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Community: Independence Village, Belize

Through our Humanities and Spanish Departments, we carry out an annual community service project that helps strengthen relationships between students and the wider community. As part of this project, students visit the homes of elderly persons or families who may be struggling. They donate a basket of groceries and assist with cleaning the house and yard. Students also help with simple tasks that may have been neglected, such as fixing a gate or changing curtains.

This initiative helps students understand their value within the community and encourages them to see the importance of doing good for others. It reinforces the idea that their contributions, even through small acts of service, can positively impact someone else’s life.

Our Life Skills Department offers parenting classes and support to families who request assistance. Strong parenting plays an important role in the ethical development of children. When children grow up in stable and supportive environments with consistent guidance from parents or guardians, they are more likely to develop behaviors that promote responsibility and respect for others.

By supporting families and encouraging positive parenting practices, we help strengthen the values that guide children to act in ways that contribute to the common good of the community.

Our Life Skills Department offers parenting classes and support to families who request assistance. Strong parenting plays an important role in the ethical development of children. When children grow up in stable and supportive environments with consistent guidance from parents or guardians, they are more likely to develop behaviors that promote responsibility and respect for others.

By supporting families and encouraging positive parenting practices, we help strengthen the values that guide children to act in ways that contribute to the common good of the community.

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Keyshon Martinez

Guyana

As an educator in Guyana, I recognize the important role that school-based initiatives play in shaping responsible and community-minded students. At Bel Air Primary School, programmes such as an active student council, debate clubs and the appointment of prefects contribute positively to the wider school community by encouraging shared leadership and collective responsibility. These initiatives move beyond a sole focus on individual academic achievement and instead empower students to represent their peers, voice concerns,and participate in improving the overall school environment. The student council serves as a structured platform where students can share ideas and advocate for the interests of the wider student body. Similarly, debate clubs promote respectful discussion and critical thinking, allowing students to engage thoughtfully with social issues. Leadership roles such as prefects and head students further reinforce accountability and service, as these students are expected to demonstrate positive behaviour and assist in maintaining a supportive and orderly school climate. Together, these initiatives help to build a stronger sense of community and shared purpose within the school.

When educating young people, fostering ethics and responsibility is essential. One effective approach is through structured leadership opportunities and guided student participation. By assigning roles such as prefects and student leaders, the school places trust in students and encourages them to demonstrate integrity, fairness, and good conduct. The debate club also contributes to ethical development by teaching students to consider multiple viewpoints while maintaining respect for differing opinions. In addition, ongoing interaction between the student council and the school administration promotes transparency and accountability. When students clearly understand the systems and expectations within the school, they are better equipped to act responsibly and appreciate the importance of ethical decision-making in leadership and daily life. Other valuable strategies include teacher mentorship, involvement in community service activities, and character education programmes that highlight key values such as respect, honesty, and civic responsibility.

In my role as an educator, I also place great emphasis on encouraging cooperation among both students and teachers. This is achieved by maintaining open lines of communication and promoting shared responsibility when addressing common challenges. Department meetings, for example, provide opportunities for professional collaboration where teachers can exchange ideas and jointly develop projects that encourage teamwork among students. By working together and aligning our goals, we can design activities that require collaboration, shared problem-solving, and meaningful interaction. Ultimately, this approach helps to create a more unified and supportive learning environment where cooperation is modelled at both the staff and student levels.

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Eddissha Molina

Belize

At Stann Creek Ecumenical we promote the common good by engaging students in activities such as community service and environmental projects that encourage social responsibility. We foster ethics and responsibility by strengthening teaching values like honesty, respect, and accountability, and by including leadership opportunities such as our student Government. We also include real-life discussions in our lessons. Cooperation is encouraged through group work, school–community partnerships, and shared decision-making, helping students develop into responsible individuals who can work together to solve community problems.

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Participation for the Common Good:

Wall 3: Reflection by Sugen Arscott,

Christiana High, Manchester, Jamaica

At Christiana High, our projects are designed to go beyond individual achievement and contribute to the common good. For example, when students engage in community service or collaborative projects, they aren’t just building personal skills—they’re strengthening the bonds between school and community and learning what it means to act responsibly for the benefit of others.

To strengthen ethics and responsibility, we emphasize reflective practice, encouraging students to think about the impact of their actions on peers and the wider community. Simple strategies like peer mentoring, open dialogue, and linking classroom lessons to real-life issues help students see responsibility as part of everyday life, not just a subject in school.

