Manual of implementation

Manual of implementation of PEPE units

Organizer: Terezinha Candieiro

2019

4 - Manual of implementation of PEPE units

DATASHEET

Organizer:Terezinha Ap. de Lima Candieiro General Coordination of PEPE International

Translation into Spanish, French and English:Carmen Ligia AndradeJosé Ricardo NascimentoTatiana Batista dos Santos

Revision of the original text:Hellen Alves

Layout:Eliene Bizerra

Illustration / cover: Black Pearl Agência Digital

WORLD MISSIONS BOARD Executive Director: Pr. João Marcos Barreto SoaresMission Manager: Pr. Alexandre Peixoto

EXECUTIVE TEAM OF INTERNATIONAL PEPE:

General Coordination of PEPE International:Terezinha Candieiro

Continental Coordination of PEPE AmericasCarmen Ligia Andrade

Regional Coordination of PEPE South AmericaRubenz Gonzalez

Regional Coordination of PEPE Central and North America and CaribbeanGladyz Haidee Ortiz

Continental Coordination of PEPE AfricaJosé Ricardo Nascimento

Regional Coordination of Southern AfricaDavid Fernando Panganhe

Regional Coordination of Western Africa 1Christance Badiate

Regional Coordination of Western Africa 2Fernando dos Santos

Regional Coordination of South AsiaHalima Ferreira

September of 2019

Manual of implementation of PEPE units - 5

Summary

1 – HOW TO IMPLEMENT A PEPE UNIT ................................................................................9PHASE 1 – IDENTIFICATION AND DESIGN OF THE PROJECT .......................................................................... 9

PHASE 2 – PROJECT DEFINITION ........................................................................................................................... 9

PHASE 3 – PROJECT PLANNING ........................................................................................................................... 10

PHASE 4 – PROJECT IMPLEMENTATION ............................................................................................................ 10

PHASE 5 – MONITORING, EVALUATION AND CONTROL OF THE PROJECT .............................................. 10

PHASE 6 – PROJECT TRANSITION / EXPANSION .............................................................................................. 11

ATTACHMENTS ............................................................................................................................151 – NEW AREAS IN PERSPECTIVE DIAGNOSTIC FORM ................................................................................. 17

2 – CONTEXT DATA COLLECTION FORM........................................................................................................... 23

3 – PEPE NETWORK ALLIANCE ............................................................................................................................ 29

4 – RULES OF PEPE................................................................................................................................................31

5 – ACTING STANDARD OF PEPE UNITS ........................................................................................................... 37

6 – COOPERATION AGREEMENT BETWEEN THE CHURCH AND PEPE ...................................................... 49

7 – PROJECT PLAN – PEPE UNIT .......................................................................................................................... 51

8 – ACTIVITIES PLANNING STRUCTURE FOR PEPE TEAM ........................................................................... 52

9 – BASIS FOR THE SCHEDULE DEVELOPMENT .............................................................................................. 53

10 – PREVIEW BUDGET PLAN ............................................................................................................................... 54

11 – RISKS EVALUATION ........................................................................................................................................ 55

12 – RESPONSIBILITIES MATRIX ......................................................................................................................... 56

13 – PROBLEMS RECORD PLAN ............................................................................................................................ 57

14 – CASHBOOK ........................................................................................................................................................ 58

15 – COMMUNICATION PLAN ............................................................................................................................... 59

16 – MONTHLY DESCRIPTIVE REPORT............................................................................................................... 60

17 – MONTHLY FINANCIAL REPORT OF PEPE UNIT ....................................................................................... 61

18 – PEPE INTERNATIONAL MISSIONARY-EDUCATOR DEVELOPMENT EVALUATION ......................... 62

19 – UNIT COLLECTION DATA PLAN................................................................................................................... 65

20 – CHECKLISTS OF ACTING STANDARDS OF PEPE UNITS ......................................................................... 66


PRESENTATION

The Preschool Education Program (PEPE) is a socio-educational missionary program that is de-veloped through the implementation of preschool units organized and administered by local Christian churches.

