The Multi-educational and Agricultural Jesuit Institute of South Sudan (MAJIS), funded by the Irish Jesuit Missions Office, has finished the first phase of building. A recent report discussed the project, and outlined what would happen during phase two. Realising the high need of knowledge transfer, vocational training and agricultural education as a response towards sustainable food security the Jesuits of East Africa are implementing a multi educational and agricultural institute (MAJIS) in Jiir County, Rumbek / Lake State. The Irish Jesuit Missions Office has funded this project, which will train the local people in sustainable and efficient agricultural practices.
Archive for Institute
Morningstar Hostel is Cecilia’s original post-SASAC project. The 17 school-going children (at Morningstar) are the direct beneficiaries of the SOJASI Educational programmes. They are getting food, shelter, regular school education and vocational education and medical assistance. They had two-week training in SMVG system and oyster mushroom production at SOJASI centre during their winter holidays.
SOJASI stands for Society of Jesus Agricultural and Social Institute. We are located in a purpose-built structure, in the small village of Chimney, high above Kurseong in the Himalayas in West Bengal, India.
SOJASI is a training centre. We want to give practical training to village people or anyone who is interested in learning Square Meter gardening methods (SMVG), oyster mushroom production and organic composting. Later on we want to add computer and oral English, which we think will be more attractive and useful to young people. The length of the training courses will fit the needs of the group being trained.
The global importance of forests and fear of any further widespread conversion impacting on climate and biodiversity is acknowledged internationally and cannot be ignored or afforded by the Philippines. Sustainability carries multiple and varied assumptions and people feel that any further change is loss as the stability of the natural system implicitly defines sustainability. Yet contradictions occur in society. Large scale exploitation of resources is for many economically evident and a must, while indigenous people practicing swidden is unacceptable. For others, the reverse is arguable. Sustainability is the balancing of change so that resources can be accessed while ecological services sustained and must include social and cultural equity.
Education is neither the subjugation or simplification of meaning, nor the elimination of mystery. I need to feel the land where I am, its life and history, its story in order to open up my story. There needs to be time for input, reflection, analysis, conversation, discernment (head and heart) and clear community action. Children are not prepared for life – for living – if they do not experience this approach to engaging and learning. It’s not just IQ, it’s I care, which makes for living.