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    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.

    Sharon Danks inspires and enables communities to enrich their school grounds and use them to improve children’s well-being, learning and play while contributing to the ecological health and resilience of their cities.

    Through creating new ways of engagement and thus a new public profile for children and youth living on the street, Jörg effectively changes how we as a society perceive and interact with street-youth, so as to broaden positive perspectives about the group of often traumatized youngsters.

    Margret Rasfeld pioneers a systematic change in how schools unfold students' potential by radically putting them in charge of both their own education and of opening up schools to society. Having built two role model schools herself, she now drives a larger shift towards innovation and entrepreneurship with a network of and around schools pioneering meta-competencies for the 21st century.

    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.

    Youth Must be Trusted to Lead in Africa

    Actualité

    Shootings and flying petrol bombs turned Mitchells Plain in Cape Town, South Africa, into a war zone for a week in late March 2015.

    How Purpose and Holistic Health are Foundational for Youth Career Development

    Actualité

    When Esther Eshiet graduated from the University of Calabar in Nigeria, she noticed a worrying trend.

    In an era of vast flows of unfiltered information, when the general public often cannot distinguish between science, pseudoscience and anti-science, Theo creatively engages schools, scientists, journalists, and the general public to create a culture of science literacy.

    Bai Rohaniza Sumndad-Usman is committed to making peacebuilding a priority in the formative years of children by creating a wide-scale interfaith, intercultural, and intergenerational movement. She is working towards a culture of peace by establishing a holistic community-led peace education program that goes beyond the classroom and seeks to integrate peacebuilding as a way of life.