Colombia Service and Adventure

S T. M I L D R E D ’ S - L I G H T B O U R N S C H O O L Colombia: Youth Volunteership and Adventure on a continental scale

2016

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“The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative�.

- John Dewey

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Table of Contents

• We Are Envoys

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• General Objectives

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• Our Perspective on ServiceLearning • Colombia • Program Partner • Adventure Highligh • Preparatory Courses • Program Itinerary • Post-trip activities • Safety • Price chart • Terms and Conditions 3

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We are...

Envoys is dedicated to expanding the realm of possibility for global education. We collaborate with innovative schools to design, develop, and implement comprehensive international programs.

Envoys programs are designed and implemented as a collaboration between the school and our highly-trained trip leaders, support staff, and curricular team. Upholding our mandate for community development, intercultural understanding, and empathy, we partner with carefully selected experts at home and in our destination countries to ensure the highest-quality educational experience.

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“Alone we can do so little. Together we can do so much.”

-Helen Keller

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General Objectives Envoys believes that objectives must be framed as

Our objective is never the implementation of a

outcomes for learning and development.

flawless travel ‘experience.’ Conflating the goal of an educational program with the means by which

ONE What we do: Students open their minds, hearts, and eyes to the world around them How we do it: • Students take a series of preparatory courses that focus on navigating the world around them with empathy and respect. These courses are conducted through a blend of online classes and in-person activities. Envoys pedagogical team and St. Mildred’s-Lightbourn faculty work together to ensure the quality and appropriateness of course content. We explore the concept of em-

Delineating these outcomes must come before

it is achieved is perhaps the most insidious form of

any thought is given to the process by which they

lowering expectations. Instead, we choose to be

will be achieved.

judged by how well students learn.

pathy and assist students to develop individualized lesson plans for improving their empathic skills. Students taking these courses will have a greater sense of personal identity and how their actions impact those around them.

• While in the destination country, we execute activities that enable students to interact with their peers from other nations, as well as community members around them. We provide regular and structured opportunities for students to reflect on their experiences, voice their questions, and discuss their challenges.

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• During the final days on the trip, students create a plan for sharing their program with their community back home.

This process of summarizing and communicating learning points ensures that students internalize their experience and make actual change in their lives.

TWO What we do: Students are able to think critically about global issues, and the role they play in an interconnected world.

How we do it: • Working in tandem with Convent of the faculty, Envoys provides online courses exploring specific topics of global importance relevant to each destination. These courses blend multi-media content with discussion groups and engaging assignments that foster motivation, and frame the trip as a learning experience. Before being allowed to board the plane to Colombia, students are required to demonstrate knowledge of their destination, and a plan for learning more during their trip.

• While in the destination country, we challenge students with a mixture of experimental and academic learning opportunities. We utilize frame-

works provided by systems thinking to help students delineate variables and make connections between their observations from traveling and their lives at home.

THREE What we do: Students understand the opportunity and responsibility they have to improve themselves and the world.

How we do it: • We develop adventure challenges that enable students to explore themselves understanding their limits and findign comfort when out of their comfort zones.

Ultimately, they understand that they are able of much more than what they thought.

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• Students discover the similar hopes, dreams, and fears that constitute the human experience. At the close of the program, we assist students to build action plans to continue their relationships and share their experiences with their home communities.

• As Maya Angelou wrote, travel “cannot prevent bigotry, but by demonstrating that all peoples cry, laugh, eat, worry, and die, it can introduce the idea that if we try and understand each other, we may even become friends”. These initiatives help students to understand how collaborations across cultures are not simply possible, but a part of our future.

Our Perspective on Service Learning

Service learning has the potential to transform

refuse to engage in activities that contribute

teaching and learning, to develop social

to a culture of dependency or a perspective

responsibility and a strong moral ethic.

of cultural superiority.

