Transforming Colombian Education: Henry May's Journey with Co-School

Henry May's Journey to Colombia

Henry May, originally from London, has been living in Colombia for 12 years. His journey to Colombia began in 2009 when he traveled around South America. Despite Colombia still being considered somewhat off-limits at the time, Henry instantly fell in love with the country during his two-month visit. He left a "pin in the map," knowing he wanted to return someday.

In 2012, an opportunity arose for Henry to work with Teach for Colombia, an education NGO similar to Teach for America. Having previously worked with Teach First in the UK, Henry saw this as a chance to return to Colombia and make a difference in the education sector. What was initially planned as a 3-4 month stint turned into a 12-year (and counting) stay in the country.

Early Experiences in Colombian Education

Henry's initial role in Colombia involved training teachers in some of the toughest public schools in Bogotá. This experience provided him with a unique perspective on Colombian education, quite different from what most foreigners encounter. He found himself taking the TransMilenio to the south of Bogotá, visiting schools in impoverished neighborhoods.

As a tall, fair-haired individual, Henry stood out in these areas, often drawing attention from students curious about his presence. He worked in neighborhoods like Kennedy, Bosa, and Las Cruces, areas known for their challenges and sometimes dangerous conditions.

The Birth of Co-School

After a year of working with Teach for Colombia, Henry founded his own organization, Co-School. The focus of Co-School is on social and emotional learning and character education. Henry explains that their work aims to develop the whole student, focusing on skills often overlooked in traditional education systems.

These skills include empathy, curiosity, self-awareness, and self-control. Henry believes these attributes are crucial for personal development and societal progress, especially in a country like Colombia with its history of conflict and division.

The Importance of Emotional Intelligence in Education

Henry's motivation for focusing on emotional intelligence and character education stems from a personal experience during his teaching days in London. He recounts the story of a student named Colin, whom he had pushed hard to excel academically. Despite Henry's efforts to prepare Colin for exams, the student ended up murdering someone at the age of 15 and was sent to jail.

This incident led Henry to reflect on his role as a teacher and what he had failed to address in Colin's education. He realized that focusing solely on academic achievement wasn't enough; students needed to learn about taking care of themselves, respecting others, and developing essential life skills.

In the context of Colombia, a country still grappling with the aftermath of a long civil war and significant social inequality, Henry saw an even greater need for this type of education. He believes that if Colombia is to move forward as a nation, it needs to educate people differently, fostering empathy, trust, and better communication skills.

Teaching Empathy and Trust

One of the core focuses of Co-School is teaching empathy and trust, skills that are particularly challenging to develop in a society where mistrust is deeply ingrained. Henry explains that their approach to teaching empathy starts with expanding emotional vocabulary.

Just as students learn languages like Spanish or English, Co-School aims to teach the language of emotions. This involves helping students articulate their feelings more precisely, going beyond simple descriptors like "good" or "bad." By expanding their emotional vocabulary, students can better understand and express their own feelings and relate to others.

Henry quotes philosopher Ludwig Wittgenstein, saying, "The limits of my language are the limits of my world." By giving students a richer emotional language, Co-School aims to expand their world and their ability to connect with others.

Building trust is another crucial aspect of Co-School's work. Henry notes that trust is often built through authenticity and vulnerability. By encouraging students to be more open and genuine in their interactions, they create opportunities for trust to develop.

Challenges and Successes

Operating an education-focused organization in Colombia comes with its share of challenges. Henry recounts an experience in Chocó, one of Colombia's poorest and most corrupt regions, where a promising project was derailed by corruption. This incident nearly bankrupted Co-School in its early stages and made them wary of working with the public sector for some time.

Despite these challenges, Co-School has achieved significant successes. Henry shares the story of Juan Manuel, a participant in Co-School's pilot program who, ten years later, won a scholarship to study at a prestigious university. Such stories serve as powerful motivators for Henry and his team, demonstrating the long-term impact of their work.

Co-School's Growth and Impact

Over the past decade, Co-School has grown significantly. They've trained tens of thousands of teachers and are now working on projects at scale with the public sector. For instance, they're partnering with the Secretary of Education in Bogotá to work in initially 50, and potentially all 400, public schools in the city over the next few years.

Co-School has also attracted investment from major institutions like Bancolombia and received funding from organizations such as the Gates Foundation and Templeton Foundation. As a B Corporation, Co-School operates as a for-profit company with a strong focus on social impact.

Addressing Neocolonial Concerns

As a British man working in Colombian education, Henry is aware of potential criticisms regarding neocolonialism or the "white savior" phenomenon. He addresses these concerns by emphasizing that Co-School is a Colombian company, with 99% of its staff being Colombian. The organization focuses on building with and for Colombia and Latin America, rather than imposing British ideas on the local education system.

Recognition and Future Prospects

Henry's work with Co-School has gained recognition in Colombia. He was recently featured on a popular podcast hosted by famous Colombian actor Juan Pablo Raba, which focuses on men's mental health. This exposure has led to new conversations and connections, further expanding Co-School's reach and impact.

Conclusion

Henry May's journey with Co-School represents a significant contribution to Colombian education. By focusing on social and emotional learning, Co-School is working to address deep-seated issues in Colombian society, fostering empathy, trust, and better communication skills among students and teachers.

Despite facing challenges such as corruption and skepticism, Co-School has made substantial progress over the past decade. Their work demonstrates the potential for innovative educational approaches to drive social change and create a more empathetic, understanding society.

As Colombia continues to grapple with the legacy of conflict and inequality, organizations like Co-School play a crucial role in shaping the country's future. By equipping students and teachers with essential life skills and emotional intelligence, they are contributing to a more resilient, compassionate, and united Colombia.

For those interested in learning more about Co-School or getting involved with their work, Henry encourages them to visit the organization's website at co-school.co or connect with him on LinkedIn or Instagram. As Co-School continues to grow and expand its impact, it stands as a testament to the power of education in transforming societies and building a better future for all.

Article created from: https://www.youtube.com/watch?v=IF_QfM9K-Io