Cooperation is promoted through partnerships: students work alongside teachers, parents, and community members on projects such as clean-ups, awareness campaigns, and service-learning activities. These shared efforts show young people that solving common problems requires teamwork, empathy, and respect for diverse perspectives.

In the long run, these initiatives help build a culture where education is not only about personal success but also about contributing to the dignity and well-being of the whole community.

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1. My school contributes to the common good by incorporating activities throughout the school year that focus on highlighting inclusion and developing respect and tolerance in our cosmopolitan society. Our events/ programs ensure each ethnic and religious observance is highlighted with strong student involvement. In doing so, we are assured that our students will learn how to deal with the many differences that exist in society, with a respectful and peaceful stance.

2. Our students are given opportunities to perform and create items that would demonstrate their leadership skills and creativity as they work together to prepare for the many events and activities that the school holds.

3. These events are not possible without cooperation among teachers, students and community members. All stakeholder engagement is essential for the smooth functioning of these treasured activities throughout the school's yearly calendar

Chantel Bain

Trinidad and Tobago

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Saint Lucia TVET Institute: School of Innovation and Technology

Saint Lucia

Saint Lucia TVET Institute School of Innovation and Technology’s projects advance the common good by prioritizing community impact, inclusive participation, collaboration, and societal development. Rather than focusing solely on individual achievement, these initiatives build collective capacity, strengthen communities, and contribute to national progress.

Projects often address real community needs such as skills shortages, youth unemployment, or social challenges. By equipping learners with practical competencies, the School of Innovation and Technology helps develop a more skilled workforce that supports national and local economic growth. This approach leads to improved employability within the community, reduction in social vulnerability among youth and stronger links between education and societal needs

Many institutional initiatives require teamwork, peer learning, and group problem-solving. Students learn to work collectively, understanding that success depends on cooperation rather than competition alone. This approach leads to the development of teamwork and leadership skills, shared responsibility for outcomes and the development of a culture of mutual support.

Our skills training projects provide access to training, mentorship, or certification. This ensures that opportunities are available to diverse groups, including disadvantaged learners. This results in reduced educational inequality, increased participation of marginalized groups and greater social cohesion. TVET and skills-based projects directly support workforce readiness and entrepreneurship, helping industries grow and communities become more economically resilient. This leads to the development of a skilled labor force, support for small business creation and alignment with national development priorities.

Most of our projects often encourage service learning, environmental responsibility, and community engagement, helping students understand their role as responsible citizens. This leads to increased civic engagement, ethical and responsible decision-making and a stronger sense of social responsibility.

Strategies that strengthen ethics and responsibility in youth education focus on helping young people develop values, moral reasoning, accountability, and a sense of contribution to society. Effective approaches go beyond teaching rules; they intentionally shape attitudes, behaviour, and decision-making.They include: Social Emotional Learning (SEL), Clear Expectations and Restorative Discipline, values based education, role modeling by educators and leaders, student leadership and participation, service learning and community engagement.

Cooperation among students, teachers, and the community is promoted through inclusive leadership practices that encourage participation, shared decision-making, and collective ownership of challenges affecting the institution and its stakeholders. One example is to ensure transparent communication which strengthens trust and collaboration. This is achieved by regular staff briefings and dialogue sessions, student forums and feedback opportunities, community meetings and stakeholder updates. This approach creates an environment where stakeholders feel heard and are more willing to cooperate toward shared goals.

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Name: Phebe Mathurin

Country/Community: Choiseul, Saint Lucia

Institution: Choiseul Secondary School

At Choiseul Secondary School, our projects aim to benefit the wider school community and the local area, not just individual achievement. For example, group activities, school clean-up initiatives, and community service projects teach students that their efforts can improve the lives of others, fostering a sense of shared responsibility. Strategies that strengthen ethics and responsibility in youth education include encouraging teamwork, modeling honesty and fairness, discussing the impact of choices in class, and recognizing students who demonstrate ethical behavior.

Cooperation among students, teachers, and the community is promoted through collaborative events such as cultural programs, parent teacher student meetings, extra curricular classes where individuals from the community come in to teach skills such as hair , nails , barbering , cosmetology. Also community outreach projects is also included .

These experiences help everyone work together to solve problems and contribute to the common good, rather than focusing solely on personal success.