To live up to this potential requires a disciplined and thoughtful approach. We categorically

ALL ACTIVITIES MUST 1. Be proposed by our local partners 2. Be essential to improving their operations and/or livelihoods 3. Facilitate collaboration between

volunteers and community members

We live in a messy world, and ‘doing good’ is a loaded concept, particularly in international realms. Envoys embraces this complexity and seeks to build a deeper understanding in our students of the issues surrounding poverty, international aid, and charitable work. In particular, we invite the school to join us in implementing the following preparatory processes for this program:

1. Do No Harm Analysis Working in partnership with local NGOs and community members, we examine the power dynamics existing within the region. We focus on the impacts of resource transfers and implicit ethical messages contained within our interventions, taking a critical look at what type of relationship is implied by our potential projects. This approach allows us to carefully assess the potential impact of our work on both the communities and our students.

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2. Theory of Change The outcomes-based approach maps the assumptions that inform development programs and projects. We begin by carefully delineating the final overall outcome of the program, then backwards-map the intermediate steps and range of actors involved to achieve this end goal. Approaching service programming through this holistic perspective helps Envoys and its partners to decide the optimum roles for students to take in the process.

Colombia

Envoys has custom-designed a program for the St. Mildred’s Lightbourn School students to delve into the diversity of Colombia With Colombia’s turbulent past rapidly receding, the nation is in the midst of a tourism boom. Economic growth, safety, and stability are on the rise in all corners of the country, and international visitors are joyously rediscovering the remarkable diversity and warmth of this traditional Gateway to South America. Envoys has taken thousands of students throughout Colombia, developing strong connections with local communities and allowing us to explore the full range of destinations within the birthplace of “magical realism.”

This program moves students through a Service and Adventure experience, undertaking volunteership projects with with TECHO initiatives on the ground and trekking up to the Lost City..

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Program Partner TECHO TECHO is a youth led non-profit organization seeking to overcome poverty through the joint work of families and youth volunteers in Latin America and the Caribbean. With operations in 19 countries, TECHO has mobilized more than 500,000 volunteers, to construct houses for more than 86,000 families.

TECHO is convinced that poverty can be permanently eradicated through the active engagement of society as a whole.

Beginning in March, participants engage with TECHO staff in the process of needs assessment and community engagement, leading up to travel in early June and continuing with the implementation of sustainable solutions.

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Adventure Highlight Trekking to the Heart of the World THE LOST CITY This adventure students a unique opportunity to discover a 1200 year-old treasure while working closely with the Global Heritage Fund. We trek within Tayrona National Park to the Lost City in the Sierra Nevada de Santa Marta. Covering five days and over forty kilometers, we move through what the Kogui consider to be the Heart of the World in the middle of the Sierra Nevada de Santa Marta.

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Preparatory Courses ONE Primer on Colombia Students review major events in Colombian history, including the recent sociopolitical issues that affect the people today.

We consider the impact of violence on Colombian identity and foreign relations and build a basic understanding of the importance of coffee to the nation’s economy. After building a common knowledge base, students select individual topics to delve into and report on to their peers.

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THREE Empathy and Cultural Competency We review the importance of developing empathy for a fulfilling life and provide students with a variety of scaffolded exercises by which they can improve their empathic skills.

Students also analyze various approaches to understanding culture and prepare themselves for immersion in a new context. The concepts introduced during this course integrate with our in-country activities to ensure that the potential gains from international experiences can be fully realized.

Travel Health and Safety All participants learn about the health risks associated with the destinations as well as methods to enhance physical and situational awareness.

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Itinerary

D AY 1 ARRIVE IN BOGOTÁ • Check in at a Hostel • Full Value Contract Divided into groups, students create a “full value contract”, where expectations and roles of each member of the group are aligned. Staff members coordinate expectations of the trip and the roles that each participant should assume.

• Health and Safety Briefing We introduce the main precautions necessary during the trip to maintain good health and minimize the risk of accidents. All participants are briefed on the protocols to be taken in the event of an emergency.

