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Salesian |
Salesian
Educative Pastoral Project
Workbook
2003
St. John Bosco took seriously his God-given mission on behalf of poor and abandoned youth.
(
1)
He knew that alone he could not accomplish this mission. So he
gradually built up a living community: his own youth, his mother,
many other friends and benefactors, his priests and brothers.
Eventually, everyone came to share and live his motto, “Give me
souls, take away the rest.” In this atmosphere of the Salesian
family spirit, all lived, worked, and grew up together.
(
2)
He wanted to address properly the various needs of the young. So he
gradually organized his ministry to the youth. He established and
sustained youth centers, training centers, and schools. Through his
Preventive System of education, he kept his ministry ever dynamic and
relevant.
We, the members of St. John Bosco’s vast movement and family, desire to take seriously the spirit and mission passed on to us.
(1) We are convinced that we must live and work together--SDBs, other members of the Salesian family, lay mission partners, parents, and youth--gradually building ourselves up into a living community, united around St. John Bosco’s “Give me souls…” Only when our parishes, schools, and centers become living faith-communities, or in our Salesian lingo, educative-pastoral communities (EPC), shall we be able to grow.
(2) We are challenged from all sides by the cries of the young in our different Salesian settings or works. Through the process of the Salesian educative-pastoral project (SEPP), we make sure that our Salesian youth ministry remains true to St. John Bosco’s charism, and ever relevant to the youth of today.
This Salesian Educative-Pastoral Project Workbook is a precious tool. It guides us in the twofold process of building our educative-pastoral community, and renewing our educative-pastoral ministry.
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1 Readiness for Change Questionnaire |
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Encircle the number that best represents you at this moment.
1 2 3 4 5 6 7 8 9 10
Do not agree Agree Fully agree
1 2 3 4 5 6 7 8 9 101. St. John Bosco was able to carry out his God-given mission on behalf of youth because he did not work alone. Instead, he formed a team of young people and lay adults, and shared with them his motto, “Give me souls, take away the rest.”
1 2 3 4 5 6 7 8 9 102. St. John Bosco was very effective in his work for poor and abandoned youth because he organized his ministry according to clear principles, which he called the preventive system of education.
1 2 3 4 5 6 7 8 9 103. Our Church today urges us to form ourselves into communities, because it is only when we live and work together that we can experience God and grow to fullness of life.
1 2 3 4 5 6 7 8 9 104. We must study carefully how we can serve the young in a more effective way, because they are ever more strongly influenced by the modern world which is continually changing and becoming more diverse.
1 2 3 4 5 6 7 8 9 105. Building up a community does not happen overnight. It takes a lot of time and effort. We must be willing to go out of our way to meet people, sit down with them, and talk things over.
1 2 3 4 5 6 7 8 9 106. Each one of us has his or her own dreams and ambitions. But if we share them with one another and draw up for ourselves a common dream and vision, then we become a united community.
1 2 3 4 5 6 7 8 9 107. Living together is both enjoyable and difficult. We experience real happiness when we are with others. But we also need to learn how to accept one another, and if necessary, put aside our own interests for the good of all.
1 2 3 4 5 6 7 8 9 108. Our mission for poor and abandoned youth has been entrusted not to one person but to our entire community. We need to participate and get involved, both in the planning stages as well as in the actual ministry.
1 2 3 4 5 6 7 8 9 109. Working for youth is a very important responsibility. We need to put aside enough time and effort to make sure that we are addressing adequately the needs and problems of today’s youth.
1 2 3 4 5 6 7 8 9 1010. We are continually challenged to plan, evaluate, and renew our ministry to the youth of today in the midst of an ever-changing world. In this way, our ministry is always dynamic and relevant.
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2 Preliminaries |
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With the use of diagrams…
Identify your focal system: the specific Salesian setting and its corresponding educative-pastoral community.
Identify your related systems: the other Salesian settings entrusted to the same SDB-community, and their corresponding educative-pastoral communities.
Identify your subsystems: the different members of the educative-pastoral community.
Get hold of a calendar…
1. Schedule your VISION-SHARING Sessions.
(20--30 persons, 2 full days, preferably lived in, out of town)
2. Schedule your PLANNING Sessions.
(as many as needed, 2 full days, or the equivalent in staggered sessions, out of town or in house)
3. Schedule your PROGRAMMING Sessions.
(as many as needed, 2 full days, or the equivalent in staggered sessions, out of town or in house)
4. Schedule your regular EVALUATION AND PROGRAMMING Sessions
(annually, preferably three months before the end of the school year)
5. Schedule your ECHO Sessions for the other members and groups
of the community.
(annually, preferably in the first two months of the school year)
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2.1 VISION-SHARING |
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"All this will continue to happen
if we share a common vision
of how to give these effective signs (of the kingdom)
to one another and to our society.