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Hello everyone,

Thank you all for your thoughtful and inspiring contributions on participation and the common good. It has been encouraging to read how different institutions are intentionally moving beyond individual success to focus on collective well-being.

In my institution, our projects contribute to the common good by emphasizing teamwork, service, and shared responsibility rather than competition alone. Activities such as community clean-ups, school outreach programs, and collaborative learning projects help students understand that their actions have an impact beyond themselves.

To strengthen ethics and responsibility in youth education, we focus on:

Values-based education integrated into lessons and school culture

Leadership opportunities that require accountability and reflection

Open discussions on fairness, respect, and civic responsibility

We promote cooperation among students, teachers, and the wider community through:

Partnerships with local organizations and parents

Group problem-solving activities that address real school or community issues

Encouraging dialogue and mutual respect across all stakeholders

I truly appreciate the examples shared by colleagues on this wall. They highlight how collective action, ethical leadership, and inclusive participation can positively shape both schools and communities.

Thank you all for contributing to such a meaningful discussion.

Aarifa Hoosein-Riyasat
Guyana, Georgetown

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Mercy Romero

Belize

Dump Area, Toledo

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Name: Tena Anderson

Location: Buff Bay High School, Portland

Jamaica

As an institution, we embark on many initiatives to strengthen the common good. Our clubs participate in community clean-up activities. The school also embarks on a tin drive so that they can take these items to visit the boys' homes in the parish. Students assist in sporting activities at other schools within our QEC. As a result of these activities, the entire community benefits, and so social responsibilities are fostered as it raises collaborative well-being.

The strategies that are used to strengthen democratic participation and responsibility include students voting on decision-making, peer-led discussions that encourage opinion sharing, and service projects that assign roles and responsibilities. These practices engage actively in decision-making and take ownership of community outcomes.

In encouraging cooperation and teamwork, joint projects that require collaboration, like working on a vegetable garden within our 4Hclub. A regular meeting is held every week, where shared goals and recognition of collective achievements foster cooperation and problem-solving

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How can we work together for the common good?

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How can we work together for the common good?

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Yahenka D. Hernandez

Clarendon College. Jamaica.

1. How do your institution’s projects contribute to the common good rather than just individual achievement?

Institutional projects serve the common good when they emphasize the development of values, social responsibility, and collaboration, rather than just academic success. For instance, service-learning projects, environmental campaigns, and community outreach activities enable students to apply their knowledge to real-life situations that benefit others.

Students can participate in various clubs and activities organized by the Student Council, such as sports days and community clean-up events. Additionally, they have opportunities to participate in extracurricular activities such as the Cadet Club and 4-H. These projects teach students that education is not solely for personal advancement but also for the betterment of society. When students work on projects aimed at solving community issues, they cultivate empathy, citizenship, and a sense of belonging.

2. What strategies strengthen ethics and responsibility in youth education?

Strengthening ethics and responsibility can be achieved through several effective strategies. One approach is to teach core values such as respect, honesty, and fairness through daily classroom practices. At my institution, we dedicate each week to focusing on a specific value, encouraging students to reflect on the consequences of their actions during that time. Teachers also play a vital role by modeling ethical behavior. Additionally, incorporating group work fosters accountability among students, and engaging in community service activities further reinforces these values.

3. How to promote cooperation among students, teachers, and the community to solve common problems?

Cooperation can be fostered by creating community projects that involve students and local organizations, which encourage teamwork and collaborative learning. Organizing meetings between schools and community members, such as the Parent-Teacher Association (PTA), can also be beneficial. By promoting open communication and mutual respect, the Student Council will provide students with the opportunity to present their issues. Education should not only focus on individual achievement but also on forming responsible citizens who contribute to society. By promoting ethics, responsibility, and cooperation, institutions help build stronger and fairer communities.

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Name: Bernice Andrew

Country: Grenada

o    How do your institution's projects contribute to the common good rather than just individual achievement?

Each student at my school is given an opportunity to be part of an extracurricular group. These groups include the Cadet Corps, Girl Guides, 4-H Club, Bible Club, Student Council, etc. Within these groups, students are given the opportunity assist in projects and outreach programs that seek to enhance not only the lives of their peers but sometimes extend into their community. Within these groups, students engage in activities that seek to build core civic competencies and that allow them to be responsible, well-informed citizens. Notably, when students participate in activities with other schools, such as musical competitions, science fairs, etc., they learn to articulate their thoughts and feelings, work with other teams, and further allow them to actively participate.

o    What strategies strengthen ethics and responsibility in youth education?

