Innovation leadership awards

2. Shape the Future "Aulas de Inmersión"
•Description of the initiative (key innovative changes,
key actions, resources used
Promote
the ambition for education and self development, by making children and
teenagers understand the importance and benefit of being citizens of the world.
S
hape
the
Future
-
"Aulas
de
Inmersión" project is an initiative that
seeks to enhance, diversify and broaden
the educational path for unprivileged
children and teenagers of public schools in
the city of Bogota, Colombia. By involving
foreign facilitators, multiculturalism and
the concept of world education, it aims
to feed the ambition of the youth for
education and better opportunities for life.
Its implementation starts with the task of improving the foreign languages speaking skills of the
children and teenagers involved, with the usage of basic IT tools, but goes beyond when students
get the chance of knowing different perspectives of the world through the culture,
experiences and life of facilitators from different countries around the globe, most of them with a
background of international experiences and a common sensibility for world’s development
contribution. From a general perspective, the first phase of the project involved 21 public
schools of Bogota and impacted the lives of more than 10.000 children and teenagers, but
the surprise came up when we realized the impact also reached their teachers and families, all of
them raising a particular increasing awareness about the power of education. The second phase
will involve 50 public schools and about 20.000 students.

3. The
"aulas" are meant to break the
classical concept of schools education,
no rigid rows of chairs exist but circles
and areas of participation, building an
atmosphere
of
equiality
and
inclusiveness. Multiculturalism is
brought live when facilitators of
diferent countries share the why of
education through their stories and
adventures, it is complemented by a
collorfull environment composed by
books, didactic materials and some
basic IT tools.
Each "aula" is
provided with a smart (interactive)
board and audiovisual implements,
helping to instantly change the
perception
and
expectations
of
students towards the things they can
learn and gain inside the "aulas de
inmersión".
Key innovative
The unequal share of wealth in Colombia is
a key factor to create bitterness among social
groups, mainly intolerance is one of the
results of it, because a large population group
feels they get a lot less opportunities than the
others. Access to technology is one of the
tangible proofs of this, very few people from
the lower social classes in the country have it.
Colombia has also been described by the
media as a very violent and dangerous place
for the last decades, this has reduced the
number of visitors from other countries and
has made very unlikely to have the chance of
having contact with non-national societies,
just people with more economical solvency
were able to interact with other cultures, and
this became a privilege reserved for just one
group of the population.
Interacting with foreigners and having
access to IT tools used to be one of the
ways in which the social bitterness was
expressed in the country, and it seemed
like a very difficult achievement to break
this gap. But this project will provide the
kids and teenagers from public schools
with fun lessons in which they will be in
direct contact with these two things
(foreign culture and a smart
board) proving that it is possible to
innovate in education so it becomes
more inclusive, enjoyable and
impactful

4. T
he children and teenagers that are directly involved in the project come from a
social background in which they have had to give up on most of their dreams in order
to face their day to day situations.
By giving them the chance of sharing experiences with a foreign person that not only
has a different social background but also comes from another different culture and has
different points of view of life, the project is not only providing them with the tools for
developing a broader cultural understanding -therefore improving their tolerance
towards diverse situations and personalities- but also remembering this children and
teenagers that there are a lot of opportunities waiting for them in the future, they get to
discover what the world is about and they recall that their immediate reality, that can
be sometimes very sad for a child their age, is not the only thing that is out there to live.
They start dreaming again, making plans for their futures, they learn that they can
change what's around them because they become aware of better opportunities, and
very eager to new things, very curious to see the world. It broadens their
understanding, their tolerance and their dreams

5. Project Strenghts
The project is sponsored by "Secretaría de Educación de Bogotá", part of the
Mayoralty of the city and responsible of all initiatives regarding local education. They
trust and support the capability of a youth organization as AIESEC in Colombia both
to provide international talent as to run all logistics regarding the project.
The
project gets to reach a huge indirect impact, raising awareness about
education in the families of the students, the community and other allies. All foreign
facilitators involved also manifest to become ambassadors of the development
efforts of Colombia.
All
students radically broaden their projections of self-development and
professional education.
Resources used
Operative capacity
The first stage of the project , in terms of finding and managing the foreign
facilitators, was lead only by a full time project manager and a volunteer
coordinator, the starting of the second stage counts of six full time people but we
still face big challenges regarding work capacity.
Budget
The "Secretaría de Educación" made a huge effort by providing the general budget
to operate the project; nevertheless, we still miss a proper financial capacity for
matters such as transportation, materials and general logistics.
Organization and alignment
As the project involves many parties, it `s been difficult to properly align some
responsibilities

6. Impact achieved by this initiative in
comparison to previous state
T
his project aims to give the children and teenagers of public schools in Bogota an
approach to different realities through practical learning environments with
foreigners, where they have access not only to a new language but also to other
topics regarding global culture. The impact is not only oriented to gain an
improvement of their languages skills, but also to raise their awareness on civic
and international culture, this way, they become an immediate multiplicator of
such message and impact with their families and communities, demonstrating, after
about the half of the project, their capacity and protagonism on spreading the logic of
diversity and respect.
Direct and Indirect Impact
Direct
beneficiaries: Children and
teenagers. Through the interaction in a
global learning environment they get the
chance to learn a new language and a
global and entrepreneurial outlook about
life. Indirect beneficiaries: The families,
being interested about learning a new
language through their kids experiences.
The teachers, learning new techniques
and methods to teach. The community,
with the interaction with the foreigners
they are not used to. And the
International
facilitators,
having
a
professional but high social impact
experience, getting to know a different
environment, changing a mindset about
the country to become ambassadors,
taking a positive message abroad about
Colombia.
During its first stage, the "Aulas de
Inmersión" project reached a total of
10.000 beneficiaries, children and
teenagers from public schools of Bogotá,
plus their families. It was executed in 21
public schools of the city with the
assistance of 26 International Interns
from
more
than
13
different
Nationalities. For the second stage in
2014, the project aims to impact 20.000
children and teenagers from 50 public
schools of the city with 100
International
Interns
from
25
different countries.