But the whole vision is never given to one person.
Each of us has a part of the truth to share,
just as each of us has something to contribute to its living out."
(Newsome)
"Where there is no vision, the people perish.
Many good projects,
whether at the diocesan, parish or community level,
flounder or fail due to the absence of an articulated vision
which clearly defines the direction for the group.
It is vitally important that a vision be clear, mission-oriented,
and mutually agreed upon by those who will be affected by it."
(Sofield and Juliano, 1987)
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3 questions … |
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1. Some people ask: "Why all the fuss about our Vision and Mission?"
Jesus Christ was on fire with a powerful vision, and his sense of mission and commitment was just as powerful! At the start of his ministry, he went into the synagogue and read from the unrolled scroll: "The Spirit of the Lord has been given to me, for he has anointed me. He has sent me to bring the good news to the poor, to proclaim liberty to captives and to the blind new sight, to set the downtrodden free, to proclaim the Lord's year of favor." (Luke 4: 16—22). He made these words his own, and plunged himself completely into the journey that led right on to Calvary. We want to set ourselves afire as Jesus was.
2. Others ask: "Do we really have to go through this process of VISION-SHARING? Can we not go directly to planning and programming?"
With the process of VISION-SHARING, we enter into the mode of community-building. We make ourselves capable of moving forward and together. We give ourselves both unity and direction. Furthermore, VISION-SHARING brings out our values as individual persons and as a community. "How do you know when you have a vision? When it excites you to do something, when it gives you pleasure and a sense of satisfaction, and when it fulfills your most important values." (Holpp and Kelly, 1988) Finally, VISION-SHARING makes us look beyond as a community. "Visioning is not simply a skill; it is an attitude. Visioning is also an act of faith, the faith that we have the ability to be the best we can be." (Simpson, 1990)
3. Some continue to ask: "Should all of us go through this process? Or only the priests and sisters? Lay adults too? And young people?
The more the merrier! But to begin the process, we start with a selected core or nucleus of the community, and gradually involve everyone. We all have a part to play. Young people bring in their youthful idealism. Parents, teachers, and important persons in the neighborhood carry with them their years of experience.
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4 THE STEPS |
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5 IN VISION-SHARING |
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6 1. Personal Recall and Reflection |
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7 2. Common Study |
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8 3. Common Analysis |
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9 4. Personal Work |
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10 5. Vision-Sharing and Consensus-Seeking |
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11 Step 1. Personal Recall and Reflection |
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Recall one recent memorable moment or experience in the community to which you belong (school, parish, center, or movement). Choose a positive experience, happy and not necessarily funny. Reflect and find out why the event made you feel fulfilled and happy. Try to discover the deeper reasons for your happiness. Write down your reflections. Read and share your discoveries in your small groups.
If you wish, you may also choose a negative experience that left you disillusioned and sad.
Some suggested questions:
When did I feel most happy and enthusiastic to be a part of the community? Why?
Now that I am a part of the community (parish, school, center, or movement), what are the things I consider most important for myself, or for my kids and family, or for the community and the neighborhood, or for the church and my country?
My
Reflections ….
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12 Step 2. Common Study |
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In small groups and/or in assembly, study the Church and Salesian documents regarding the Salesian charism and mission, and the community and setting to which you belong. Listen carefully to those invited to share their ideas. Summarize your ideas by drawing up for your setting a profile of the ideal community.
A
suggested pattern 2.1. The basic teachings
and directives of the Church regarding your community and setting
(school, parish, center, or movement).
2.2. The basic teachings
and directives of St. John Bosco and the Salesian Congregation
regarding your community and setting (school, parish, center, or
movement).
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13 Step 3. Common Analysis |
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Study the context or milieu in which your community and setting is located, and in which all of you live, work, and grow. Determine its boundaries (How far does the influence of your setting reach?).
In
small groups and/or in assembly, share your perceptions regarding
the context. Make use of available data and studies.
Some suggested questions:
3.1. THE BOUNDARIES
- For the social context: to which municipalities (village, town, city, province) do you belong?
- For the ecclesial or Church context: to which parish and diocese do you belong?
3.2. THE DEMOGRAPHIC SITUATION
- What is the total population?
- What is the rate of population growth?
- What is the percentage of children? Of youth?
- How many live in urban areas? In rural areas?
- What is the proportion of poor, middle class, and rich?
- What are some of the main cultural tribes or groups and religions?
3.3. THE SOCIAL CONTEXT (village, town/city, province)
3.3.1. The Economic Dimension of Society (regarding basic needs)
1- What is the situation (positive and negative) of the majority of the people in terms of food, housing, basic education, means of livelihood?