Giving students opportunities to determine how some lessons should be taught or having them teach lessons builds relationships with teachers, fostering ownership of their learning. In addition, teachers should model good citizenship behaviours, so these can be copied by the youth. Modifying the curriculum intentionally teach life skills, advocacy, teamwork, citizenry are also key.

o    How do you promote cooperation among students, teachers, and the community to solve common problems?

I believe allowing youth to decide on projects that they deem important for their development, their community, and their country will build ethics and responsibility. Apart from the aforementioned, having them be part of budget consultations gives them a voice in deciding prior areas for their development. Being actively involved makes them take ownership, which builds confidence and greater dedication towards seeing the completion and embracing development.

Planning of social activities such as cricket and football tournaments between students and the community helps build relations, helping each party to embrace the uniqueness of each group. Inviting parents and the community to school activities is also ideal in fostering cooperation. In addition, having students identify plausible solutions to issues that impact them helps to foster greater co-operation.

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Name: Maeron Stephen

School: Antigua Grammar School, St. John’s, Antigua and Barbuda

1. Contribution of school projects to the common good:

At Antigua Grammar School, our projects aim to benefit everyone, not just individuals. For example, school-wide initiatives like sports competitions, cultural events, and group oriented projects  help improve the school community and teach students the value of working for the greater good.

2. Strategies to strengthen ethics and responsibility:

We promote ethics and responsibility by integrating character education into the schools culture. Each class has monitors, litter wardens and prefects each responsible for carrying out specific roles. Teachers and administrators ofcourse model ethical behavior, and school policies like anti-bullying campaigns and sessions help reinforce accountability.

3. Promoting cooperation among students, teachers, and the community:

Cooperation is encouraged through collaborative projects like school fairs such as Rhythm and Lights foster major involvement of the entire student body. From marketing to production to sales, the entire school comes alive to achieve one common goal.There are also team-based competitions, and a Student council where students contribute ideas. Ideas and plans discussed are suggested to the staff and administrators and sometimes the community at large. These initiatives show students that solving problems together is more effective than working solo.

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How Can We Work Together For The Common Good?

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How Can We Work Together For The Common Good?

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Name: Jennifer Samuels

Location: All Saints Secondary School, Antigua

·         How do your institution's projects contribute to the common good rather than just individual achievement?

Our school embarks on initiatives such as a welfare programme which looks out for the common good of others where by students who has socio-economic challenges can benefit from essential school needs. At the school there are also groups that focuses on building leadership capacity, community outreach to visit elderly homes, doing food drives and community clean up.

·         What strategies strengthen ethics and responsibility in youth education? Some strategies that strengthen ethics and responsibility in youth education include:

Parent-teacher conferences one-on-one and PTA meetings, guidance counseling sessions with students and parents, teacher-student conferences, Also when the school have events like new student orientation sessions, parents, students and teachers come together to learn school rules and make decisions at the beginning of the school term. Media messages as reminders for both students and parents,

·         How do you promote cooperation among students, teachers, and the community to solve common problems?

The school host programmes such as career days where students are able to learn and interact with the wider community in the areas of their interests, mentorship programmes where students and teachers work together to ensure that students and parents stay focused on the goal set out to be reached. Issues school calendar of events to encourage active participation of students and parents. Various student and teachers seminars and forums on various topics.

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Ann Thompson

Orange Walk Technical High

Belize

At Orange Walk Technical High School, our institution’s projects are designed to serve the common good by encouraging teamwork, leadership, and community involvement. Through our student government program, students form teams, campaign, deliver speeches, and are elected by their peers. This process promotes democratic participation, collaboration, and accountability to the whole school community.

We also hold an annual community clean-up campaign, where each class is assigned an area to clean, fostering civic responsibility and environmental stewardship. In addition, clubs such as the agriculture club and the choir contribute to the wider community through sustainability initiatives and performances at local events. Together, these activities ensure that students develop not only personal skills but also a strong commitment to serving others.

One effective strategy for strengthening ethics and responsibility in youth education is providing meaningful leadership opportunities. At my school, students can become members of the Peer Helper Body, a group dedicated to mentoring and supporting their fellow students through guidance and counseling.

