Teach 4 All México A.C

Our mission is to achieve the goals we co-create with educational communities by building a shared vision, and aligning their challenges and needs with the design of educational programs. We combine high expectations with practical instruction and collective efforts. 

Our vision is to inspire and drive transcendence and transformation through educational innovation initiatives and projects that impact on three levels: individuals, communities, and systems.

Our DNA (our values) are intended to strengthen the knowledge, skills, mindsets, and tools that every Radix partner must demonstrate daily.  The components of our DNA are manifested individually and collectively among the teams, in every meeting and project. The DNA elements are: 

• Collaboration and autonomy 

• Adaptability and resilience

• Collective leadership

• Communication

Our principal goals are to:

• Support educational communities in the diagnosis of needs and execution of programs that help minimize learning gaps, strengthen their teaching and learning ecosystems, address the well-being of participants and increase their engagement with their education.

• Build, structure, promote and provide modules, courses and programs to meet the growing need for professionalization of teachers. 

• Generate a network of educational leaders, through continuous training of teachers, who exchange and co-construct effective innovative pedagogical practices, thus allowing the transformation of their educational communities.

• Transform the educational system by strengthening the leadership skills of teachers and caregivers, recognizing the student as the center of the educational process and promoting learning communities in constant co-construction of innovative educational practices.

• Improvement of basic academic competencies in mathematics, language (English and Spanish), and communication and evidence of improvement in socioemotional skills through community intervention.

Catalina Paola Moreno Avila is a dedicated professional with speacilization in Early Childhood Education and education in emergency and rural contexts. She holds a Master's degree in Leadership and Education. With 7 years of experience, she excels in designing engaging educational experiences for children aged 0 to 18. 

Catalina's commitment to the field is evident in her work as a Senior Project Coordinator at Radix Education, where she liaises with UNICEF and manages reporting, recruitment, and communication with field leaders. As a manager, she guides the work of the educational team at Radix Education. She designs and implements play-based workshops for children in mobility, rural and emergency contexts, ensuring proper documentation, evaluation, and monitoring. Catalina's role involves transforming educational and social experiences in a Child Development Center, focusing on play-based learning, bilingual education, basic skills and early stimulation. She has also worked providing stimulation sessions to guida parents, caregivers and teachers. 

Catalina's professional development includes training in psychosocial support during emergencies, remote teaching techniques, and socio-emotional capacity building. With her extensive expertise and passion for education, Catalina strives to create transformative experiences that foster holistic development in young children.

Catalina, along with two Senior Project Managers at Radix Education, is well-positioned to effectively support the LEAP Project while managing their respective priorities within the organization. Catalina's experience and expertise in working with migrants, coupled with the Senior Project Managers' focus on rural and indigenous children, create a strong collective capacity to address the diverse needs of the target populations.

Catalina's background in early childhood development, education in emergencies context and her commitment to supporting migrant children make her a valuable asset for Radix Education and for the LEAP Project. Her knowledge of the unique challenges faced by migrant children, such as language barriers and cultural adjustments, allows her to bring targeted insights and strategies to the project. Catalina's experience in designing engaging educational experiences and conducting evaluations aligns with the goals of the LEAP Project, which aims improve educational programs for children.

The Senior Project Managers, with their expertise in working with rural and indigenous communities, contribute important perspectives and strategies to a collaborative initiative under the the LEAP Project. Their knowledge of the socioeconomic and cultural dynamics in these communities helps ensure that the project addresses the specific needs and challenges faced by rural and indigenous children. By leveraging their experience, the Senior Project Managers can support the development of culturally relevant and inclusive educational initiatives for these populations.

Collaboratively, Catalina and the Senior Project Managers can share insights, exchange best practices, and jointly develop innovative approaches to support both migrant children and rural/indigenous children. This collaboration allows for a comprehensive understanding of the diverse contexts and challenges faced by these populations, leading to more effective and tailored interventions. 

Furthermore, Radix Education's organizational structure and resources facilitate collaboration and coordination among team members. Regular weekly meetings, knowledge sharing sessions (learning circles), and clear communication channels ensure that Catalina and the Senior Project Managers can effectively support the LEAP Project while managing their other priorities within Radix Education. This collaborative approach harnesses the collective expertise and resources of the organization, maximizing the positive impact on both migrant and rural/indigenous children.

Increase the quality of education for children from 6- 12 year old who live in emergency and rural/ indigenous contexts.

We seek to increase and improve the quality of education for children living in 1) rural and indigenous contexts and 2) children who are living in refugee camps or part of a migrant family.

