RCE Borderlands Mexico-USA - 2018

CURRENT PROJECT 4. Socioemotional Development as Sustainable Development: ‘México Insurgente Secondary School’ in El Molino Namiquipa, Chihuahua México
Basic Information
Title of project : 
CURRENT PROJECT 4. Socioemotional Development as Sustainable Development: ‘México Insurgente Secondary School’ in El Molino Namiquipa, Chihuahua México
Submitting RCE: 
RCE Borderlands México-USA
Contributing organization(s) : 
1. Name:
Mtra. Griselda Adriana Saucedo
Organizational Affiliation:
Federal Secondary School ES-25 ‘México Insurgente’
E-mail: mexicoinsurgente_25@hotmail.com

2. Name:
Profr. Natalio Rocha
Organizational Affiliation:
Escuela Secundaria Federal ES-25 "México Insurgente"
E-mail: mexicoinsurgente_25@hotmail.com

3. Name:
Prof. Dr. Carolina López C.
Organizational Affiliation:
Living Lab/Centro de Diálogo y Transformación Inc.
E-mail: living.lab.cdt.inc@gmail.com(link sends e-mail)
Format of project: 
Workshops, Power Point; on-the ground activities applying the Socioemotional Learning content as part of the transformation toward sustainability.
Language of project: 
Date of submission:
Monday, October 22, 2018
Ley General de Educación. Artículo 50 (20-09-2013)
At what level is the policy operating?: 
Geographical & Education Information
1) El Molino Namiquipa, Chihuahua, 2) Chihuahua, Chih., 3) Zona Escolar Serrana 1, Chihuahua México
Address of focal point institution for project: 
1.Escuela Secundaria Federal ES-25 ‘México Insurgente’
Av. Insurgente #606
El Molino Namiquipa, Chihuahua
31964 México

2. Living Lab/Centro de Diálogo y Transformación- RCE BMU
Priv. de Encino 1905-2
Col. Granjas
Chihuahua, Chih.
31100 México
Target Audience:
Socioeconomic and environmental characteristics of the area : 
Namiquipa is one of the 67 municipalities of Chihuahua, in northern Mexico. The municipal seat lies at Namiquipa. As of 2010, the municipality had a total population of 22,880, up from 20,314 as of 2005. As of 2010, the town of Namiquipa had a population of 1,752, up from 1,718 as of 2005. Other than the town of Namiquipa, the municipality had 363 localities, the largest of which (with 2010 populations in parentheses) were: Santa Ana (2,978), classified as urban, and El Terrero (2,621), El Molino (2,176), Benito Juárez (1,967), classified as urban, and Cruces (1,206), and Independencia (Cologachi) (1,088), classified as rural (WP. Accessed 25-10-18).

Chihuahua City is surrounded by plains to the North and hills on both the North and the South sides; it is crossed East-and-West by Teófilo Borunda Avenue, which follows the natural flow of the Chuvíscar River. Borunda Ave. is crossed in the West by the Periférico de la Juventud, a major limited-access highway running North and South. The main entrance to the city from the North is Tecnológico Avenue, part of the Pan-American Highway. The geography of the city is dominated by three hills that appear in the Coat of Arms: Cerro Grande, Cerro Coronel and Santa Rosa, the last of which is fully covered by the city. The Cerro Grande has a monumental cross that is lighted each Christmas.
To the East and Northeast, is the Mountain Range Sierra Nombre de Dios, across the Sacramento River from the city. Contained therein, off of Heróico Colegio Militar Ave, are the Nombre de Dios Caverns, a beautiful natural display of minerals and underground formations. To the far East and South is General Roberto Fierro Villalobos International Airport and the highway to the US-Mexican border crossing at Presidio, Texas and Ojinaga, Chihuahua (WP. Accessed 23-10-18).

Chihuahua is the twelfth largest city in Mexico, and one of the most industrialized. Manufacturing is very important and, at the time of writing, there are nine major industrial parks and 79 maquila manufacturing plants which employ about 45,000 people. The city serves as an alternative destination for maquiladora operators that require quick access to the US-México border but wish to avoid both the higher costs and higher turnover rates of employment of the immediate border area. Of all interior (non-border) locations in Mexico, Chihuahua has the largest maquiladora presence in the country. Some of the larger companies include Ford Motor Co., Sumitomo Electrical, Honeywell, Hallmark, and LG Electronics.

