Ashoka -Some interesting facts-
The Ashoka organization was founded in 1981 in the United States by Bill Drayton, with the aim of identifying and supporting innovative social entrepreneurs with the most impactful ideas in the world. Forty years later, Ashoka already had more than 3,500 social entrepreneurs in 95 countries, making it probably the largest network of social entrepreneurs in the world.
Ashoka develops its initiatives along three lines of action:
- Social Entrepreneurship.
- Children and Youth.
- Social Ecosystems.
It also has the following initiatives: "Good educational practices", "Next now" and "Ashoka universities".
On its website, it has a "Knowledge" section, where it offers a variety of resources that it updates and that may be useful for social entrepreneurs.
It also has a blog where a wide variety of experiences and testimonials are published, preferably local, i.e., according to the country in which the user is located.
Interactive resources and useful tools are often found in the links on your page.
Summary of selected articles (to view the article in its original site, click on the title).
Ashoka envisages a world in which we are all Agents of Change. Answer the Changemaker Index™, or Ashoka's Index of Change Agency. We invite you to use the tool to discover your transformative potential.
Ashoka Learning Ecosystem (ALE) is an ecosystem of learning, inspiration and connection, designed for all those who want to generate positive change in society. The ecosystem seeks to create an inclusive space where everyone can participate freely, regardless of the previous experience or position of those who participate in it.
Critical skills to inspire change.
The article offers concepts and reflections that contribute to leadership in change projects. Among them, it refers to four skills: reflexive and active empathy, teamwork, new leadership, creativity in problem solving. You will find more information about each one.
The article sets out the basic characteristics of an agent of change and proposes key attitudes and skills as well as tools for the success of their initiatives.
Representing the impact spectrum.
Marina Kim presents a reflection on the differences in vision of impact within organizations. A member of the board of an organization that works with at-risk adolescents faces resistance from the executive director when proposing organizational models to scale impact. The difference is that the executive director prefers a limited local impact, while she sees potential for a much greater impact. The article introduces Ashoka's “4 levels of impact” framework: 1) Direct Service: focused on providing essential services directly to populations in need. 2) Scaled Direct Service: scales the efficiency and impact of successful models. 3) Systems Change: aimed at changing the root causes of problems. 4) Frame Shift: affects individual mindset and societal behavior on a large scale. //Kim emphasizes that maximum impact is not a hierarchy, but a spectrum where each organization must find its place. It is crucial that organizations and individuals align their expectations and strategic approaches with the desired level of impact in order to be effective and avoid misalignment.
A toolbox for promoting empathy in schools.
The importance of empathy in education is emphasized, as well as how this practice improves classroom management, allowing for a greater focus on learning. Students who develop empathetic skills not only thrive in school, but also in their future careers and personal relationships. 1) Transformation in schools: empathy facilitates a more positive and effective educational environment. 2) Students arrive prepared to learn, and teachers can better attend to the emotional and social needs of their students. 3) Schools committed to empathetic teaching enjoy greater teacher effectiveness and retention, as teachers are treated with trust and adequate resources. 4) Global change: in a world full of complex challenges, empathy enables us to be effective agents of change. // In short, it is about fostering collaboration and the joint construction of innovative and respectful solutions, based on a deep understanding of others and the environment. From there, the article offers approaches, paths and resources.
5 features for systemic change.
The document describes, among other things, five key characteristics that social entrepreneurs must have in order to achieve effective systemic change: 1) Innovation: creating new solutions and models that address deep-seated and structural problems. 2) Public Policy Change: influencing and modifying laws and regulations to create impact on a larger scale. 3) Inclusion and empathy: ensuring that solutions benefit vulnerable and marginalized groups. 4) Business and Social Alignment: integrating business practices with social objectives to generate a positive impact. 5) Change of Mindset: transforming the perceptions and attitudes of people within the system to promote lasting change. //These features help entrepreneurs design strategies that not only address the symptoms of the problems, but also change the underlying roots and structures that cause them.
Transformative education in Mexico: 21 cases of educational innovation.
The article presents a mapping of innovative educational projects that seek to transform the education system in Mexico. These projects focus on developing social and emotional skills in students, promoting inclusion and equity. Some prominent examples include: 1) Educación para Compartir (Education for Sharing): encourages cooperative play to promote respect, tolerance and teamwork. 2) ProEducación: works to make public primary schools learning-centered educational communities. 3) Universidad del Medio Ambiente (UMA): offers comprehensive educational programs based on the development of thinking and problem-solving skills. 4) Diseña el Cambio: a movement that allows children and young people to express their ideas for changing the world. // These projects seek to overcome the current barriers of the education system and offer a transformative educational experience that prepares students to be productive and responsible citizens.
Ashoka tells the inspiring story of Anyendall, a young environmentalist from Costa Rica. From a very young age, Anyendall was concerned about the pollution of his local river and started a campaign to clean it up, motivating his community to recycle and take care of the environment. Despite facing personal and economic challenges, Anyendall continued his mission in a new city, where he inspired other children to join his cause. With the support of his teacher Gonzalo, Anyendall became an ambassador for the “Guardians of Nature” initiative and has participated in numerous environmental projects, such as planting trees and creating compost bins. Anyendall has also shared his experience and knowledge through talks and presentations, highlighting the importance of empathy and action to protect the planet. At 12 years old, Anyendall is a committed environmental leader and a passionate advocate for humanity in motion.
Educational communities that transform and create agents of change.
The importance of educational communities in identifying and supporting people as agents of change is highlighted. These communities not only foster transformative skills such as empathy, collaborative work and shared leadership, but also align rigid institutional structures with more flexible models and visions based on diversity. Ashoka collaborates with organizations such as the EDUCA Foundation to strengthen schools through funding, educational projects and continuous training for teachers and principals. The article mentions a workshop in which 33 teachers from different educational levels participated, identifying key actors within the educational community and working on the co-creation of solutions. In short, the article emphasizes that educational communities are key spaces for cultivating agents of change and promoting a more inclusive and empathetic education.