2- What are the deeper causes or reasons for such a situation? If positive, check on these: alternative economic structures, like cooperatives, people's banks, profit sharing, and entrepreneurship. If negative, check on these: no ownership of land, pro-rich banking and taxation systems, middlemen in business, foreign-dominated industries, unfair globalization, faulty government policies, lack of initiative, poor education, laziness.
3- What are the effects of the economic situation on the children and the young?
4- What are the challenges presented to Catholic and Salesian ministry?
3.3.2. The Political Dimension of Society (regarding authority and people participation)
1- What is the situation (positive and negative) of the majority of the people regarding the structures of government: the use of authority by government officials and the participation of the people in decision-making?
2- What are the deeper causes or reasons for such a situation? If positive, check on these: active people's organizations--POs--and NGOs, mass media. If negative, check on these: faulty electoral process, traditional politics based on "guns, gold, goons," informal power-structures such as businessmen, families or clans, large companies, presence of the military, lack of social awareness, faulty education, escapism and irresponsibility.
3- What are the effects of the political situation on the children and young people?
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3.3.3. The Cultural Religious Dimension of Society (regarding basic values and beliefs)
1- What is the situation (positive and negative) of the majority of the people regarding these fundamental values: faith in God and spirituality, life and human dignity, family, love and marriage, interpersonal relationships and community?
2- What are the deeper causes or reasons for such a situation? In what way do these realities influence the people: our Malay and Chinese heritage, Spanish and American influence, Catholic faith, colonialism, tropical climate, information technology, mass media, educational system, family structure and practices?
3- What are the effects of the cultural situation on the children and young people?
4- What are the challenges presented to Catholic and Salesian ministry?
3.4. THE ECCLESIAL OR CHURCH CONTEXT (parish or diocese)
3.4.1. The Vision and Objectives of the Church
1- What is the vision of the diocese or parishes in which the setting is located? What are the broad goals and actual objectives?
2- Are the people aware of this vision? Is it being realized?
3- Are the children and young people aware of this vision? Are they part of the content and process of the vision?
3.4.2. The Ministries-Activities in the Church
1- What are the main activities of the diocese or parishes in terms of: liturgy and worship, catechesis and formation, fellowship and community-building, service and social concern? How much importance is given to each of these concerns? (Use the pie-model to illustrate.)
2- In particular, what efforts are being done to form BECs?
3- How much importance is given to the ministry for and with children and young people?
3.4.3. The Relationships-Processes in the Church
1- Is there a good relationship between priests and laity? Between leaders and members? Among the members?
2- Do the young people and children have a voice? Are they given a chance to get involved?
- What are the special challenges to Salesian ministry?
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14 Step 4. Personal Work |
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1. Enter into silence, reflection and prayer. Ask for light from the Spirit.
2. Reflect on your own personal history, on the documents of the Church and the Salesian Congregation, and on the challenges presented by the present social and ecclesial context.
3. With courage and openness to the Spirit, allow yourself to envision and dream for your community and setting
4. Write in your own words a vision-statement for your community and the setting (parish, school, center, movement) to which you belong.
5. Write out your corresponding mission or commitment, whether as a SDB, parent, teacher, adult, or youth.
A suggested pattern:
1. Your vision of society and the world. Your vision of the Church.
2. Your vision of children and young people.
3. Your vision of the community and setting to which you belong, and of its different members.
(You may begin with the words: "I dream of..." or "I envision..." Or you may choose to work with drawings and images.)
4. Your commitment as a member of the community.
(You may begin with the words: "Therefore, I commit myself..." or "I promise...")
My
Personal Vision-Mission Statement
Step 5.Vision-Sharing and Consensus-Seeking
In small groups, share your personal vision-mission statement, and work out through consensus-seeking a common vision for your school, parish, center, or movement. Then, work out the corresponding mission-statement for the different members of the community.
Come together in assembly, and through sharing and consensus-seeking, write out the common dream and commitment (Vision-Mission Statement) for your community (parish, school, center, movement).
Our
Vision-Mission Statement
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15 Important Ideas |
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Vision
A person’s individual "vision" is his or her personal ambition, dream, or final goal. When a person has a vision, then he or she has a reason to exist and live and grow. Therefore, we can always draw up the vision of what we want our life to be, and what we want the world to become.
Within a group or organization, "vision" stands for the overall and continuing ends to be accomplished and for which all available resources will be used. It expresses the core values of the organization. We may have a vision of what we want the organization to become, and of what we want others to become because of us.
"Vision" stands for what we want to happen, not for what we must or want to do. It is the "what," not the "how;" the result, not the efforts. Hence, we usually state our vision with a noun phrase.
"Vision" stands for something real; it is not an abstract term floating in the air. Someone draws it up. It has an owner, whether an individual or a group. It cannot be imposed, nor presumed. When a group draws up a vision, it does so through a process of vision-sharing. The vision then becomes a vital factor of unity.