1. Specifically, Radix Education works with rural and indigenous communities in Oaxaca, Mexico, who often face challenges in accessing quality education due to a combination of historical, cultural, socioeconomic, and geographical factors. 

Indigenous communities in Oaxaca have historically been marginalized and excluded from mainstream society. This marginalization has resulted in limited access to educational opportunities.

Many indigenous communities in Oaxaca have their own distinct languages, which are often different from Spanish, the dominant language in Mexico. The lack of bilingual education programs and a shortage of teachers who can communicate effectively in indigenous languages can hinder access to quality education for indigenous children.

Rural and indigenous communities in Oaxaca often experience higher levels of poverty and limited economic resources. This can result in inadequate infrastructure, lack of proper school facilities, shortage of teaching materials, and limited access to technology, all of which contribute to a lower quality of education.

Also is important to notice that Oaxaca has a rugged terrain and scattered population, with many remote and isolated communities located in mountainous regions. The geographical challenges make it difficult to establish and maintain schools in these areas, leading to limited access to education.

Finally, cultural differences and discrimination are also barriers to quality education. Indigenous communities face discrimination or bias, leading to limited opportunities and a lack of investment in their education.

1. For migrants and refugees from around the world, principally from Central America often choose to migrate to the United States due to a variety of push and pull factors. Push factors include economic instability, poverty, violence, corruption, and lack of opportunities in their home countries. These conditions make it difficult for individuals and families to build a secure and prosperous life. Pull factors in the United States may include the perception and ilusion of better job prospects, safety, and access to social services.

When migrants and refugees reach Mexico, they often face challenges and difficulties, including limited access to education for their children. Many families are forced to leave their home countries quickly and may not have the necessary documentation or resources to enroll their children in schools in Mexico. Additionally, language barriers and cultural differences can create additional obstacles which are also faced by rural and indigenous communities. 

Radix Education collaborates with other NGOs, Foundations and UNICEF to offer bilingual education programs, teacher training initiatives, access to technology and learning materials. These programs are some of the strategies being implemented to improve access to quality education for rural and indigenous communities in Oaxaca and with migrants childrens in the southern and northern border of Mexico.These education challenges and problems are complex and require long-term commitment and investment to bring about sustainable change.

The Impact Model or "Modelo de Atención" developed by the team of Proyecto Nuevo Maestro at Radix Education focuses on organizing and mobilizing actions, processes, and resources to meet the specific requirements and demands of a community or sector. It is designed to adapt and respond to the complexities of various educational spaces and contexts.

This model is centered around five key components, making it a dynamic and adaptable framework. 

1- The first component emphasizes the alignment with the 2030 Agenda and its 17 Sustainable Development Goals (SDGs). Radix Education acknowledges its commitment to contribute to the SDGs, which encompass areas such as social progress, economic sustainability, and universal peace.

2- The second component is the "Comunidad Educativa" or Educational Community. It recognizes the significance of collaborative and participatory methodologies that strengthen educational processes within communities. These communities, including diverse educational spaces such as rural schools, suburban schools, multigrade schools, and non-formal spaces, serve as the starting point for the Modelo de Atención. The involvement of different actors within the community, including students, teachers, parents, and administrators, promotes shared decision-making and the recognition of collective needs.

3- The third component incorporates the theoretical foundation of the methodology of Participatory Action Research (PAR). This approach, pioneered by Kurt Lewin, focuses on empowering communities or groups to transform their reality by identifying and addressing problems and opportunities collectively. It promotes reflection, improvement of educational practices, and a deeper understanding of oneself and the learning spaces.

4- The fourth component is to see any education programs with a lens of education with four dimensions: academic, personal, pedagogical, and social. These dimensions form a holistic vision aimed at addressing the current challenges and developing various skills within the community. The dimensions encompass a range of abilities, including cognitive, social, emotional, and pedagogical skills, ensuring a comprehensive approach to education.

5- The last component looks to evaluate the results and reflect on what has worked and what has to be improved to maximize the impact in the communities that we served. Radix Educaction follows a process to track the impact measuring the learning achievement process, the number of participants and the commitment to learning and satisfaction of the participants.  

The implementation of the Modelo de Atención follows a series of phases, including community exploration, co-construction of action plans, implementation of innovative educational practices, and evaluation and reflection. Each phase involves engaging with the community, gathering information, co-designing action plans based on community needs, implementing initiatives, and evaluating their impact.

By incorporating the dimensions and phases of the Modelo de Atención, Radix Education provides a solution that supports both migrant and rural/indigenous students. The model recognizes the diverse contexts and challenges faced by these populations, promoting inclusive and relevant educational practices. It fosters collaboration, participatory decision-making, and holistic development within educational communities, ultimately aiming to create meaningful and transformative educational experiences.