A PEPE unit of the local church is considered a project because there is an effort and temporary work for its implementation. After this phase the unit implements a series of actions organized and struc-tured to assist children in the approximate age range of 4-5 years, providing a pre-school education service based on Christian principles. After 2 years of PEPE attendance, the child completes the program, receives a certificate and is promoted to follow his/her studies in elementary or primary education, depending on the context.

Our vision and mission statements are:VISION: Contribute to childhood education access of preschool aged-children in high social vunerability

in order to decrease the discrepancy in their integral development and draw them to know Jesus’ love.

MISSION: Grant assistance to PEPE children providing a prep-education which stimulates their holistical development.

PEPE operates in approximately 30 countries (2019). In Brazil PEPE is considered a Program of Gospel Principles’ Teaching, developed under the responsibility of ABIAH - Brazilian Association of In-centive and Support to Man. Abroad, as PEPE International, it is conceptualized as a Pre-school Education Program, developed under the responsibility of the World Missions Board of the Brazilian Baptist Conven-tion in partnership with conventions and evangelical churches.

Over the years, due to the great actions developed, the fruits achieved, and the expansion of the Program in the world, it became essential to build the first Strategic Plan whose focus is “to expand with excellence”. To consolidate this expansion, a new implementation methodology and PEPE unit manage-ment system was developed, based on the international project management methodology for development professionals called PMD Pro (Project Management for Development Professionals).

In order to disseminate the new PEPE implementation methodology, as well as to facilitate the training of all the workers involved in the Program, we have organized this brief manual containing in-structions and guidelines for its application.

This manual will guide and support those directly responsible for the implementation and develop-ment of units in local churches.

We hope this will be a useful tool that will contribute to the excellence of PEPE’s work in achieving its goals with children, their families and communities.

Terezinha CandieiroGeneral Coordinator of PEPE International


1 – HOW TO IMPLEMENT A PEPE UNIT

To implement a PEPE unit it will be necessary to apply the following methodology developed in six phases:

PHASE 1 – IDENTIFICATION AND DESIGN OF THE PROJECTBefore starting any PEPE unit, the country coordinator should carry out the diagnosis of new areas

in perspective (Annex 1) to identify where PEPE will expand to and publicize the Program proposal. The church that expresses interest in implementing PEPE needs to:

a) Identify the needs of its community by collecting information using the Context Data Collection Form (Annex 2).

b) Analyze the information to confirm if the needs are real, as well as to verify the main problem, what causes and effects of the problem; besides thinking of goals and means to solve it.

c) Identify what type of intervention will be necessary according to the church’s goals and conditions. It is at this moment that the strategic is identified to change the reality found. If PEPE is the answer to the situation then its implementation is justified.

d) Involve the interested people of the community and to analyze their power and influence in the process of implementation and development of PEPE.

All of this can be done through conversations, meetings, and evaluations with the leadership of the church (s) concerned.

PHASE 2 – PROJECT DEFINITION

At this stage the church needs to establish how the project (PEPE unit) will be governed, authorize its implementation and launch it.

a) Establishment of the governance structure: the church needs to know and agree with the structure established in the PEPE documents: Pepe Network Alliance (Annex 3), PEPE Rules (Annex 4), Acting Standard of PEPE Units 5), in addition to electing two missionary educators and a steering committee for the management and development of the work.

b) Authorization for the beginning of the project: the church must approve the imple-mentation of PEPE and sign the Church-PEPE Agreement Document (Annex 6). It should also seek authorization from local authorities. From then on, the leadership of the church should be sent for a training of at least 12 hours and the ME for a training of at least 40 hours.

c) Launching of the Project: After the training of MEs (missionaries-educators), research, selection and registration of the children of the community and preparation of the local church for the development of the activities of the unit, PEPE will be launched through a commissioning service of the missionary-educators at a special event.