Drawing up a vision means putting the ideal in context. It means looking at the ideal with courage, and then at the context or situation with realism, and then writing out "the ideal in context."
Mission
"Mission" stands for one's commitment to live according to certain values. Within an organization, it is a pledge with binding force on all to act according to a common set of options.
"Mission" guarantees the attainment of the vision. It sets both individual and group into continued growth and action in order to reach the goal. It is the assurance of life and success for any organization.
Vision-Mission Statement
of the Church in the Philippines
(23 July 1992)
Immersed in a society fragmented by divisive conflicts
and afflicted by widespread poverty,
yet deeply aspiring for fullness of life in God,
we, as Church in the Philippines, with total trust in God's love,
envision ourselves as the community of disciples,
who firmly believe in the Lord Jesus
and joyfully live in harmony and solidarity
with one another, with creation, and with God.
Following the way of our Lord,
we opt to be a Church of the poor,
which demands evangelical poverty of us all,
and harnesses the transformative power of the poor among us
toward the justice and love of God in this world.
To achieve this vision, under the leading of the Spirit of God
and with Mary as our guide,
we shall embark on a renewed integral evangelization
and witness to Jesus Christ's Gospel of salvation and liberation
through our words, deeds and lives.
As bishops, priests, religious and laity,
we together commit ourselves
to implement the spirit and decrees
of the Second Plenary Council of the Philippines
in order to inculturate Gospel values in our milieu.
By this shall kaayusan (order in harmony) be achieved
through persons who are makaDiyos, makatao,
makabayan, and makabuhay.
Ours will then be a civilization of life and love,
a sign of the in-breaking of the Father's Kingdom.
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15.1 EDUCATIVE-PASTORAL |
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15.2 PLANNING |
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"Planning is a skill and an art.
It is the product of human thinking.
Jesus used human thinking,
and everything else in his human nature, to redeem us.
Taking human skills and arts seriously
is to take the incarnation seriously."
(Keating)
"The educative-pastoral community:
in it lay people and religious must study and research together
in a dialogue of partnership
and together construct the educative-pastoral plan."
(cf. SALESIAN GENERAL CHAPTER XXI, 1978, no. 78)
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16 The Steps in Planning |
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1. Setting Up the Planning Group
After the preparatory phase of VISION-SHARING, we prepare ourselves for the next phase of EDUCATIVE-PASTORAL PLANNING.
2. Determining the Boundaries (Time and People)
Our Educative-Pastoral Plan charts out our development for the next five to ten years. It includes the persons and groups "inside the system," that is, within control of the Plan. It may also include the persons and groups "outside the system," that is, beyond the control but within the influence of the Plan.
3. Wording Out the Growth-Goals
For better planning, we restate our Vision-Mission Statement in the form of GROWTH-GOALS (or General/Long-range Objectives) according to the Main Dimensions of the Salesian Educative-Pastoral Project.
4. Assessing the Growth-Situation
Using the force-field theory, we assess our growth-situation in each of the dimensions in terms of Strengths, Weaknesses, Opportunities, and Threats (SWOT).
5. Determining the Priority Objectives
We analyze further our situation and discover the root or main causes among the Strengths and Weaknesses, in order to set our PRIORITY OBJECTIVES.
Key Ideas Regarding the Goals
of the Salesian Educative-Pastoral Project
The Salesian Educative-Pastoral Project encompasses the gradual process of total growth that the entire educative-pastoral community, or EPC, undergoes in order to reach the vision. Total growth may be broken down into these dimensions or areas.
1. Growth as members of the community
(The Educative-Pastoral Community)
We grow into a community of persons--SDBs, lay adults and youth--who are united by the common love for the young and who share the spirit and mission of St John Bosco.
2. Growth as human persons
(Dimension 1: Education and Culture)
We go through a process of education that frees all our human potentials and enables us to get involved in the world of culture and society with a critical sense of judgment.
3. Growth as Christians
(Dimension 2: Evangelization and Catechesis)
We go through a process of evangelization that enriches us with the gifts of grace and enables us to encounter Christ, follow him as members of the Church, and live his message day by day.
4. Growth in our power to decide
(Dimension 3: Vocation-Orientation)
Through the process of education and evangelization, we develop our power to make good decisions, discover and draw up our plan for life, and carry out with responsibility our roles in family, church and society.
5. Growth in our power to relate with others
(Dimension 4: Group-Experience)
Through the process of education and evangelization, we develop our power to relate with others, enter into wholesome friendships and group-experiences and become committed members of families and communities.