Mixes are indigenous communities located in the northern highlands of Oaxaca, Mexico.

Radix Education has demonstrated the effectiveness of its solution through the implementation of the Learning Improvement Program (Programa de Mejora de Aprendizajes) which was launched in 2020. This program was executed across 15 states in Mexico, impacting over 3,500 teachers, principals, supervisors, and other educational stakeholders in more than 650 schools. Its objective was to foster a culture of improvement and enhance learning outcomes while promoting diversity, equity, and inclusion in an ecosystem of essential learning in Language, Communication, and Mathematics for secondary school students.

Through the Learning Improvement Program, teachers were empowered to improve the quality of education. The program focused on promoting educational innovation, facilitating professional development, and enhancing school attendance through meaningful, contextualized, and relevant learning experiences for students. The strategies implemented aimed to strengthen the educational system by incorporating evidence-based practices.

During the implementation of the program, the COVID-19 pandemic posed significant challenges. Radix Education responded by emphasizing the development of socio-emotional skills in teachers and finding ways to incorporate these skills within and outside the classroom. This approach was crucial in supporting the well-being of educators and students during such uncertain times.

The experience gained from this program highlighted the importance of data collection for making informed decisions and adjustments in subsequent program phases. Radix Education recognized the significance of participatory action research as the most effective methodology for ensuring access to and the quality of education in communities. By placing the educational community at the center, Radix Education sought guidance from community members to shape the actions and approaches in their programs, aligning them with the community's needs and goals.

Since then, Radix Education has continuously evaluated and reflected on the effectiveness of its methodology, the analysis of data produced, and a constant reflecting process. This ongoing assessment enables the organization to make necessary adjustments and improvements to its programs. By taking a participatory approach and actively involving the educational community, Radix Education ensures that its initiatives are relevant, impactful, and aligned with the desired objectives.

The effectiveness of Radix Education's solution lies also in addressing the academic, personal, pedagogical, and social dimensions, since the organization acknowledges the multifaceted nature of education and provides a well-rounded framework for development. Through professionalization, educational innovation, and the promotion of socio-emotional skills, Radix Education empowers teachers and fosters a positive learning environment. As well, the emphasis on diversity, equity, and inclusion ensures that the needs of all students are met, including those from migrant and rural/indigenous backgrounds. By recognizing and valuing different cultural contexts and adapting strategies accordingly, Radix Education creates inclusive educational experiences that empower marginalized communities.

Radix Education's solution has proven to be effective through the successful implementation of programs, the creation of an Impact Model (Modelo de Atención), the shared practices among programs in different contexts and the ongoing evaluation, the learning circles and reflection processes. By prioritizing the educational community, incorporating participatory action research, and focusing on holistic development, Radix Education looks to impact the quality of education, empowers teachers, and creates inclusive and meaningful learning experiences for students.

The systematization and revision of our participatory action research methodology and our Attention Model led us to align each of our projects, programs and initiatives under the same framework of action under which we began to align both the execution and the presentation of results and the processes within Radix Education.

Derived from the implementation of learning experiences, Radix Education produces monthly reports that include, on the one hand, the impact results of each one of them and, on the other hand, a section of suggestions to the government as a compendium of good practices. 

These reports are sent and socialized with the State Education Secretaries in order to influence the government for the design of new public policy that takes into account our findings and experience and the impact can be replicated and scaled to the rest of the schools in the entity.

At Radix Education we are an organization that learns and grows, although we are clear about our roots and our commitment to improve educational opportunities in our country, we encourage each and every one of our employees to continue their education in order to achieve both personal and organizational fulfillment, because in this way we grow and continue learning while we reinvent and improve our educational programs

That is why the need to systematize the information collected in our projects, in order to make decisions based on data, allowed us to align them under the same work methodology, with precise phases and data collection strategies and tools that would allow us to test, measure, evaluate and reflect on our solution and the changes and adjustments to be made.

Does our Attention Model allow us to evaluate the efficiency and quality of our programs with data?

What do we need to improve to ensure access and quality of education in our learning sessions?

The Attention Model has several components, which ones should be the main focus for our interventions?

As a result of our participation in the LEAP project, we hope to review our Attention Model to determine if the tools and strategies used in each of the phases of our participatory action-research methodology provide us with sufficient data to determine if our programs really contribute to equity and educational quality in the communities in which we are located, or, if necessary, identify what adjustments are needed to improve our Attention Model and thus be able to guarantee the right to education, both in terms of equal opportunity and educational quality, in each of the emerging communities in which we participate and in this way we can reach new communities that can benefit from our intervention.