To be selected, students must demonstrate responsibility and a commitment to leading by example. By serving as role models and offering support to their peers, they develop accountability, empathy, and integrity. This hands-on leadership experience helps reinforce ethical behavior while fostering a strong sense of responsibility within the school community.

At Orange Walk Technical High School, we promote cooperation among students, teachers, and the community by creating structured opportunities for collaboration and shared decision-making. Our Parent-Teacher Association strengthens communication between families and the school, allowing parents and educators to work together to address common concerns and support student development.

Additionally, teachers are assigned as mentors to various clubs, guiding students as they plan and implement projects for the school year. Students play an active role in deciding which initiatives to pursue, encouraging ownership, teamwork, and problem-solving. This collaborative approach ensures that students, teachers, and the wider community work together to achieve shared goals.

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Name: Carlene Brown

Institution: Innswood High School

As an Information Technology teacher at my school, I design learning activities that encourage students to use technology not only for personal success but to support the wider school community. Through collaborative projects, peer support, and problem-solving tasks, students learn to work together to address real school needs, such as improving digital awareness and supporting others with technology.

I strengthen ethics and responsibility by teaching digital citizenship, modeling respectful and honest behavior, and guiding students to reflect on the impact of their actions. By promoting teamwork among students, teachers, and the community, we build cooperation, shared responsibility, and a collective commitment to improving our school environment for the common good.

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How Can We Work  Together for the Common Good?

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How Can We Work  Together for the Common Good?

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Name: Bernia Richards

Country: Antigua

Pares Secondary School has many programs which contribute to the common good by helping students see themselves as part of a larger community rather than focusing solely on individual success. For example, the student council is not just about leadership titles; it gives students a voice and teaches responsibility, representation, and accountability. In this way, students actively practice democratic participation, which aligns with the idea that schools should prepare young people for engaged citizenship (Dewey, 1916; Westheimer & Kahne, 2004).

Beyond leadership opportunities, our activity sessions further support this goal. In these sessions, students learn practical and creative skills that encourage collaboration and real-world application of knowledge. As they work together to solve problems and develop new abilities, they begin to understand how their talents can positively impact others. Research shows that cooperative learning strengthens accountability and shared responsibility (Johnson & Johnson, 2009). Furthermore, programs that intentionally support social and emotional learning improve students’ ethical decision making and prosocial behavior (Durlak et al., 2011), reinforcing the values we aim to cultivate.

Similarly, our sports programs reinforce ethical development. Participation in team sports builds discipline, fairness, respect, and perseverance. When intentionally guided, sports environments can also promote moral reasoning and character development (Shields & Bredemeier, 2009).

In addition, the Adopt-a-Student program strengthens our culture of care. By pairing students in mentorship relationships, we promote empathy, inclusion, and mutual support factors linked to positive adolescent development (Rhodes, 2002).

Combined, these initiatives are strengthened through collaboration among students, teachers, families, and alumni. Strong school community partnerships foster trust and improve overall outcomes (Epstein, 2011; Bryk et al., 2010). Ultimately, our school prepares students not only for academic achievement but also for responsible and cooperative citizenship.

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Name: Sherane Welch
Country: Belize
City/Community: Dangriga Town

In my institution, I believe many of our projects try to go beyond individual success and focus on helping the wider school and community. Activities like community clean-ups, school events, group assignments, and outreach efforts encourage students to think about how their actions affect others. These experiences help them understand that success is not only about personal achievement but also about contributing positively to those around them.

To strengthen ethics and responsibility in young people, I think educators play an important role by modeling good values every day. Showing respect, fairness, honesty, and responsibility in our interactions helps students learn by example. Giving them responsibilities, encouraging teamwork, and having open conversations about real-life situations also help them develop a strong sense of accountability and empathy.

Promoting cooperation between students, teachers, and the community is very important when addressing common challenges. Encouraging teamwork, maintaining open communication, and involving parents and community members in school activities can build stronger relationships. When students see collaboration in action, they are more likely to value teamwork and become active, caring members of their community.

Overall, focusing on the common good helps students grow not only academically but also socially and emotionally. It prepares them to be responsible individuals who are willing to contribute positively to their school, community, and society.