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17 THE MAIN CONCERNS OF SALESIAN SCHOOLS |
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18 CATEGORIZED INTO THE DIMENSIONS/AREAS |
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Educative-Pastoral Community
- Fostering the Salesian family spirit (Community-building)
- Setting up the EP-Community, and the EPC-Core, and drawing up the SEP-Project
- Empowering the different sectors: Salesians, Faculty, Non-teaching Personnel, Parents, Students, Alumni (HRD, Salaries)
- Establishing appropriate structures, processes, SOP's (Manuals, Guidelines)
- Establishing necessary financial and material resources (Administration)
- Maintaining external links (DECS, CHED, CEAP, DBEAP)
Dimension 1: Education and Culture
- Fostering human growth of students in genuine personhood (manners, human values)
- Fostering human growth of students through cultural programs (sports, arts, music, drama, media)
- Fostering human growth of students through academic/ technical programs (Curriculum Development)
- Fostering human growth of the other members of the community
Dimension 2: Evangelization and Catechesis
- Fostering Christian growth of students through Liturgy and Worship (Eucharist, Reconciliation, prayers)
- Fostering Christian growth of students through Catechesis (catechism, media)
- Fostering Christian growth of students through Retreats/Recollections
- Fostering Christian growth of the other members of the community
Dimension 3: Vocation Orientation
- Fostering personal growth of students/alumni through Career Guidance
- Fostering personal growth of students/alumni through Spiritual Direction
- Promoting vocations to priestly and religious life (Vocations)
- Fostering the involvement of students and alumni in the issues of society and the world
- Fostering personal growth of the other members of the community
Dimension 4: Group Experience
- Fostering social growth of students/alumni through various teamwork experiences
- Fostering social growth of students/alumni through groups (barkadas, associations, clubs, Salesian Youth Movement)
- Fostering the participation of students and alumni in the life of the local and universal Church (parish-involvement)
- Fostering social growth of the other members of the community
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19 THE MAIN CONCERNS OF SALESIAN PARISHES |
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20 CATEGORIZED INTO THE DIMENSIONS/AREAS |
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Educative-Pastoral Community
- Building communities (BEC's)
- Setting up the EP-Community (Salesians, Religious, Salesian Family, Adults, Youth Children) and the EPC-Core, and drawing up the EP-Project
- Establishing parish organizational structures, processes, SOP's
- Establishing necessary financial and material resources
- Maintaining links with the diocese
Dimension 1: Education and Culture
- Answering the basic human needs of families (Social Action, Justice and Peace)
- Fostering human growth of families in personhood (Sex Education, Family Life)
- Fostering human growth of families through cultural programs (sports, arts, music, drama, media)
- Fostering human growth of adults, youth, children through academic/technical programs (remedial classes, short courses)
Dimension 2: Evangelization and Catechesis
- Fostering Christian growth of families through Liturgy and Worship (Sacraments, Devotions)
- Fostering Christian growth of families through Catechesis (Adult-Youth-Children Catechism, Formation, Missions)
- Fostering Christian growth of families through Retreats/Recollections/Seminars
Dimension 3: Vocation Orientation
- Fostering personal growth of families through Guidance (Family Life, Career)
- Fostering personal growth of families through Spiritual Direction
- Promoting vocations to priestly and religious life
- Fostering the involvement of families in the local and world issues (Ecology)
Dimension 4: Group Experience
- Fostering social growth of families through teamwork experiences (Fellowship)
- Fostering social growth of families through groups (barkadas, associations, cooperatives)
- Promoting ecclesial lay movements
- Fostering the participation of families in the life of the local and universal Church (pilgrimages, gatherings)
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21 THE MAIN CONCERNS OF SALESIAN TRAINING CENTERS CATEGORIZED INTO THE DIMENSIONS/AREAS |
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Educative-Pastoral Community
- Fostering the Salesian family spirit (Community-building)
- Setting up the EP-Community, and the EPC-Core, and drawing up the SEP-Project
- Empowering the different sectors: Salesians, Faculty, Non-teaching Personnel, Parents, Students, Alumni (HRD, Salaries)
- Establishing appropriate structures, processes, SOP's (Manuals, Guidelines)
- Establishing necessary financial and material resources (Administration)
- Maintaining external links (TESDA, CEAP, DBEAP)
Dimension 1: Education and Culture
- Fostering human growth of students in genuine personhood (manners, human values)
- Fostering human growth of students through cultural programs (sports, arts, music, drama, media)
- Fostering human growth of students through academic/ technical programs (Curriculum Development)
Dimension 2: Evangelization and Catechesis
- Fostering Christian growth of students through Liturgy and Worship (Eucharist, Reconciliation, prayers)
- Fostering Christian growth of students through Catechesis (catechism, media)
- Fostering Christian growth of students through Retreats/ Recollections
Dimension 3: Vocation Orientation
- Fostering personal growth of students/alumni through Career Guidance