• Acclimatation Process • Downtown Bogotá • Dinner at local Restaurant 13

D AY 2 MORNING • Breakfast at the Hostel • Transportation to Techo para mi País HQ • Meet with Techo Administrators • Students from both schools (St. Mildreds and Local RoundSquare School) meet with key staff of TECHO form the Colombian office that explains the functioning of a diverse multinational organization in the social and service industry.

AFTERNOON • • • •

Lunch (Marcha) Construction Afternoon – Techo para mi País Collaboration with Colombian RoundSquare Schools Students Students get involved in the on-ground operations through a mass building project conducted by TECHO in a low income neighborhood of the city working in collaboration with their peers from a RoundSquare local school and the beneficia-

ries of the project.

• Dinner (El Corral o Archies o Similar) • Reflection

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D AY 3 MORNING • Breakfast at Hostel • Construction Day – Techo para mi País • Collaboration with Colombian RoundSquare Schools Students • Students get involved in the on-ground operations through a mass building project conducted by TECHO in a low income neighborhood of the city working in collaboration with their peers from a RoundSquare local school and the beneficiaries of the project.

AFTERNOON • Lunch (Marcha) • Project Debrief • Dinner

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D AY 4

D AY 5

MORNING • Breakfast at Hostel • Travel to the Airport • Flight Bogotá – Santa Marta • Buses Santa Marta – Guachaca • Jeeps 4x4 from Guachaca to El Mamey

ALL DAY • Trekking to to Camp 2 The physical rigors of this trek in a foreign environment allow students to develop a new sense of their own capabilities. While the trek from Camp 1 to Camp 2 is challenging, there are ample opportunities to rest and replenish our energy. On the way, we pass through Mutanyi, a ceremonial village that the indigenous tribal leaders use for regular meetings and community-level decisions. In Mutanyi, students begin to recognize the different ways of life represented by indigenous communities.

AFTERNOON • Lunch at El Mamey • Trekking Mamey to Camp #1 The first day of trekking will be a 4-hour walk climbing up the mountain. Our transportation will leave us at el Mamey, a district of Guachaca town. While trekking up to the first camp, Envoys instructors lead students in methods of collectively assessing risks. This process helps students to properly assess the implications of walking up the mountain in a tropical region.

• Kogui Culture Workshop The introduction to the Kogui Culture teaches students about the way indigenous communities live, think and interact with the world. We make emphasis on the hierarchy of the society and the customs and traditions passed down over the centuries.

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D AY 6 ALL DAY • Trekking to to Camp 3 Our walk from Camp 2 to Camp 3 takes about four hours, providing ample time to swim in the crystal clear waters of the Buritaca River before our arrival. Once we get to Camp 3, we enjoy lunch in the midst of the natural splendor.

• Story for Home While we rest and recover, students are led by Envoys instructors to construct video-taped “stories for home” about their experiences in Colombia so far. The process of storytelling enables students to reflect on their experiences and what lessons they draw from their time abroad.

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D AY 7 ALL DAY • Visit Ciudad Perdida We rise right before the sunrise and prepare ourselves to visit Colombia’s Lost City. While visiting the ceremonial houses and terraces built by the indigenous peoples, students will be able to see for themselves the magnitude of the place and understand the archeological and cultural value for humanity.

While in the field, Envoys staff use the precepts of systems thinking to demonstrate the ‘stress points’ within the area.

The creation of systems maps for the Lost City helps students to grasp the challenges that local authorities face to keep it intact.

During the early afternoon, we return to Camp 2.

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D AY 8

D AY 9

ALL DAY • We rise early and hike back to El Mamey • Community Interaction During the afternoon in El Mamey, we continue our exploration of the delicate balance between international tourism and the protection of cultural heritage. We speak with local community members about the positive and negative impacts that tourism has on their lives.

MORNING • Breakfast • Palomino Communicative Challenges - Understanding Realities • We will embed ourselves into the community of Palomino life and learn about a wide range of their livelihoods. We explore through giving students communicative challenges to learn from conversations with local members.

AFTERNOON • Lunch • Beach Time • Hike to the Mouth of the Palomino River • We hike to the mouth of the Palomino River where we swim in the fresh water and relax in the beautiful setting of the area.