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I am Nadia Sabal from Dangriga, Belize. At Ecumenical High School we engage in a two week initiative for our 4th year students, where they focus on community development called "Work Experience" Entrepreneurs, NGO's, government departments - the business community - open their door for our students to immerse into the world of work. Students venture into the community weeks prior to find a business of their choice for placement.

As stakeholders in education, our business community is able to evaluate the soft skills of our students. The initiative also builds collaboration between the school and community. They give us feedback on the students which helps us to modify curriculum content based on the needs identified.

Our students are able to meet professionals in fields of their chosen interest. They meet persons who exhibit qualities these students are able to emulate and in turn build character. The Program helps students demonstrate responsibility and accountability and the business carry out their social responsibility. Together we mold the future for a better community, while promoting the Common Good.

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How Can We Work Together for the Common Good?

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How Can We Work Together for the Common Good?

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Name: Alicia Sam-Maikoo

School: Biche Secondary School (Trinidad)

1. How do the projects or activities at my school contribute to the common good and not just to individual student success?

At Biche Secondary our functioning Student Council encourages shared decision making. This promotes democratic representation among the students. This contributes to the common good by students' concerns are represented to administration. The council advocates for school improvements. They organize and present school fund raising events. This encourages and fosters leadership skills and citizenship.

Our Prefect System allows students to serve as student leaders who reflect discipline and responsibility. This contributes to the common good by maintaining order and positive behavior. Students become mentors to younger students. This system promotes school values and rules. Students in this system assist with supervision and coordination of school activities. This system and the students role foster a safe and structured environment that benefits everyone.

Our 4H Club provides an opportunity for our students to focus on leadership, agriculture, community service along with life skills development. This club contributes to the common good by promoting environmental awareness, promotes community service projects, develops teamwork and responsibility and students are able to develop sustainable practices that benefit the wider community. This enables students to contribute to both community and environmental improvement.

Students conduct morning assembly. In doing this students involved build unity and they develop shared identity. This contributes to the common good by giving them the opportunity to share information, to be a voice, to promote school values and moral development. Students are encouraged to speak publicly and this fosters confidence. Students share achievements with each other, they develop a sense of belonging and shared purpose.

Our Cricket Club promotes teamwork, respect and discipline. This contributes to the common good by building school pride through competitions, encourages teamwork and cooperation. This club promotes healthy lifestyles. It teaches respect, fairness and sportsmanship. The students not involved benefit through school unity and positive representation.

These initiatives develop democratic values, shared responsibility, strengthens school culture, service, leadership and national development.

2. What strategies do I use to strengthen democratic participation and responsibility among young people?

In the classroom I allow students to vote on certain topics or decisions. Class representatives are included on school committees. Rights and responsibilities are taught to the students. Debates on social issues are hosted during class sessions. Public speaking training through class presentations and conducting school assembly.

3. How do I encourage cooperation and teamwork between students, teachers, and the community to solve common problems?

Cooperation and teamwork is encouraged between students, teachers, and the community by including, students, teachers, parents and community leaders in school committees (Parent Teachers Association). Also by partnering with local businesses. Inviting community leaders to speak at school events. Schools walk-a-ton, where students, teachers, parents and the community walk for a common goal. Cooperation is also encouraged through Parents Day, Parent Teachers Association (PTA WhatsApp Chat).

Each of these enable common issues to be identified. Through cooperation and teamwork we are able to combat bullying, poor attendance, learning challenges, economic challenges, environmental concerns and discipline challenges. These collaborations empower the students, teachers and students promote service, leadership skills are developed and it fosters collaboration between school and community.

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At Skeldon High School, in Berbice, Guyana, we have a Student Government Body. This body is formed after students campaign for offices and an election is held to vote for the officers. Teachers aid in organizing the elections and guiding students in holding election posts and in the voting process. When the elected members are announced, teachers work with this group to plan co-curricular activities for the school. These students also represent the other students by communicating to teachers and the PTA issues and concerns they have, they also suggest solutions.

At the classroom level, there are class prefects and monitors who are selected by the class. They have responsibilities like ensuring the classroom is clean, sharing concerns with their class teacher and assuming leadership role in group projects. The Student Government Body, Prefects and class monitors serve in different committees of the school, such as, the Canteen committee and Social Protocol Committee.

Any student can run for office and teachers often encourage a change of officers for class positions in each school term so that different students can have the experience of holding an office.

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How do your institution's projects contribute to the common good rather than just individual achievement?