- Fostering personal growth of students/alumni through Spiritual Direction
- Promoting vocations to priestly and religious life (Vocations)
- Fostering the involvement of students and alumni in the issues of society and the world
- Dimension 4: Group Experience
Fostering social growth of students/alumni through various teamwork experiences
- Fostering social growth of students/alumni through groups (barkadas, associations, clubs, Salesian Youth Movement)
- Fostering the participation of students and alumni in the life of the local and universal Church (parish-involvement)
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22 THE MAIN CONCERNS OF SALESIAN YOUTH CENTERS |
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23 CATEGORIZED INTO THE DIMENSIONS/AREAS |
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Educative-Pastoral Community
- Setting up the EP-Community, and the EPC-Core, and drawing up the EP-Project
- Empowering the different sectors (Salesians, Religious, members of the Salesian Family, Lay adult and youth co-workers, Families and parents)
- Establishing appropriate structures, processes, SOP's
- Establishing necessary financial and material resources
- Maintaining external links
Dimension 1: Education and Culture
- Fostering human growth of youth/children in genuine personhood (manners, human values)
- Fostering human growth of youth/children through cultural programs (sports, arts, music, drama, media)
- Fostering human growth of youth/children through academic/technical programs (remedial classes, short courses)
Dimension 2: Evangelization and Catechesis
- Fostering Christian growth of youth/children through Liturgy and Worship (Eucharist, Reconciliation, prayers)
- Fostering Christian growth of youth/children through Catechesis (catechism, media)
- Fostering Christian growth of youth/children through Retreats/Recollections
Dimension 3: Vocation Orientation
- Fostering personal growth of youth/children through Career Guidance
- Fostering personal growth of youth/children through Spiritual Direction
- Promoting vocations to priestly and religious life
- Fostering the involvement of youth/children in the issues of society and the world
Dimension 4 : Group Experience
- Fostering social growth of youth/children through various teamwork experiences
- Fostering social growth of youth/children through groups (barkadas, associations)
- Promoting the Salesian Youth Movement
- Fostering the participation of children and youth in the life of the local and universal Church
- Fostering the Salesian family spirit
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23.1 The Boundaries of our Educative-Pastoral Plan |
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Decide on the boundaries of your Educative-Pastoral Plan.
Be aware of the limits and the specific persons affected by this plan.
1. Time-frame
A Plan for how many years? _____
From June 200____ to May 200____
2. Persons Involved
Inside the System(FOCUS)
- SDBs
- lay administrators
- faculty
- non-teaching personnel
- parents
- students
- alumni
Others?
Outside the System(MACRO)
- government officials
- the diocese
- the parish
- people in media
- businessmen
- public schools
- private schools
- NGO's
Others?
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23.2 THE EDUCATIVE-PASTORAL COMMUNITY |
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Growth-Goal (Long-range Objective for 5--10 years)
Read once again your Vision-Mission Statement. Choose the words or phrases related to the educative-pastoral community. Express these ideas in the form of a Growth-Goal.
Sample text: Administrators, faculty, personnel, parents, students and alumni, growing into an educative-pastoral community of persons who share a common love for the youth, especially the poor and abandoned, and a common mission of transforming society.
GROWTH-GOAL
NO. 1
Assessment of Our Growth-Situation (SWOT)
S
Strengths Who
among us are growing, and contribute to growth, in this dimension? Weaknesses
Who
among us are not growing, and hinder growth, in this dimension?
Opportunities
Who
among the others are contributing to our growth in this dimension?
Threats Who
among the others are hindering our growth in this dimension?
Objectives: (for 1--5 years)
Make a deeper analysis of your Strengths and Weaknesses. Find out which are the main strengths or weaknesses, either because they include the others, or are the root-causes, or are urgent because of accompanying opportunities and threats. These are your priority areas, which you shall express in terms of PRIORITY OBJECTIVES for the next 1, 2 or 3 years. Be careful to identify the subject (who?) and the object (what behavior change?) of your objectives. Avoid using the infinitive form in wording out your objectives.
Sample text: Within one year, that the Salesian administrators and lay personnel become prepared to form and animate the entire educative-pastoral community.
Objective
No. 1 (based on the main strength) Objective
No. 2 (based on the main weakness)
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23.3 1-Dimension: EDUCATION AND CULTURE |
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Growth-Goal (Long-range Objective for 5--10 years)
Read once again your Vision-Mission Statement. Choose the words or phrases related to this dimension. Express these ideas in the form of a Growth-Goal.
Sample text:
Students and alumni, who, through a process of education, develop their natural gifts and potentials, and become actively involved in human culture and society.
GROWTH-GOAL
NO. 2
Assessment of Our Growth-Situation (SWOT)
Study the persons "inside" and "outside" your setting. Find out in what ways do these persons or groups contribute or hinder your growth in this dimension.