• Dinner at Lodge

• Local School We also visit the local boarding school where children from all over the mountain come and study during the week.

Facilitated by Envoys instructors, all students engage in a discussion session comparing values, attitudes, and daily behaviors.

• Travel from Mamey to Palimono in 4x4 Jeeps • Night in Palomino

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D AY 1 0 MORNING • Breakfast • Buses to Santa Marta • Visit Quinta de San Pedro • We visit the Quinta de San Pedro Alejandrino built in the 17th century where Simón Bolivar died in 1830. A local guide leads us through the area and explains all the historical and arquitectonical highlights of the area.

AFTERNOON • Lunch Downtown (Pizza loca or similar) • Walking Tour downtown Santa Marta • We spend the afternoon learning about the culture and landmarks of Santa Marta. Split into groups with chaperones, students work their way through the town, talking to locals and gathering information to share while appreciating the beauty of town.

• Dinner (El Corral) • Flight Back to Bogotá • Check in at Hotel by the Airport (Habitel / Holiday Inn)

D AY 1 1

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ALL DAY • Breakfast • Program Debrief • Students will reflect on the experience and share their learning with the rest of their peers. We assist them to consider the gains that they have made and the areas where improvement is needed, and create action plans for further development.

• Flight back home

Post-Trip Activities Envoys works with students on a range of activities upon returning home, using both online and in-person meetings. These activities are designed to ensure that students are able to prove their understanding of the key academic concepts and information imparted during the preparatory and in-country lessons as well as the importance of design, narrative, and presentation in effectively imparting information. Finally , we scaffold individual students to reflect on the meaning of the trip and relation to their future plans and pursuits.

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Community Presentation and Video Documentary Photo Auction

Future Advisement

What is it?

What is it?

What is it?

Students give a presentation on their trip and take questions from the audience. Community members ‘bid’ on photos taken by students during the trip, with the proceeds benefiting next year’s program funds.

Students work in a group to create a documentary for their journey. This project can be set up as a team comprising several roles, including scriptwriter, director, camera, editor, and on-screen talent.

Students create a compelling set of “must-knows” for future classes at embarking on this program, including tips for preparation and work in-country.

The advice can be delivered through videotaped skits, songs, tumblr sites, and presentations.

What skills are developed?

What skills are developed?

In the process of organizing the auction, students build planning, design, and promotional skills. The presentation develops the ability to speak in public and converse with adults, while the auction builds self-confidence and the ability to present items in an attractive manner.

The careful compilation of shots and painstaking editing required for a high-quality documentary film reinforce the ability to focus on details and create visually attractive media. Moreover, the process of creating a narrative to carry the film fosters advance storytelling skills.

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What skills are developed?

The process of providing advice enables reflection and crystalizes learning for students. Furthermore, creative abilities are enhanced by the motivating force of a presentation to their peers.

Systems Map

iBook Production

What is it?

What is it?

Students apply the principles of systems thinking to the trip and create a detailed map depicting the connections between local and global variables. They demonstrate how changes in certain variables can impact the system as a whole and what interventions are necessary to avoid catastrophe.

Individual students create websites or ibooks explaining aspects of the trip.

The ibooks mix media together to tell a compelling story about the trip. These books are then shared across the school community.

What skills are developed?

Along with developing narrative skills, students expand their abilities to plan and execute visually powerful design using a range of media.

Students build the ability to see the world as a dynamic and interrelated system. Furthermore, creating an understandable map requires the development of design, narrative, and presentation skills.

What skills are developed?

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How we manage safety

PRIVATE SEARCH & RESCUE SERVICE

SATELLITE COMMUNICATIONS

ONLINE TRACKING SYSTEM

ADVANCED CHECKLIST SYSTEM

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FIELD MEDICAL STAFF

EMERGENCY FIRST RESPONSE TRAINING

How we approach risk

Envoys assumes a duty of care for the participants on our programs. While no one can guarantee freedom from harm, we undertake a multi-stage process to mitigate risk.