Radix Education can put the outputs from the LEAP Project of analyzing the Impact Model  or Attention Model into action in several ways:

1. Program Refinement: The outputs can help identify areas of improvement or adjustment within the Attention Model. Radix Education can use the findings to refine and enhance the model, ensuring that it remains effective and aligned with the needs of the target populations, including migrant and rural/indigenous students. This may involve revisiting the dimensions, strategies, or methodologies employed within the model to optimize its impact.

2. Training and Development: The outputs can inform the design of training and development programs for educators and staff involved in implementing the Attention Model. Radix Education can identify specific areas where additional support, resources, or professional development opportunities may be beneficial. This could include providing training on cultural sensitivity, inclusive practices, or specialized strategies for supporting migrant and rural/indigenous students within the model.

3. Resource Allocation: The outputs can guide resource allocation decisions within Radix Education. By understanding the strengths and weaknesses of the Attention Model, the organization can allocate resources effectively to areas that require further support or investment. This may involve directing resources towards specific programs, initiatives, or research projects aimed at improving the educational experiences and outcomes for migrant and rural/indigenous students.

4. Collaboration and Partnerships: The outputs can facilitate collaboration and partnerships with other organizations, institutions, or stakeholders in the education sector. Radix Education can share the findings with external partners and stakeholders to foster dialogue, exchange best practices, and identify opportunities for collaboration. This can lead to the development of joint initiatives, research projects, or advocacy efforts focused on improving educational opportunities for migrant and rural/indigenous students.

5. Scaling and Replication: The outputs can inform the scaling and replication of successful elements of the Attention Model. If certain strategies or approaches have demonstrated significant positive outcomes, Radix Education can consider expanding their implementation to reach a larger number of students or communities. This may involve adapting and contextualizing the model to different regions or collaborating with other organizations to replicate successful practices in new settings.

By putting the outputs of the analysis into action, Radix Education can ensure that the Attention Model continues to evolve and effectively address the needs of migrant and rural/indigenous students. The organization can leverage the findings to refine program implementation, provide targeted support to educators, allocate resources strategically, foster collaboration, and scale successful practices. Ultimately, this will contribute to improving educational opportunities and outcomes for the target populations.

The desired short-term outcomes of the 12-week LEAP Project sprint for Radix Education include:

1. Comprehensive Evaluation: Radix Education aims to conduct a comprehensive evaluation of its solution, including the Attention Model and its implementation. The LEAP Project sprint will provide an opportunity to assess the effectiveness, strengths, and areas for improvement of the solution through data analysis, feedback from stakeholders, and rigorous evaluation methods.

2. Actionable Insights: The LEAP Project will generate actionable insights and recommendations for Radix Education. These insights will guide the organization in making informed decisions about refining and enhancing its solution to better meet the needs of its target populations. This includes identifying specific areas of focus for improvement, developing strategies for addressing challenges, and leveraging successful practices within the solution.

3. Enhanced Solution Design: Through the LEAP Project sprint, Radix Education aims to enhance the design of its solution. This may involve making adjustments to the Attention Model, refining strategies and methodologies, or developing new components that align with the findings and recommendations from the sprint. The goal is to optimize the solution and ensure its relevance and effectiveness in supporting migrant and rural/indigenous students.

The desired long-term outcomes of the LEAP Project sprint for Radix Education and its solution include:

1. Improved Impact: The LEAP Project aims to contribute to the long-term improvement of Radix Education's solution and its impact on the educational outcomes of migrant and rural/indigenous students. By identifying and addressing areas for improvement, Radix Education can enhance the effectiveness and sustainability of its solution, ultimately leading to positive and lasting changes in the educational experiences and opportunities for these student populations.

2. Scalability and Replicability: The insights and recommendations generated from the LEAP Project will inform strategies for scaling and replicating Radix Education's solution. By fine-tuning the solution based on the sprint outcomes, Radix Education can develop a model that can be successfully implemented in different regions and contexts, expanding its reach and impact to benefit a larger number of students and communities.

3. Strengthened Partnerships: The LEAP Project offers an opportunity for Radix Education to strengthen partnerships and collaborations with other organizations, institutions, and stakeholders in the education sector. By showcasing the effectiveness and improvements of its solution through the sprint outcomes, Radix Education can foster meaningful partnerships, attract funding opportunities, and engage in knowledge-sharing initiatives that contribute to the broader advancement of education for migrant and rural/indigenous students.

These outcomes, short term and long term, aim to enhance the quality and reach of Radix Education's solution, ultimately leading to positive and sustainable changes in educational opportunities and outcomes for migrant and rural/indigenous students.