Note: Some phase 3 (planning) tasks are already identified here.There is an interaction among the phases.


PHASE 3 – PROJECT PLANNINGAt this phase, it will be done a planning of all the activities, time and needed resources for the

Project development.a) Project Plan and structure of activities: make a summary description of the project

(Annex 7) and the planning of all the activities that the team must carry out for the de-velopment of PEPE (Annex 8 - documents, legal authorization, meetings, , selection and preparation of MEs, training, activities beginning, etc.).

b) Time / schedule of activities: then it is necessary to plan and verify when and how soon each activity will happen, building a schedule (Annex 9).

c) Resources / cost: the church needs to verify what human, material, and financial resour-ces will be needed to initiate and maintain the PEPE unit, initially budgeting (Annex 10).

d) Risks: the church should make an assessment of the risks of not being able to implement or maintain the PEPE unit so that these are minimized or solved (Annex 11).

PHASE 4 – PROJECT IMPLEMENTATIONOnce the PEPE begins activities, with the support of the church’s steering committee, the person

in charge must manage the unit through the following:a) people management - make clear to those who are accountable, informs, asks for authori-

zation sends reports (Annex 12 - matrix of responsibilities).b) managing the problems that arise - registering in a problem sheet and finding solutions

(Annex 13).c) management of resources - record how much the unit is receiving for its operation, if

it is enough or not, and render accountability. All records must be made in the cash book (Appendix 14).

d) communication management - information on the development of children for the chur-ch, parents and supporters of PEPE should be made available through a Unit Communica-tion Plan (Annex 15).

All this is done by the head of the PEPE unit with the support of the steering committee.

PHASE 5 – MONITORING, EVALUATION AND CONTROL OF THE PROJECT

It is necessary that both the steering committee and the coordinator check if the unit is carrying out all the proposed activities. Therefore, monitoring, evaluation and control are necessary.

a) Monitoring: the unit must implement the standards of action in its day to day, at least at the basic level. The head of the Unit should provide monthly descriptive report (Annex 16) and monthly financial report (Annex 17) to the church, sending a copy to the coordinator. The information that the leaders of the units send to the coordinator will assist him/her in the preparation of the monthly report (online) that he / she should send to PEPE International’s central office.

b) Evaluation: PEPE missionaries-educators will be submitted to an annual performance evaluation (Annex 18). The person in charge of the unit must send the necessary data requested by the coordinators so that they can verify if the objectives are being reached. There is also a data sheet to be delivered once a year (Annex 19) which will assist in the overall assessment.


c) Control: it is done through the Checklists of Acting Standards of PEPE units (Annex 20) in the PEPE management system document. At the beginning of the school year, the coordinator directs the unit to complete the performance standards checklist. If the unit has items that are out of standards the coordinator will guide the measures to be taken for correction. At the end of the school year or at the beginning of the following year it will check if they have been exceeded. If so, the unit will be promoted to the next level. If not, the unit should continue working to overcome the difficulty. This encourages the unit to improve its performance and its work.

PHASE 6 – PROJECT TRANSITION / EXPANSIONOnce the unit is in place, a new phase begins with the development of activities with the children.

Each year the church needs to make a work sustainability plan. It needs to define how it will continue to keep the unit in terms of people, financial resources, etc. through its own resources and strength. During the year, make a book of record of lessons learnt with the work development, to improve the performance.