Strengths Who
among us are growing, and contribute to growth, in this dimension? Weaknesses
Who
among us are not growing, and hinder growth, in this dimension?
Opportunities
Who
among the others are contributing to our growth in this dimension?
Threats Who
among the others are hindering our growth in this dimension?
Objectives: (for 1--5 years)
Make a deeper analysis of your Strengths and Weaknesses. Find out which are the main strengths or weaknesses, either because they include the others, or are the root-causes, or are urgent because of accompanying opportunities and threats. These are your priority areas, which you shall express in terms of PRIORITY OBJECTIVES for the next 1, 2 or 3 years. Be careful to identify the subject (who?) and the object (what behavior change?) of your objectives. Avoid using the infinitive form in wording out your objectives.
Sample text:
Within one year, that the students learn good manners and develop human values of mutual respect and solidarity.
Objective
No. 3 (based on the main strength) Objective
No. 4 (based on the main weakness)
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23.4 2-Dimension: EVANGELIZATION AND CATECHESIS |
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Growth-Goal (Long-range Objective for 5--10 years)
Read once again your Vision-Mission Statement. Choose the words or phrases related to this dimension. Express these ideas in the form of a Growth-Goal.
Sample text: Students and alumni, who, through a process of evangelization or education in the faith, develop their gifts of faith, hope and love, and become more committed Christians.
GROWTH-GOAL
NO. 3
Assessment of Our Growth-Situation (SWOT)
Study the persons "inside" and "outside" your setting. Find out in what ways do these persons or groups contribute or hinder your growth in this dimension.
Strengths Who
among us are growing, and contribute to growth, in this dimension? Weaknesses
Who
among us are not growing, and hinder growth, in this dimension?
Opportunities
Who
among the others are contributing to our growth in this dimension?
Threats Who
among the others are hindering our growth in this dimension?
Objectives: (for 1--5 years)
Make a deeper analysis of your Strengths and Weaknesses. Find out which are the main strengths or weaknesses, either because they include the others, or are the root-causes, or are urgent because of accompanying opportunities and threats. These are your priority areas, which you shall express in terms of PRIORITY OBJECTIVES for the next 1, 2 or 3 years. Be careful to identify the subject (who?) and the object (what behavior change?) of your objectives. Avoid using the infinitive form in wording out your objectives.
Sample text:
Within one year, that the entire Educative-Pastoral Community become a living Church centered around Christ and the celebration of the Eucharist.
Objective
No. 5 (based on the main strength) Objective
No. 6 (based on the main weakness)
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23.5 3-Dimension: VOCATION-ORIENTATION |
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Growth-Goal (Long-range Objective for 5--10 years)
Read once again your Vision-Mission Statement. Choose the words or phrases related to this dimension. Express these ideas in the form of a Growth-Goal.
Sample text:
Students and alumni, who are enabled through vocation-guidance and spiritual direction to discover, embark on, and grow in their own individual plan of life.
GROWTH-GOAL
NO. 4
Assessment of Our Growth-Situation (SWOT)
S
Strengths Who
among us are growing, and contribute to growth, in this dimension? Weaknesses
Who
among us are not growing, and hinder growth, in this dimension?
Opportunities
Who
among the others are contributing to our growth in this dimension?
Threats Who
among the others are hindering our growth in this dimension?
Objectives: (for 1--5 years)
Make a deeper analysis of your Strengths and Weaknesses. Find out which are the main strengths or weaknesses, either because they include the others, or are the root-causes, or are urgent because of accompanying opportunities and threats. These are your priority areas, which you shall express in terms of PRIORITY OBJECTIVES for the next 1, 2 or 3 years. Be careful to identify the subject (who?) and the object (what behavior change?) of your objectives. Avoid using the infinitive form in wording out your objectives.
Sample text:
Within one year, that the students and alumni discover and live out their Christian calling and their rightful place in Church and society.
Objective
No. 7 (based on the main strength) Objective
No. 8 (based on the main weakness)
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23.6 4-Dimension: GROUP-EXPERIENCE |
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Growth-Goal (Long-range Objective for 5--10 years)
Read once again your Vision-Mission Statement. Choose the words or phrases related to this dimension. Express these ideas in the form of a Growth-Goal.
Sample text:
Students and alumni, who are enabled through group experiences to become responsible and committed community-builders for the world and the Church.
GROWTH-GOAL
NO. 5
Assessment of Our Growth-Situation (SWOT)
Study the persons "inside" and "outside" your setting. Find out in what ways do these persons or groups contribute or hinder your growth in this dimension.
Strengths Who
among us are growing, and contribute to growth, in this dimension? Weaknesses
Who
among us are not growing, and hinder growth, in this dimension?
