Sport for Gender Equality With GIZ
CAC is pleased to announce that we are partnering with Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) to deliver a curriculum and training of teachers on the subject of ‘Sport for Gender Equality’. Over the coming months we will be designing specific Sport for Gender Equality curriculum, running online teacher trainings for sport for development instructors in the GIZ network and providing feedback and evaluations to assess the impact of the project. In particular this will focus on GIZ priority countries including Colombia, Western Balkans, Uganda, Morocco, and Indonesia. It is an honour to be working officially with GIZ having had many interactions with them and their sport for development experts in the past.
GIZ work to shape a future worth living around the world. This is GIZ’s vision and long-term goal.
GIZ provides tailor-made, cost-efficient and effective services for sustainable development.
About Coaches Across Continents (CAC) and Creating Legacies 17 (CL17) Influence
Coaches Across Continents is a global collaboration of communities, organizations, and coaches on six continents that impact the UN SDGs and the UN Convention on the Rights of the Child.
CL17 Influence, a division of CAC, advises governments, confederations, global NGOs, policy makers, and key donors to create their global legacies, design policies, and address the UN SDGs.
TapIn and CAC
Coaches Across Continents and TapIn Mobile Solutions are excited to announce a strategic global partnership. TapIn and CAC will explore opportunities to support league management efforts for CAC member organizations whilst finding ways to share CAC curriculum through the TapIn App.
CAC: Coaches Across Continents works with governments, corporations, foundations, and community-based organizations to implement our Purposeful Play programming and create lasting social change based on the UN Sustainable Development Goals. In 12 years the organization has won 29 global awards for their work in over 70 countries impacting over 23 million people.
TapIn: Born out of the hope to run competitive youth football leagues in environments where that was previously just a dream, the TapIn Mobile Solutions platform is a revolutionary user-centric end to end smartphone application that automates all league management processes. Built for players, coaches, referees, field owners, administrators and fans, the TapIn app connects those who make the game happen and handles everything from player registration and coach education to referee payment and post game reporting.
Addressing UNSDG 4 in Sonora
Update November 2020. We are thrilled to have signed a Memorandum of Understanding with the Secretaría de Educación y Cultura (SEC) and Fundación del Empresariado Sonorense (FESAC) which formalizes their use of Purposeful Play in the state wide education system in Mexico.
In February 2020 the CAC team were back in Sonora, Mexico working with PE teachers from across the state to design and deliver Purposeful Play curriculum and Self-Directed Learning teaching methodology to address UNSDG 4: Quality Education.
In the past 4 years the partnership between Coaches Across Continents and Sonora Ministry of Education has provided opportunities for life-long learning and professional development to 500 PE teachers across Sonora state, Mexico, centered on equitable, quality education through sport. Now the Secretary has asked for us to continue consulting for the schools of Sonora, with the goal of reaching all school districts in the state (2,500+ schools and 600,000+ youth). Over 70% of teachers trained by CAC apply the curricula in their classes every week, and over 97% of respondents said they have learned useful tools to complement the objectives of their classes
How do we address UNSDG4: Quality Education in this partnership?
Global Goal Target 4.5: Eliminate gender disparities in education.
– 100% of these Sonoran educators agree that they are better prepared to create equal opportunities for girls and boys.
Global Goal Target 4A: Education facilities are child, disability and gender sensitive; learning
environments are safe, nonviolent, inclusive.
– Over 95% of teacher respondents now find ways to include students with physical and intellectual disabilities in their class.
Global Goal Target 4.7: Learners acquire the knowledge and skills needed to promote sustainable
– Over 87% of respondents feel that because of CAC they can support their students in gaining skills
needed to promote sustainable development. The top reasons cited are: we can create consciousness
easily, the tools are extremely versatile, and the content is relevant.
Quotes from Sonora teachers
“ Following the CAC training I do not push troubled students aside if they are acting out. We do not always know their story and it is our role as educators to make them feel welcomed and safe in the environment we create.” – Raúl Arvizu Ríos
“Thanks to CAC I have created a game about a real issue for my students, the changes in US border laws under President Trump, in order to teach them their rights but also to discuss what it means to respect people who are different from you.” – Javier Salas Fierro
“I have seen the children change, for they have the highest self-esteem. Now they look for me if they
have any problems like violence within the family. They trust me and we are solving problems.” – Laura
Elena Olivia Gaxiola
“CAC’s curriculum allows me to address difficult issues in my class because the students can play a role
on the field that they cannot play in real life. It allows them to put themselves in each other’s shoes and
be respectful with each other.”- Veronica Rodríguez
Fun: is it fun-damental to ‘Education Outside the Classroom’?
Guest Blog- Sarah Huxley, PhD research student with the Open University.
‘Fun’ is a tricky, illusive and bouncy concept. Is it a sensation? Is it something you can create, or something that creates you? What places enable ‘having fun’? Is writing about fun, fun? Welcome to my world.
I am a PhD research student with the interdisciplinary research centre of RUMPUS at the Open University, and these are the types of thoughts that fill my head. We have recently started a collaboration with Coaches Across Continents (CAC) to explore, experience and understand what ‘fun’ means and does (its roles) in the context of CAC’s educational initiatives. I’ll be researching fun as a partially embedded researcher: this means participating in their staff skype meetings, running around ‘on field’ (probably out of breath) during their educational sessions; in order to experience if and how opportunities for fun arise. The research endeavour will by its very nature be a process of co-creation.