7. 4. Prediction of the impact in next years towards
2015 if possible.
Getting to reach the more than 300 schools of Bogota and getting to
spread the idea of the project in other regions of the country. This way,
the objectives stated for the next five years are oriented to the main goal of
AIESEC as an organization, and it is “To engage and develop every young
person in the world”, which for the project and for AIESEC in Colombia would
mean to get to every public school of the city and as many as we can in the
country. This requires the presentation of the project to possible new allies in
terms of budget and logistics as very probably the "Secretaría de Educación de
Bogotá" would not have the capacity to keep sponsoring its operation.

8. Aspects of the Impact in a future
E
D
U
C
A
T
I
O
N
Education is a happening of sharing and inviting, is the experience of
building within a space of limitless imagination, respect and envisioning.
These could be some of the words to describe the transformation that the
"Aulas de Inmersión" project seeks to print in the minds of the children, the
teenagers and the communities involved. For Colombian social reality, the
fact of breaking the concept of "one to team" education is definitely a
challenge of transformation to what our culture has generally taught to the
generations about learning something, the "aulas" work under the unique
rule of promoting equality and inclusion of as many differences as possible,
the foreign facilitator is the first example of this.
The immediate effect is, doubtless, the overall bigger interest of students to
be part of a learning environment where no strict structures are present.
The type: a social impact project, based on the psychological effect of
expanding the vision and perspectives of individuals. The depth: more than
the mere contribution to knowledge and learning, with the driver of
bilingualism, it goes beyond by promoting the ambition to have an overall
better quality of life, motivating the students to be ambitious for their own
education and development, to travel and to be open to respect other
individual`s contexts and differences, to respect diversity. The scale: 10.000
students from 5 to 17 years old in the first phase of the project, 20.000
projected for 2014.

9. C
O
M
M
U
N
I
T
Y
I
N
V
O
L
V
E
M
E
N
T
One of the core strenghts of the
project is the access to local
development
resources
provided by the "Secretaría de
Educación de Bogotá", this,
taking into account that the
project got to stand as the most
promising innitiative for them to
invest in, its quick gaining of
positioning and the request of
many other schools to take part,
generated
a
kind
of
volunteering will of many
parties and people to join. This
way, not just the students but
also the parents, siblings and
other externals wanted to
support the project somehow;
that was the case of one school
(Nuevo Keneddy IED) where the
program even got volunteer cofacilitators
supporting
the
delivery
of
the
learning
environments, and even the
general services staff of the
school wanted and got the
opportunity to attend the
activities inside the "aula". It
was an incomparable surprise to
receive, by the end of the first
phase of the project, videos,
letters, hand drawings, gifts,
cards and other demonstrations
of gratitude not just by the
students but also by other
people not directly impacted by
the project.

10. 1. Name of the initiative:
Sika Project-Colombia and Brazil
2. Description of the initiative (key innovative changes, key
actions, resources used)
The Local Committee AIESEC Andes and the Colombia MC structured an
initiative with Sika S.A to provide IGIP to the company in Colombia and they also
showed interest to provide international talent for Brazil. So we developed a strategy
with AIESEC Brazil to achieve an IGIP negotiation to be provided from Colombia; the
idea was focused on providing Colombian talent to the Sika Brazil TNs to ensure
Colombia talent transference.
The BD Team Colombia and the BD Team Brazil worked together to develop a
Business Proposal and also with the idea to share incomes between the entities.
-Key innovative changes:
1. Collaboration between BD teams
2. Share incomes between the BD teams
3. Sell IGIP and OGIP at the same time with national companies.

11. 3. Impact achieved by this initiative in comparison to previous
state (impact can be shown in various measures but the final
impact needs to be shown in MoS)
-Collaboration between BD team from AIESEC Colombia and AIESEC Brazil
-GIP balance growth
-Sika talent development between Brazil and Colombia
Brazil- IGIP
Match 9 Colombia EPs
Realizations 12 TNs
Colombia-OGIP
Realization 9 EPs

12. 4. Prediction of the impact in next years towards 2015 if
possible (impact needs to be presented in the same way as
the impact achieved = connected to MoS)
Through this project we hope to grow in terms of internships and in term of
entities. Sika is looking for developing talent in Latam focused on their human
resources needs. At the future we expect to make a talent mobilization around
LATAM to ensure competitive companies that allow the countries development.
We expect to grow in 2015 with more TNs in Brazil and Colombia. Also Sika
expects to recruit the EPs that worked in Sika Brazil to work in Sika Colombia
because the want to retain the talent.