Opportunities
Who
among the others are contributing to our growth in this dimension?
Threats Who
among the others are hindering our growth in this dimension?
Objectives: (for 1--5 years)
Make a deeper analysis of your Strengths and Weaknesses. Find out which are the main strengths or weaknesses, either because they include the others, or are the root-causes, or are urgent because of accompanying opportunities and threats. These are your priority areas, which you shall express in terms of PRIORITY OBJECTIVES for the next 1, 2 or 3 years. Be careful to identify the subject (who?) and the object (what behavior change?) of your objectives. Avoid using the infinitive form in wording out your objectives.
Sample text:
Within one year, that the students come together in groups, associations and movements, and grow in the values of teamwork and sacrifice.
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23.6.1 Objective No. 9 (based on the main strength) Objective No. 10 (based on the main weakness) |
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23.6.2 ANNUAL PROGRAMMING |
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"Programming.
This means deciding on personnel, times, places and tasks
called for by the Plan,
and determining on the spot activities to be carried out.
Programming needs to be done every year,
and is based on the Educative-Pastoral Plan,
which in turn draws its inspiration from the Frame of Reference
(Vision-Mission Statement!)."
(YOUTH PASTORAL DOCUMENT No. 4)
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23.7 THE STEPS IN PROGRAMMING |
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1. Decide on the best time to do programming.
Programming is done every year, usually toward the last months of schoolyear. It goes into the details of implementing the Plan. Normally, it follows the Planning Process, and may take place during the same period of time.
2. Decide on the manner of doing the annual program.
- You may draw up a "working draft" (the program of the previous year may do.) Ask the different sectors, groups, batches to study the draft. Come to a consensus in a Meeting of the EPC-Core.
Or:
- You may schedule a "Programming Session." Invite the different sectors to come with their respective programs. Come to a consensus within the Session itself.
3. For each of the PRIORITY OBJECTIVES, determine the following:
ACTIVITIES (in sequence)
HUMAN AND MATERIAL RESOURCES
DATES.
4. Develop the corresponding ORGANIZATIONAL CHART, ANNUAL BUDGET, and GANTT CHARTS.
5. Monitor the progress of the program at regular intervals, and on the different levels.
A Sample Text
(corresponding to: Educative-Pastoral Community, Objective no. 1)
OBJECTIVE
Within one year:
1. that the Salesian administrators and lay personnel animate the entire educative-pastoral community through its Salesian Educative-Pastoral Project.
ACTIVITIES (PROCEDURE) |
RESOURCES |
DATES |
1. Personal Study
2. Community Assembly
3. Vision-Sharing
4. EPC-Day (Community Day)
5. Planning Session
6. Programming Session
7. EPC-Summer Camp
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- SDBs, Salesian documents - SDBs, Salesian documents
- SDBs, EPC-Core, Modules - EPC Liturgical and sports materials - SDBs, EPC-Core, Modules - SDBs, EPC-Core, other groups, Annual Programs - SDBs, EPC-rep's, Camp materials |
August
Sept 27
Oct 21--22
Nov 23
Dec 23--24
Apr 4--5
Apr 22--24 |
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23.8 For each Priority Objective |
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Objective No.
Activities |
Resources |
Dates |
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Objective No.
Activities |
Resources |
Dates |
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23.9 ORGANIZATIONAL CHART |
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24 Bureaucratic type (line and staff) |
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25 Community type |
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25.1 BUDGET |
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25.2 GANTT CHARTS |
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25.3 BY ACTIVITY |
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1
2
3
4
5
6
7
8
9
0
1
2
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25.4 BY PERSON |
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1
2
3
4
5
6
7
8
9
0
1
2
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25.5 AN ONGOING PROCESS |
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The SEPP is an ongoing process ....
1. Share the process with the other members of the educative-pastoral community. In this way, they too understand and own the results of the process.
Since the final documentation of the SEPP was produced through a common process of reflection and consensus-seeking, it cannot be shared effectively except through a similar process.
As part of the annual programme under the objectives related to the Educative-Pastoral Community, some of those who participated in this process facilitate similar processes among the the different groups: teachers, personnel, youth-groups, parents.
The Vision-Mission Statement, Educative-Pastoral Plan, and Annual Program may be presented before, during or after the process, depending on the situation of the participants.
Sharing the SEPP-process with the total EPC is a lifetime task. It does not end after one or two years.
2. Every year, the members of the EPC-Core go over the Annual Programme for evaluation and recycling. If necessary, they may also go over the Educative-Pastoral Plan and the Vision-Mission Statement.
The presence of new and old members brings about a deeper and broader understanding and may call for certain revisions. Normally however, there should be no radical changes in the SEPP.
SEPP
Workbook
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