The entire state of Chihuahua is also a thriving economic center. Chihuahua's annual Gross State Product (GSP) is approximately $6.2 billion. There are more than 350 established manufacturing and assembly plants in the state; manufacturing accounts for a third of the total GSP, while trade and other services amount to 53.5%. Chihuahua has the largest amount of forested land in all of Mexico. Forty-four percent of Chihuahua's workers are employed in commerce and services, while slightly more than a third of the workforce is employed in mining and industry. In mining, Chihuahua state is the leading national producer of non-ferrous minerals and zinc; it is second nationwide in silver extraction. Agricultural production makes up only 6% of the total GSP, however the state is the leading producer of apples, nuts, cattle and sheep raising nationally, and second in pine and oak trees harvested nationwide (WP. Accessed 23-10-18).
Description of sustainable development challenge(s) in the area the project addresses: 
The challenges to sustainable development in our area amount to the lack of several essential components, beginning with the lack of basic formation in the human person. For example, it is imperative to instill in people the awareness, concern, skills, knowledge, attitudes, behaviors and commitments to living lives that honor the human community and the natural environment.
While these aforementioned ‘components’ are invisible to the human eye, they are necessary in order for us to live gainful lives, and to live in ways that enhance human and environmental wellbeing within our immediate surroundings.

The Federal Secretariat of Public Education allows curricular adaptations to the required Socioemotional Education Guidelines. The LL/CDT-RCE BMU Curricular Program-- Socioemotional Development as Sustainable Development, links the required Socioemotional Education content to activities where students become aware of the challenges and the opportunities for sustainable development found in their localities. Inherent to our programs, students apply their newfound knowledge in order to design and carry out actions that help transform their localities toward inclusive and sustainable development. In the process of transforming their communities, the students themselves are transformed. In the virtuous circle created by the Program, the environment is transformed; the students are transformed; the community is transformed; and students’ family members are positively impacted by the activities carried out, and by the socioemotional growth and the values adopted by program participants.
October, 2018
° By engaging in transformative activities for our communities and our environment, we ourselves are transformed
° The federal Secretariat of Public Education requires that Socioemotional Education be taught at all levels throughout the public school system. In collaboration with Federal Secondary School ES-25 ‘México Insurgente’, LL/CDT-RCE BMU has created the Socioemotional Development as Sustainable Development Curricular Program which ties the federal guidelines for Socioemotional Education to Sustainable Development Education and transformative activities. This results in a win-win where in the process of fulfilling federal requirements, the environment is transformed; the students are transformed; the community is transformed; and students’ family members are positively impacted by the activities carried out, and by the socioemotional growth and the values adopted by program participants.
° Comply with federal curricular requirements in the area of Socioemotional Education
° Adapt federal Socioemotional Education programs to the local context
° Link the Socioemotional Education content to Education for Sustainable Development
° Allow students to internalize the knowledge, values and skills presented by designing, implementing and evaluating transformative activities designed to move their local community and the natural environment toward full inclusion and sustainability.
° Pilot the ‘Socioemotional Development as Sustainable Development Program’ at Federal Secondary School ES-25 ‘México Insurgente’ and to improve the program based on results of the pilot study.
° Apply the ‘Socioemotional Development as Sustainable Development Program’ in schools throughout School District ‘Zona Serrana 1’.
° Offer the program to school districts throughout the state of Chihuahua
° Possibly offer the program at the national level
Activities and/or practices employed: 
° Interactive Socioemotional Education Workshops are offered to students, school personnel, parents and community members
° Each groups conducts a Situational Analysis and a Needs Analysis of their immediate context
° Objectives are created in light of these analyses
° An action plan and an implementation timeline are developed
° Participant-generated transformative programs are implemented
° Ongoing monitoring and evaluation of project implementation is conducted in light of project objectives
° Studies of Policy Implications are derived from the outcomes of project implementation
° Policy recommendations are given to the municipal and the state authorities in order to help move policy regimes toward sustainability
Size of academic audience: 
° Educators and Education Officials in the State of Chihuahua ° Educators and Education Officials at the Federal Level ° Outcomes are analyzed, published and disseminated in Spanish and English-language academic journals ° Policy Implications Studies a
° Socioemotional Education content is internalized and mastered
° Individuals are transformed through the acquisition of knowledge, skills, attitudes, values and behaviors that are applied as they work for the positive transformation of the local community and the natural environment.
° The Socioemotional nature of individuals and the collective are gradually transformed as they strive together for the transformation of the community and the environment.
° The community and the environment are transformed toward a more sustainable and inclusive way of being.
° Community cohesion is strengthened through these transformative activities.
Lessons learned: 
° Federally-mandated Socioemotional curricular content fits very well with the teachings and the values required for sustainable and inclusive development.
° Linking the federally-required content with Sustainability Education gives students an excellent way to externalize-- or to make visible-- the socioemotional content that they have acquired, internalized and made their own.
° The participant-designed activities transform the community, the environment, and the students themselves toward truly inclusive and sustainable development.
° In this process, students discover their agency and their limitless power to transform all that is around them for the greater good. Through this discovery, they are enabled to analyze, to understand, to create and to implement solutions to local challenges. Through this process, they become very self-confident and empowered individuals.
Key messages: 
° It is in transforming for the good that we ourselves are transformed
° In discovering our own agency, we become boundlessly empowered to move toward sustainable development, and toward the good of our communities and the surrounding environment
° The personal growth of individuals through this program meets and surpasses the curricular requirements for the federal Socioemotional Education Program.
Relationship to other RCE activities: 
The Socioemotional Development as Sustainable Development Program boosts the individual and the collective inner transformation required for reaching inclusive and sustainable development.
° ES-25 has a small amount of funding, which doesn’t cover the costs of the program designers and implementers
° The Zona Serrana 1 School District has some funding; yet none has been allotted to this program to date.
° State and federal funding do exist; however, it is extremely tricky for us to be able to apply funding to this actual work. This makes it very difficult to move forward due to the extreme limitations on resources.
° Living Lab/Centro de Diálogo y Transformación Inc. is a donation-eligible charitable organization. We will soon be seeking corporate sponsors to help us continue with this work.
° We may be able to charge for program design and implementation after the initial pilot is finished
°°° Please help guide us to potential funding sources. There is so much that is needed, so any amount of funding would be greatly valuable to the efforts of these communities!