My institution provides educational opportunity which contributes to the common good. Additionally, in the operations of my institution, democracy and maximum involvement are incorporated and collaboration is integrated in classroom and school activities. The incorporation of youth involvement and youth collaboration among themselves and with responsible adults contributes greatly in the common good of the society they are apart of.

What strategies strengthen ethics and responsibility in youth education?

Involving youth in planning and operational issues in their society in an intentional and not incidental way develops in the youth a greater sense of responsibility and a greater level of demonstration of ethics among the youth because they develop a greater sense of belonging when they are meaningfully involved.

How do you promote cooperation among students, teachers, and the community to solve common problems?

Cooperation is institutionalized in the school life so that cooperative learning is integrated in teachers pedagogical and classroom practices. Furthermore, children are cooperating in their club activities, cocurricular and extra curricula activities and student council. Teachers cooperate in their professional learning communities, department and level planning as well as in administrative sub committees to execute specific mandates. Additionally, stakeholders work together with each other and with school personnel to augment the efforts of the school in achieving its goals through provision and acquisition of additional resources together.

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Keno Dowe

Antigua

Ottos Comprehensive School

At the Ottos Comprehensive School, projects such as the actively functioning student council, debate clubs, and the appointment of prefects contribute to the common good by promoting collective responsibility and shared leadership. Rather than focusing only on individual academic success, these initiatives encourage students to represent their peers, raise concerns, and work toward improving the overall school environment. The student council provides a structured platform for students to voice ideas that benefit the wider student body. Debate clubs foster respectful dialogue and critical thinking, helping students engage constructively with social issues. Leadership roles such as prefects and head students reinforce accountability and service, as these students are expected to model positive behaviour and support school development. Together, these initiatives strengthen a sense of community and shared purpose.

When educating youths, ethics and responsibility are strengthened through structured leadership opportunities and guided participation. By assigning roles such as prefects and student heads, the school entrusts students with responsibility, encouraging integrity, fairness, and good conduct. The debate club promotes ethical reasoning by teaching students to examine issues from multiple perspectives while respecting differing opinions. Additionally, regular engagement between the student council and school administration reinforces transparency and accountability. When students are informed about processes and expectations, they are more likely to act responsibly and understand the importance of ethical decision-making in leadership and daily school life. Further strategies include mentorship from teachers, community service initiatives, and character education programs that explicitly address values such as respect, honesty, and civic duty.

As an educator, I encourage cooperation among students and teachers by creating open channels of communication and promoting shared responsibility in addressing common challenges. Department meetings are used as a platform for professional collaboration, refining ideas and collectively designing projects that promote cooperation among students and teachers. By aligning our objectives, we develop activities that require teamwork, shared problem-solving, and meaningful interaction. As a result, students experience a more unified learning environment that models cooperation at both the staff and student levels.

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"How can we work together for the common good?" 

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"How can we work together for the common good?" 

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At my institution, our projects contribute to the common good by focusing on strengthening the school community rather than only individual achievement. One example is our annual spiritual retreat, which is held once per year and includes all forms. This retreat helps students reflect on their values, improve their attitudes, and build stronger relationships with others across the school. We also host Positivity Day, which encourages a more supportive and respectful environment for everyone. These projects benefit the whole school because they promote unity, kindness, emotional well-being, and a stronger sense of belonging.

Strategies that strengthen ethics and responsibility in youth education include consistent modeling from teachers, clear expectations, and opportunities for students to practice accountability. When students are given real responsibilities through leadership roles, classroom duties, and group work, they learn that their actions affect others. Reflection activities also help students think more deeply about respect, honesty, empathy, and responsible decision-making.

To promote cooperation among students, teachers, and the community, I encourage teamwork through collaborative classroom activities, group assignments, and discussions that require students to listen, share responsibilities, and solve problems together. I also support communication between teachers and families, because students learn best when there is a shared approach to solving challenges. Overall, cooperation helps us build a school culture where students understand they are not only working for themselves, but also contributing to the well-being of the wider community.