ECUBI: a new path for agricultural education.
The story of Aníbal Pineda, a visionary entrepreneur with a deep passion for agriculture. In 2017, Aníbal created ECUBI, a web application designed to revolutionize the way people interact with agricultural products. His goal was to change the dynamic between consumers and producers, allowing users to discover the fascinating history and origin of the food they chose. However, Aníbal realized that simply using technology to create an online store was not a real revolution if the same old mentality persisted. To address this, he created ECUBI Academy, whose mission is to train entrepreneurs from various sectors of the value chain, from the field to the restaurant. They use short videos and gamified experiences, backed by partnerships with universities and the government, to provide tools to farmers. ECUBI Academy has also implemented innovative software that tracks the progress of producers in their training and uses artificial intelligence to offer personalized learning recommendations. Technology has become a valuable ally for farmers, optimizing their time and effort. In short, ECUBI seeks to transform education in agriculture by integrating technology and training, promoting positive and sustainable change in the sector.
Shaping values in the student community.
The article presents the story of Yrma, a Communication and Language teacher at Telebachillerato Comunitario (TBC) No. 363 in Coscomate del Progreso, Jilotepec. Yrma believes that every teacher has the opportunity to build a better future with their students. On her campus, students have developed food products based on grasshopper protein, such as biscuits and sauces, to promote healthy and sustainable eating. This project has allowed students to develop communication skills, knowledge to sell products and an interest in caring for the environment. In addition, many students are encouraged to continue their studies or to undertake projects of their own. Yrma highlights the importance of interdisciplinary collaboration and the support of organizations such as Ashoka, which have helped to promote community development projects.
Incorporate recreational processes into education.
The use of games and recreational activities can transform the educational process. Rafael, a teacher at Community Telebachillerato (TBC) No. 483 in San Cayetano, Villa de Allende, Michoacán, has developed a constructivist approach that prioritizes play and the generation of knowledge, beyond memorization and repetition. Rafael has implemented community projects in which students learn to conduct surveys, understand the needs of their community and do market research. One of the most outstanding projects is the cultivation and sale of mushrooms, using a composting system for sustainable growth without harmful chemicals. The fun approach has allowed students to develop their analytical skills and see the practical application of their studies in daily life. In addition, many young people are encouraged to continue their studies or to undertake projects of their own.
A commitment to intercultural education.
It tells the story of Dora María Ruiz Galindo, a psychology graduate and founder of the Tanesque A.C. Educational Center. From a young age, Dora dreamed of becoming a doctor and a teacher, and her family taught her the importance of helping those who do not have the same opportunities. Dora has worked for more than 50 years with indigenous communities in Mexico and South America, promoting an intercultural education that respects and values local cultures. At the University of the Environment (UMA), Dora promotes autonomous and intercultural learning processes, encouraging students to construct their own knowledge. Through the Tanesque Educational Center, Dora offers training, advice and workshops to promote a comprehensive and intercultural education. Her approach is based on active listening, observation and conversation, promoting the creation of different and more inclusive learning spaces.
Guiding and giving a voice to children
Ashoka presents the story of Nayla Teresita Pascual Méndez, a preschool teacher in Villahermosa, Tabasco. From a young age, Nayla enjoyed playing, telling stories and spending time with children. Inspired by her teacher Miss Lolita, Nayla became a teacher herself and has worked for more than 16 years at Champal School. Nayla believes that education should be a safe space where children can express their thoughts and ideas freely. In her “Philosophy for Children” class, Nayla acts as a guide and mediator, allowing students to share, argue and reach conclusions on their own. She emphasizes the importance of inclusion, empathy and collaborative work. Throughout her career, Nayla has faced challenges, especially during the pandemic, but she has shown resilience and adaptability, integrating technology and virtual strategies into her teaching.
Innovating from nature: caring from my spaces.
The article highlights the importance of adopting responsible environmental habits in our daily lives. Julio Álvarez of Grupo Promesa, a Mexican organization, emphasizes that the main challenge is to form sustainable environmental habits. The text suggests that every small action counts and that we should start by asking ourselves before acquiring anything: do I need it? What is it made of? What is its lifespan and where will it end up when it is no longer useful? In addition, it mentions the importance of not being fooled by greenwashing, a practice in which companies falsely claim that their products are environmentally friendly. In short, the article emphasizes the need to take responsibility for our products and to adopt constant, small actions to reduce our environmental impact.
The article highlights the work of women in Mexico, Central America and the Caribbean who are reducing the entrepreneurship gap and transforming roles and professions traditionally led by men. These women lead initiatives that not only generate economic value, but also strengthen underrepresented communities and promote systemic changes to improve society. The article presents examples of women agents of change who are part of the Ashoka network, highlighting how their efforts are activating significant changes in their communities. For example, María Guadalupe Martínez Fuentes, founder of Colaboración Lidx, works to develop communities through STEM-based education, integrating science, technology, engineering, arts and mathematics. In summary, the article highlights the importance of women in social transformation and how their leadership is creating a positive and lasting impact in the region.
Annual Report 2022 - Ashoka MCC
The article highlights the achievements and progress made by the organization in Mexico, Central America and the Caribbean during the year 2022. The main focus was on reviewing, organizing and updating internal processes to move closer to the vision of “A world of Change Agents”. The team worked hard to reinvent itself and improve its impact, with an emphasis on collaboration and the creation of strategic connections within the community. In addition, there was an increase in member participation and engagement, as well as greater recognition and support at the global level.