In particular, I’ll be looking and reflecting upon fun in the context of CAC’s active ‘Self Directed Learning’ approach – an approach embedded in ‘education outside the classroom’ and ‘purposeful play’. ‘Self-Directed learning’ was described to me by one staff member as “honouring that the individual – who is developing – who is learning in this world, is the expert of their experience.” According to interviews and organisational documents, Self-Directed Learning is a question-based methodology that offers an alternative to didactic classroom-based practices of learning. But more than this, it also confronts what ‘knowledge’ and ‘development’ (personal or social) intrinsically can be. CAC continually ask participants/players to think of these concepts in terms of diversity; challenging the assumptions and biases they bring to their communities and vice versa; and that we are all learners in motion, constantly being re shaped by the world around us, as well as if we choose, doing the reshaping.
Play and fun in CAC’s world are often used interchangeably and integral to its educational enterprise. At this stage in the research process, all I can say is that CAC’s view of ‘Purposeful Play’ is provocative and builds on values of choice. For example, one staff member in seeking to explain what Purposeful Play means, used the analogy of a Scandinavian playground he had heard of, whereby all the objects can be freely moved by players. In doing so, the “freedom of movement in that type of playground [provides] a world that pushes back at your learning, and you are not being confined by this pre-determined idea of this is how the slide is going to be…you get to play around. I don’t have to do any of the things that someone else has already done. From that the idea that play becomes more purpose driven: the play is more expressive of you as an individual, whereas it may be in a more traditional playground that you are not expressing yourself. You are just going up the slide, going across the monkey bars and repeat. Play with that bit of purpose is what points in a more positive direction.” This analogy suggests that CAC’s ‘on-field’ sessions are in a way a playground for all ages. There is a lot more teasing out to be done of the relationship and attributes that are ascribed to play and fun, but for now, there is plenty to slip and slide through.
For CAC, fun and play are a fundamental aspect of a progressive learning experience. This research will examine this claim. Firstly, by exploring the meanings of fun for different coaches (educators, mentors, youth leaders) in different cultures and contexts, and then secondly by turning to look at purposes (what does fun do/enable?) and why.
By the way, did I mention I have never played football?
Sexual & Reproductive Health & Rights in Tanzania
December 2019. In January 2019 CAC and Pathfinder International launched a partnership. The partnership aimed to deliver a pilot program in Tanzania to advance sexual and reproductive health and rights using CAC’s global expertise in play-based education and Pathfinder‘s global family planning expertise, as well as both organizations’ strong existing networks across the country. With Pathfinder support CAC designed curriculum around four locally-relevant modules: Knowledge of Sexual and Reproductive Health and Rights, Healthy Household Environment, Community Responsibility and Environmental Conservation.
In June 2019 22 leaders from 10 communities across Tanzania learned CAC’s Purposeful Play Methodology and Curriculum to achieve key global and local impacts identified by CAC and Pathfinder. Representing 31 different schools, organizations, and local initiatives, these leaders impact upwards of 85,000 young people throughout Tanzania. After the training in Zanzibar there was an 82% increase in knowledge about sexual health topics such as sexually transmitted infections; a 1.68 average increase in confidence rating in using sport/play to advance women’s rights and gender equality; and a 1.32 average increase in confidence to facilitate dialogue around key sexual health issues.
After 6 months of implementation CAC leaders and CAC/Pathfinder project staff, Nicholaus Achimpota and Fatma Said Ahmed, traveled across Tanzania during October and November, 2019 to visit, support and evaluate all active project leaders. They found that:
- Across Tanzania this project is directly impacting more than 5,000 adolescent girls, more than 3,000 boys, and more than 1,500 adults. These 1,500 adults have a further impact of nearly 85,000 people.
- After 6 months of implementation: 92% (compared to 27% at project start) of participating adolescents are confident that they could get their partner(s) to use contraceptives if they desired.
- And 97% (compared to 17% at project start) of participating adolescents believe they can seek sexual and reproductive health information and services if they needed them.
CAC has recruited an incredible team to return to Zanzibar in early December 2019 to record the impact of this project through the camera lens. As part of our film team we have professional women’s football players, key leaders from Pathfinder International, published authors, the founder of CAC and of course the amazing Tanzanian leaders using this curriculum every day in their communities.
A Week of Reflection and Growth for Green Kenya
Most of the time when one hears about On-Field training, they picture running around the football pitch with a ball. However, during Green-Kenya’s week of On-Field training with Coaches Across Continents, our games focused less on the physical aspect of the sport and more on addressing different social issues, questioning harmful practices in the community, teaching Self-Directed Learning methodology, and encouraging critical thinking with the participants. With this in mind, we focused on child rights as well as the UNSDG#4: Quality Education during our week On-Field with CAC. At Green Kenya, we strongly believe in participatory education. By exposing children to open discussion and encouraging their input, we can teach them that their opinions are important.
Our first on-field training with CAC provided us at Green-Kenya with a bird’s eye view of our program. We gained valuable learning experiences, from working with youth leaders, to networking with other coaches, to handling unforeseen situations.This year will mark the 5th year since Green-Kenya was founded specifically to implement CAC Curriculum in Nairobi (especially addressing UNSDG13: Climate Action) and the experience that we have gained from the training is very important in the next phase of the organization. Aside from the lessons learned in on-field training, the Green-Kenya team had valuable discussions with Jamie to reflect on the last 4 years since G-K was founded – what worked well, what did not work, and what can be done to improve the delivery of our sessions to meet the needs of our participants. I am confident that the on-field games and off-field reflection with CAC will enhance Green-Kenya’s ability to help youth discover and develop their potential by teaching them to set goals and make effective decisions.