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    Florian Zech provides distressed youth with education opportunities, employment training and alternatives to crime and violence by establishing a dense network of safe and appealing spaces in townships across South Africa. These spaces operate as ‘docking stations’ for a cross-sectoral alliance of youth development organizations and their respective programs.

    With "Digitale Helden" (Digital Heroes), Jörg Schüler and his team equip a new generation of digital natives with the competencies to deal with digital emergencies and establish a culture of empathy online.

    Through the Institute for Inclusive Education, Jan Wulf-Schnabel lays the foundation for the society-wide recognition, promotion and use of the abilities of people with intellectual disabilities (PWDs). He opens up the educational sector for PWDs as teachers and thereby, not only creates meaningful jobs for them and increases the capacity of students to realize inclusion in their future professions, but also makes PWDs ambassadors for their own potential.

    Diego promotes the connection between food, nutrition and play-based education through his organization Petit Gourmet. Diego enables children to be the protagonists of their learning process as well as the connection points between food, their family and their community.

    David Cuartielles is inspiring a generation of adolescents to better understand technology and problem solving by designing and implementing a new model and process that unskilled teachers can use to engage students in specific applications of technology to be more creative and address challenges in a society of constant change.

    Carmen has set out to change the education system in Spain by identifying and empowering leading teachers who can ensure a transformation of their schools and their education processes. In the last 5 years Carmen has worked with 50,000 teachers in Europe and Africa and has become one of the main actors of the educational transformation in Spain, working closely and negotiating an education reform with the national government.

    Sebastián seeks to change Chile’s educational system so that students’ passion and desire to learn are awakened through creative learning. Sebastián equips students with skills that support both academic achievement and psychological well-being. He does this through Consejo de Curso, a series of education programs that build upon children’s natural curiosity and desire to learn while positioning education as the opportunity to create life-long learners.

    Alejandra is using circus to prepare children and youth to be active citizens. She engages youth from multiple communities in Chilean society, especially those with little or no education in cultural activities. She uses the excitement of the circus to involve the body and mind of children in a wide range of skills and activities which enable them to achieve a sense of self-respect and accomplishment.

    Mikuláš works to spur civic engagement and a sense of responsibility for public life among youth and adults of Central Europe by encouraging them to examine, understand and engage with shared past and relate on a deeper level to the importance of overcoming indifference to public life in the human history.

    Tatiana transforms the mindset of children and young people by empowering them as changemaker and makes them an active part in reconciling and rebuilding the social fabric in a country beset by violence, guerrilla and Colombian paramilitarist, through this methodology she builds citizenship and participation with equitable relationships; this is achieved through its Foundation Fuentes de Paz, is developing an intergenerational methodology that parts from reality, where children and young discov