Planning All destinations receive a regular and thorough review by Envoys internal safety committee, including point-by-point checks of transport, accommodation, and dining establishments.

Protection Envoys provides insurance coverage for rescue, hospitalization, evacuation, repatriation, and medical emergencies for all program participants.

Our medical team assesses each destination for particular health risks and creates a customized medical kit for field staff to carry while abroad.

As a final safety measure for selected destinations, Envoys utilizes the private Global Rescue and GEOS IERCC services, which provide 24-hour coordination of worldwide search-and-rescue and evacuation.

Preparation Envoys has a custom-built proprietary online platform to ensure a constant flow of information from the field. Envoys staff provide real-time locations, photos, videos, postings, and Twitter feeds on trip activities. Our staff carry satellite phones, local cell phones, GPS transponders and two-way radios to maintain contact from the field to our school partners, our head offices, and families. .

All students participating in an Envoys program are required to pass our Travel Health and Safety course and demonstrate understanding of the situational awareness necessary for safety while abroad.

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Price Chart

Prices are based on a minimum of 10/15/20 Students.

Prices include • Online course • Development and implementation

Students

Faculty Members

Envoys Staff Members

Houses Built

20 15 10

3 2 2

2 2 2

2 2 1

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Doctor in Ciudad Perdida Trek Yes Yes Yes

Prices include internal flights only. International flights are not included.

Price per student in US Dollars $2,600 $2,850 $3,150

Terms and Conditions

PRICES INDICATED IN THIS PROPOSAL INCLUDE: • Group equipment required for each activity. Students must secure their personal equipment as indicated in the

• Design of itineraries and activities based on guidelines provided by the school.

• Design and implementation of online courses to a reasonable and mutually agreed-on extent.

• Leadership of all activities described in the itineraries. Academic activities will be led jointly with the team of teachers attending the trip. Teachers are expected to provide support during non-academic activities.

• All meals (daily breakfast, lunch, dinner and morning and

corresponding packing lists of the respective trip.

• Search and Rescue, Evacuation, and Medical insurance for each student and teacher. Coverage limits apply.

• Prices in this proposal will be subject to change upon requests of changes to the itinerary by the school.

• Prices of air tickets are subject to change pending approval of this proposal by the school. Taxes and surcharges may be subject to change by the government or airlines; in such event, changes will be reflected in the final per-student price.

afternoon snacks).

• Multiple accommodations for students and teachers in hotels, hostels, campsites or locally operated lodges according to the description of each itinerary.

• All air, land, and water transportation as described in each itinerary.

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PAYMENTS, REGISTRATIONS, TRACKING SERVICES.

CANCELLATIONS AND CHANGES • Cancellations originating from a duly documented

• Multiple direct payment options for parents: Online, cred-

safety warning issued by the US Embassy will involve

it and debit cards and wire transfers. Envoys will conduct

no cancellation fees. Envoys will reimburse 100% of

regular payment reminders to parents upon reception of

land and air portions to parents.

the corresponding databases from the school.

• Cancellations by parents will be managed according to

• Online Registrations will be available for parents.

the following policy:If cancellation is made 90 days

• Real-time online tracking system for parents in-

before the program starts:

cludes satellite location, pictures, video and updates.

-80% refund of the amount paid.

Amount and type of information in the feed may vary

• Between 90 and 45 days:

depending on the corresponding destination.

-50% refund of the amount paid.

• Less than 45 days

PLANNING AND INFORMATIONAL SESSIONS • Envoys senior staff will regularly visit with school faculty for trip preparation and preparatory course delivery.

• Multiple parent, teacher and student meetings for each trip.

• A minimum of one day will be devoted to Teacher/ Counselor Training.

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-no refund will be given

Cambridge, MA 02142 One Broadway 14th Floor 1 (800) 515 6523 www.envoys.com info@envoys.com ENVOYS INTERNATIONAL Bogotá – Colombia Cra. 11B # 98-08 Of: 501 PBX: (571) 6910684