Education and Leadership for Girls in Rural Areas

EDUCATION AND LEADERSHIP FOR GIRLS IN RURAL AREAS

Enseña por Bolivia is committed to transforming education in rural areas of the country, focusing on girls and young women who face significant barriers to accessing inclusive, quality education. One of the fundamental pillars of this program is the training of professionals who, are called Agents of Change like María Susana Huarachi Herrera, who brings skills, experiences and a deep commitment to the education of the most vulnerable. Through testimonials like hers, we can see how this effort has a positive impact on rural communities and how our programs contribute to the leadership, self-esteem and integral development of students.

MARÍA SUSANA HUARACHI HERRERA  (Agente de Cambio)

Maria Susana is a mother, artist, teacher and social activist, and above all a great professional with a diverse background and an innate vocation for teaching. She shares her story as a clear example of how the right support can transform lives. Throughout her life, she has dedicated her efforts to helping others, especially in rural communities where access to quality education remains an urgent need.

Maria Susana's main motivation for teaching through Enseña por Bolivia comes from her own experience as a vulnerable child in the traditional education system. It was thanks to the support of two teachers she had as a child that she was able to regain her self-confidence and overcome her difficulties. This experience inspired her to offer her students a respectful and validating treatment, with the aim of empowering them and making them aware of their own value.

Contribution to the Enseña por Bolivia Project

María Susana emphasizes that her pedagogical approach is based on love, validation, respect and the promotion of self-esteem. Her personal experience allows her to understand the difficulties faced by children in vulnerable situations, especially those who do not meet the traditional standards of the educational system. By recognizing her students' individual strengths, such as synesthesia and musical intelligence, she has been able to improve the self-esteem of many of them.

One of her most effective strategies has been the implementation of dynamics related to self-esteem and emotional intelligence. Through playful activities such as musical rounds, mirror games and role-playing activities, she has been able to get her students to recognize their own capabilities and develop greater self-confidence. These activities not only foster a positive learning environment, but also prepare students to lead their own paths in the future.

The Impact of our Teach for Bolivia Professional 

Susana Huarachi emphasizes the importance of having trained and committed professionals who not only teach academic knowledge, but also work on the emotional and personal development of their students. Her focus on self-esteem, emotional intelligence and respectful treatment contributes significantly to Enseña por Bolivia's goal of forming leaders in rural communities.

RUTH CHAMBI:Community of Valencia, municipality of Mecapaca Guillermo Frias Educational Unit – “Before Prof. Susy arrived, I was insecure and afraid to share my ideas, even though I was always an outstanding student. Her approach, focused on self-esteem and listening to our ideas, gave me the confidence I needed to overcome my fears. Thanks to her support, I was able to develop a project that positively impacted not only my educational unit, but also our community.

Today I feel more self-confident and I know I can achieve great things. Prof. Susy taught me much more than academic content; she helped me to discover my true potential, to lead my project and to believe in my abilities. This teaching approach has transformed my perspective and inspired me to leave a positive footprint in my environment and in society”.

Strengthening Girls' Education and Leadership in Rural Communities

Gender Backpacks

At Enseña por Bolivia, we are committed to transforming education in rural areas of the country, placing special emphasis on gender equality. One of the main tools we use to achieve this are the gender backpacks, a pedagogical approach designed to sensitize girls and young women on issues of gender equity, rights and roles. Through dynamics and interactive activities, the backpacks seek to empower students, helping them to understand and challenge gender stereotypes, promoting an inclusive education that values each student equally, regardless of sex or gender.

Working with the gender backpacks not only strengthens girls' self-esteem, but also has a positive impact on the community by fostering a more equitable mindset in young people. By integrating these issues into the classroom, Enseña por Bolivia teachers help create an environment of respect and support, where students feel valued and able to reach their full potential. This approach contributes to building a more just society, providing girls with the tools they need to become leaders and agents of change in their communities

Profes en Acción's Leadership in Action program focuses on training teachers to develop leadership skills that enable them to transform the educational environment and foster the integral development of their students. Through workshops and practical activities, teachers learn to promote inclusive education, effectively manage their classrooms and apply innovative pedagogical approaches.

The program also teaches them to recognize and address social and gender inequalities, strengthen students' self-esteem and inspire them to become leaders in their communities.

In summary, Teacher Leadership in Action seeks to empower teachers to be agents of change and to contribute to quality and equitable education.

THANK YOU VERY MUCH

Thanks to your generous contribution, we are transforming education in rural communities, providing girls with tools to develop their leadership and self-esteem. Your contribution not only impacts their academic formation, but also allows them to become agents of change in their communities.

• Report_ExB_2025.pdf (PDF)