Giselle Mejia

Belmopan, Belize

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I am Marsha and I am located in Kingston Jamaica. There are a number of projects in my institution that contribute to the common good rather than individual achievement.  Students are required to work in groups, consulting each other as well as their teacher and possibly others in the wider community to complete a project as part of the requirement for successfully completing exit examinations.  Students and teachers are also members of clubs and societies which see them working together towards achieving the same objectives.  They also compete in sporting activities as a team.  Teachers are sometimes engaged in team teaching and, peer coaching and students are allowed to participate in peer sharing.  Teachers are also placed in departments and forms where they have to work together as a group for the good of everyone and students are placed in form and classes where at some point they have to collaborate to get specific things done like setting up displays for a particular event such as Jamaica Day.

Ethics and responsibility are strengthened in youth education with the use of strategies such as peer counselling and Restorative Justice. Students are allowed to give their side of the story and an agreement is made to settle disputes in an attempt to deescalate them.   As an educator I lead by example and so I set the tone by being ethical and responsible with the hope that my student will follow same.  Students are intentionally taught life skills and encouraged to be change agents.

In an attempt to promote cooperation among students I allow them to work in pairs and teams.  This allow them to involve others in decisions that will enable them to achieve a group or desired goal.

In order to solve a common problem, teachers are allowed to disseminate information between themselves and at times are allowed to depend on a colleague to complete a task which will in turn allow then to complete their task.  Teachers are also encouraged to participate in team activities such as exhibition, pixie.  When these activities are done, both teachers and students get a chance to show love and respect for each other.

Since the community in which the school exist is crucial to the success of the school parents are encouraged to come in and talk with students or group of students. Students must complete certain hours of community service and community groups are also approached for conducting devotions and sponsoring school related activities.  Students in groups are often taken on field trips to business places or homes for children or the elderly in and around the community.  Prior to home visits, students would work together to collect items for the children and adults in the homes.

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How can we work together for the common good?

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How can we work together for the common good?

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Name: Kim Fontenelle

Territory: Saint Lucia

1. In what ways do my school's activities contribute to the common good?

Initiatives such as Patricia D. James Secondary School's Red Cross Youth Group and Dukers Club highlight:

- preservation of the environment,
- readiness for disasters, and
- volunteer work in the community.

These exercises help students understand that success entails more than simply reaching individual objectives.

- compassion,
- collaboration, and
- civic duty.

2. What strategies encourage young people to take part in and be responsible for democracy?

- Including values in instruction,
- initiatives for service-learning,
- development of leadership,
- role modeling by teachers, and
- Encouraging civil dispute resolution are some ways to promote accountability and ethics.

These techniques help students develop their social awareness, integrity, and responsibility.

3. How do you encourage cooperation and teamwork to solve common problems?

- Joint school-community projects,

- collaborations with neighborhood organizations,

- student committees,

- candid communication, and

- post-event reflection sessions all promote cooperation.

Students, instructors, and the larger community all benefit from these tactics' promotion of cooperation and shared accountability.

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How can we work together for the common good

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How can we work together for the common good

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Name: Kim Lewis

Location: Region 5, Guyana

As a school administrator, I view youth participation as essential to promoting the common good and strengthening democratic values within education. Schools must go beyond academic instruction to intentionally develop ethics, responsibility, and cooperation among students.

In my institution, projects are designed to benefit the wider school and community, not just individual achievement. Initiatives such as community clean-ups, environmental activities, and school-wide campaigns on respect and well-being encourage students to see themselves as part of a shared community and to understand the social impact of their actions.

Ethics and responsibility are reinforced through curriculum areas such as Social Studies and Health and Family Life Education, alongside clear school rules and restorative disciplinary practices. Leadership roles, including prefects and class monitors, provide students with practical opportunities to practise fairness, accountability, and service.

Cooperation is promoted through group learning activities, extracurricular programmes, and partnerships with parents and community members to address issues such as attendance, discipline, and student welfare. Students are occasionally involved in identifying problems and suggesting solutions, fostering shared responsibility.

Overall, these practices support the development of socially responsible, cooperative, and civically minded young people, contributing meaningfully to the common good and democratic life.

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How Can We Work Together for the Common Good?

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How Can We Work Together for the Common Good?

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Share your ideas or experiences by answering these guiding questions:

How do the projects or activities in your school contribute to the common good and not just to individual student success?

What strategies do you use to strengthen democratic participation and responsibility among young people?

How do you encourage cooperation and teamwork between students, teachers, and the community to solve common problems?

Remember to include your name and clearly mention your country, city, or community so others can better understand your context.

If you’d like, you can also comment on your classmates’ posts—always using a respectful and constructive tone