The Lecto Labs program and Diploma of the ProEd Foundation of Panama won the UNESCO International Literacy Prize 2024.
This program was created in 2007 and “offers training and professional development to more than 700 teachers from marginalized communities, focusing on modern literacy methods and benefiting approximately 35,000 students,” UNESCO described.
The award was presented on September 9 in Yaoundé, Cameroon, in the context of International Literacy Day, along with five other innovative initiatives.
These awards have been given since 1967. From that date to today, they have recognized “more than 500 people, organizations and institutions for the excellence, innovation and impact of their initiatives on the ground to promote literacy around the world.”
This year’s theme was “Promotion of multilingual education: literacy for mutual understanding and peace”, a principle that is part of the focus of this Panamanian educational program, the only one in the country to win in this edition that recognizes the effort for quality education.
The ProEd Team is made up of the Mgter. María del Pilar Zubieta, the Mgter. Diana Lavayen, Lic. Melissa Moreno and Dr. Debbie Psychoyos, founding director.
Awarded twice by UNESCO
-What does this achievement mean in your career and how does it commit them even more in achieving their goals and growth?
-This achievement represents a significant milestone in our trajectory, since it validates the efforts we have made to promote literacy and inclusive learning in the most vulnerable communities.
“Receiving the King Sejong Literacy Award 2024 not only fills us with pride, but also commits us even more to continue developing initiatives that positively impact teachers and students. This recognition reinforces our commitment to continue working to improve educational quality, always innovating and expanding our reach.”
They highlight that they are the only Panamanian organization that has been recognized twice by UNESCO.
“In 2014, we were awarded the UNESCO Hamdan bin Rashid Al Maktoum Award, which highlights organizations that contribute to the improvement in the effectiveness of teaching practices” and now with this award.
This achievement encourages them to continue with their mission “to transform education to build a more inclusive and equitable future.”
A story, a dream
-How was ProEd born and what was its inspiration?
-ProEd Foundation was born under the initiative of Dr. Debbie Psychoyos, who, as a professional educator, had the dream from a young age to make a difference from her position as a teacher creating a more equitable and just society for all. However, it was in 2002 when their efforts began to be channeled through the ProEd Foundation with the program Alumnos Apoyando a Alumnos, a social service program in which students from private schools went to public schools and, hand in hand with those students, helped to condition the school for the beginning of that school year.
They explain that this program was implemented for five years. It happens that at the end of the year the classrooms had to be reconditioned.
“Given this dilemma in 2007, after a conversation with the Board of Directors of the ProEd Foundation, it is decided to direct efforts towards teachers.”
Dr. Debbie Psychoyos is of the philosophy that “the seeds of learning are at the heart of each lesson taught by a teacher who inspires;” and for this it was up to the teacher to inspire in his students the sense of belonging and love for their classroom and for their school.
-Do they work only with Panama or also with other countries?
-So far we are working only in Panama although we have had some collaborations and we have held meetings with organizations from other countries. Our purpose is to create a model that is replicable in any context or country. -What are the objectives you aspire to achieve?
-Our goal is to create a replicable model that helps us in our mission of promoting effective and equitable learning for the advancement of education.
The model focuses on designing, implementing and evaluating professional development programs to improve pedagogical practices.
This model involves designing, implementing and evaluating professional development programs to maximize pedagogical practices.
-What is the difference between your educational model and how is it inserted in the Panamanian educational system?
-Our primary approach is to reduce the educational inequity gap in Panama. We offer an effective pedagogical model based on the Implementation model developed by Drs. Bruce Joyce and Beverly Showers.
They seek to create a classroom environment that encourages collaboration, respect and active participation of students.
Likewise, enhance student learning with effective teaching strategies.
-Who do they work with and how do they meass the results?
-We are a training organization accredited by the Ministry of Education (Meduca). Our focus is the training of teachers and the enrichment program in literacy skills for children in 1st and 2nd grade.
They explain that they also work with different organizations such as Asociación Proniñez Panameña, Enseña Por Panamá, Foundation for Educational Excellence, Fundación Hazme Brillar, Fundación Sus Buenos Vecinos and for 4 consecutive years they have been exhibitors at the Educamente Congress.
Research to enhance education
They have also participated in research in partnership with organizations such as the Educational Research Center (CIEDU) and Quality Leadership University (QLU). The most recent published was a study of Remote Teaching through Whatsapp carried out during the pandemic.
Towards a new educational model
The new education authorities recommend defining a more effective and equitable educational model, which considers these pillars:
- Focus on literacy and inclusive learning: Prioritize programs that address literacy gaps from the earliest stages, ensuring that all students, regardless of their context, have access to quality education.
- Continuous training and support for teachers: The constant training of teachers is essential to ensure that they have the necessary tools to face current and future challenges in the classroom. Professional development programs focused on innovative pedagogical practices can generate a positive long-term impact.
- Active community participation: Involve families and communities in the educational process to ensure a greater connection between what happens in schools and homes, promoting a culture of collaboration to improve the quality of teaching.
- Competency-based assessment: Instead of focusing exclusively on standardized exams, it is important to adopt a competency-based approach that measures students’ practical skills and critical thinking. This will allow a more relevant education that is applicable to the real world.
- Education in values and global citizenship: It is vital to prepare students not only with academic knowledge, but also with socio-emotional skills, empathy, respect for diversity and global awareness. These values foster peace and social cohesion, crucial elements in an interconnected world.
- Evaluation and use of data for decision-making: Rely on data and research results to design educational policies and strategies that respond effectively to local and national needs.
They are part of their contributions as a team to promote a country that is transformed with education.