see how we are and how we could work together to make change.

There is nothing most important when you can discover your own values, and how they can lead you to specific actions. Yes, I have always been involved in experiences of non-formal education but did not push myself to be committed to improve formal education.

I have discovered my limits, my fears. Even when I was quiet, my spirit was travelling to a world of possibility. The silence was in my face but not inside me. Because every learner’s story showed me that we can work to touch millions of lives and make this world a better place. Every learner had an inspiring story.

I have realized that only you can stop you. Sometimes you need a light to follow. Once you find it, you don’t have to look back, but just to be sure that you are on the right way.

Be Engaged

I have realized that education is a complex system. In a developing country, we might have the well-educated persons in leading positions, that doesn’t mean we will see the change happening. These people have followed all the steps in this system, they succeed with best skills, but access to a better education is still restricted in their own country.

I have realized that I want to see the change before I die; I want to represent ideas, I want to represent possibilities.

After further thoughts, this WISE Learners’ Voice Program could be a life-changing experience! I am sure.

Yvens Rumbold, Haiti

#14

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