File Name Caption for picture Photo Credit
Image icon 1. Ed. Socioemocional. 17-10-18.jpg (55.15 KB) Boys participating in the Socioemotional Development as Sustainable Development Pilot Workshop. 17 October 2018. ES-25. El Molino Namiquipa. Griselda Adriana Saucedo
Image icon 2. Ed. Socioemocional. 17-10-18.jpg (91.2 KB) Girl doing an introspection exercise. Socioemotional Development as Sustainable Development Pilot Workshop. 17 October 2018. ES-25. El Molino Namiquipa. Griselda Adriana Saucedo
Image icon 3. Ed. Socioemocional. 17-10-18.jpg (55.25 KB) Socioemotional Development as Sustainable Development. Pilot workshop in ES-25 'México Insurgente', El Molino Namiquipa, Chihuahua. 17 October 2018. Griselda Adriana Saucedo
References and reference materials: 
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 1 - End poverty in all its forms everywhere 
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
SDG 5 - Achieve gender equality and empower all women and girls 
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
SDG 7 - Ensure access to affordable, reliable, sustainable and modern energy for all 
SDG 8 - Promote sustained, inclusive and sustainable economic growth, full and productive employment, and decent work for all 
SDG 9 - Build resilient infrastructure, promote inclusive and sustainable industrialisation, and foster innovation 
SDG 10 - Reduce inequality within and among countries 
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
SDG 12 - Ensure sustainable consumption and production patterns 
SDG 13 - Take urgent action to combat climate change and its impacts 
SDG 14 - Conserve and sustainably use the oceans, seas and marine resources for sustainable development 
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Disaster Risk Reduction 
Traditional Knowledge  
Curriculum Development 
Plants & Animals 
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Priority Action Area 2 - Transforming learning and training environments 
Priority Action Area 3 - Building capacities of educators and trainers 
Priority Action Area 4 - Empowering and mobilizing youth 
Priority Action Area 5 - Accelerating sustainable solutions at local level