The Continuing Training Program (September 2010 and May 2011)

During the continuing session, 5 hours each, the participants pursue their training on another set of themes and develop several pilot projects (see lists in Box 6 and details of each project are available in the linked project information sheets) to match the training needs of the group. The participants also visited workplaces and met with other contributors. They worked also on the studies for the introduction of working methods into school manuals. (See Box 6 for contents)

October 2010 - First continuing training course

A group work was set up to meet the needs of the participants, with simulation of real-life situations, exercises, role playing, lecture simulations, and so on.

Areas in which each student wished to improve were defined in order to begin to assist the community on the basis of:

  • Themed work days, seminars and lectures in the area of justice.
  • Work days reserved for men and for women.
  • Training in mediation for families and couples.
  • Teaching for children and street children.
  • Training for parents and leaders of schools of philosophical awakening for children aged 6 to 20.
  • Starting with the first further training course, Wednesdays are devoted to field visits to see students at work in their respective areas of competence in order to start up the pilot projects in every major sector of society. Meetings with members of staff, visits to NGOs, dialogue with colleagues and educators in order to build solidarity and motivation for all involved. All actors close to the student are therefore included in pilot projects.
  • At the end of the first further training course the students committed themselves to working on a defined theme (rigour considered as work to deprogram the Congo's collective unconscious) and we scheduled a meeting (not part of the course, during my absence) to arrive at an overview of the progress made by each individual with a supervisor who will provide a general summary in the second further training course in February.
  • Implementation of the first pilot project in the centre for street children: (Marthe's project)

Wednesday - visits to Marthe's centres for street children

The trainer's observations led her to propose an extension for this project in order to allow the children autonomy and enable them to put down genuine roots and deprogram themselves of their past (rehabilitation of the premises and especially the kitchen, purchase of kitchen utensils, a kitchen garden, other topics for reflection in connection with the new activities, drawings and creative work by the children to decorate their living space).

She included in this project a contribution from her own association in Switzerland (Duchamps-Libertino Association for the Promotion of Wisdom and Peace in the World) in order to provide financial assistance for the emotional and in-depth work of the children, the childcare workers and the supervisor of the Centre who is personally committed to our project.

Wednesday : other visits

  • Luc's NGO to set up another pilot project for street children and minority population groups (Luc's project).
  • Meeting with the leaders of the pilot project of the National Federation of Protestant Youth (Willy's project). Starting up of three classes for children aged 6 to 11, 12 to 15 and 16 to 25

The above three pilot projects have therefore started up officially and we shall arrive at an overview of the results in the third further training course in May 2011. Other students have refined more effectively the concepts underlying their projects and have passed on the dossiers to allow me to study them.

February 2011 - Second further continuing course

  • An overview of each student's progress. Follow-up on students' work.
  • Overview of progress on the thematic work on rigour.
  • Additional theme-based work (self-confidence, confidence in one's future and the capacity of others to develop in the right direction) with meetings with students twice between February and May to promote solidarity and perseverance on their part. We have improved the organisation and lightened the burden of the supervisor of this project with a more appropriate allocation of responsibilities in the group and the capacity for initiatives of each individual member (elimination of passivity, dependence, etc.).
  • Marthe provided an overview of the pilot project of the Centre for street children and we noted issues relating to the childcare workers in these centres who, under the influence of their own emotional programming, are unable to effectively help the children find the right balance.
  • This led us to set up a second pilot project (Cédric's project) as a supplement to the results of the first.
  • Work to reflect on the interpretation of religious precepts: analysis of the seven capital sins and the Ten Com-mandments and their interpretation from two directions: the religious outlook and the philosophical outlook of the mediator training.
  • Study of the pillars of spirituality: Love, Responsibility, Liberty, Rigour, Ideal, Power

May 2011 - Third continuing course

  • Overview of the on-going projects and field visits.
  • Marthe: Implementation of the work for the street children centre. Creation of the kitchen garden (with accompanying work for awareness of the needs of the body and nature; how to feed oneself properly. To be worked on: the connection between respect for one's body, dignity and beauty).
  • Willy: Visit and participation in the children's classes. Overview of results to date.
  • Overview of Cédric's work on training for childcare workers.
  • Overview of Luc's NGO work.

Start-up of three other pilot projects

  • NGO, project for single mothers, girls and women in difficult circumstances. Opening of a centre for seam-stresses and teaching on emotional programming. Work on the role of women.
  • NGO, "Main blanche du Secours" [White Hand of Help], a temporary venue for lectures, retreats and seminars (the student already gives successful talks).
  • Creation of a bilingual school for nursery and primary level pupils in Kmango accompanied by teaching on emo-tional programming.
  • Reinforcement of working groups and simulated real-life situations:
    • to expand the ability to teach in lecture form the principles underlying the training,
    • to create centres for young people,
    • to provide mediation for couples and families,
    • to work on the content of work days for men and women,
    • to begin to look at how the teaching in this training can be provided for teachers, children and parents in the context of formal and non-formal education.