TABLE WITH THE SUMMARY OF THE PHASES, STEPS, RESPONSIBLE AND TOOLSPhase 1

IDENTIFICATION AND DESIGN OF THE PROJECTSTEPS RESPONSIBLE TOOL/DOCUMENTS

a. Identify needs: Data Col-lection PEPE Coordination New areas in perspective diagnostic form (attachment 1)

Local church Context Data Collection (Attachment 2)

b. Data Analisys Local churchNeeds triangulationMain problemsObjectives to reach

c. Identification of logical intervention Local church Logical Framework

d. Involve stakeholders Local Church Analysis of people power and influence

Phase 2PROJECT SET UP

a. Establishing a governance structure

PEPE Coordination and Local Church

Pepe Network Alliance (Attachment 3)PEPE Rules (Attachment 4) Acting Standard Patterns (Attachment 5)

b. Authorization for project launching Local church

Record in Assemble MinutePartnership Document Church-PEPE (Attachment 6)Authorization of working from local government

c. Project Launching PEPE CoordinationLocal Church

Leadership and ME’s trainingCommissioning serviceLaunching event


Phase 3PROJECT PLANNING

a. Scope – Description of the project work and planning activities

PEPE Coordination and Local Church Project Plan (Attachment 7)

Project Activities’ Structure (Attachment 8)

b. Time – Activities schedule PEPE Coordination and Local Church Schedule Development (Attachment 9)

c. Resources - Budget PEPE Coordination and Local Church Budget Preview Plan (Attachement 10)

d. Risks - matrix PEPE Coordination and Local Church

Risks Evaluation Matrix(Attachment 11)

Phase 4PROJETO IMPLEMENTATION

a. People Management Local Church RACI Matrix - responsibilities (Attachment 12)b. Problems Management Local Church Problems Record Plan (Attachment 13)c. Resources Management Local Church Cashbook (Attachment 14)d. Communication Manage-ment Local Church Communication Plan (Attachement 15)

Phase 5PROJECT MONITORING, EVALUATION AND CONTROL

a. Unit monitoring PEPE Coordination and Local Church

Acting Standard PatternsDescriptive Report (Attachment 16) and financial (Attachment 17)

b. Missionary-educators and unit evaluation

PEPE Coordination and Local Church

Development (Attachment 18)Yearly Data Information Plan (Attachment 19)

c. Control PEPE Coordination and Local Church

Management system – means of the implementation of the acting standards (Attachment 20)

Phase 6TRANSITION/EXPANSION OF PROJECT

a. Sustainability Plan Local Church Sustainability Plan b. Record of learnt lessons Local Church Record of Learnt Lessons book

Observation:The units already implemented before this methodology must be guided in the preparation of the

new documents. The responsible ones and their church leadership must participate in an alignment and update training.


PHASES INTERACTION


ATTACHMENTS

Following we have attached the documents listed below:

1 - New areas in perspective diagnostic form2 - Context Data Collection Form3 - PEPE Network Alliance4 - PEPE Rules5 - Acting Standards Patterns of PEPE Unit, by Maturity Level6 - Partnership Document Church-PEPE7 - Project Plan 8 - Activities Planning9 - Beginning Project Schedule

10 - Preview Budget Plan11 - Risks Evaluation 12 - Responsibilities Matrix13 - Problems Record Plan14 - Cashbook Model15 - Communication Plan of a PEPE Unit16 - Model of Descriptive Report of PEPE Unit 17 - Model of Financial Report of a PEPE Unit18 - Missionary-Educators Development Evaluation19 - Model of a Yearly Data Plan of a PEPE Unit 20 - Checklist of Acting Standards of PEPE units


1 – NEW AREAS IN PERSPECTIVE DIAGNOSTIC FORM

Considering the growth of PEPE over the course of the last few years and its new strategic ac-tivities, it became necessary to elaborate a document that would guide the planning of opening a new unit, strengthening the continued expansion of the program ahead of new challenges and opportunities that have presented themselves in many countries.

The document is structured into four analysis points: political, socioeconomic, educational and ecclesiastical. This analysis will form the foundation necessary to define PEPE’s future strategic actions in each country and location selected. The more specific the analysis of each location, the better will be the result, and for this reason, it is important to understand where the project might happen, in order to obtain a more efficient analysis.

Country:New area (State/Province, city, district): Date: Responsible person:

1 – POLITICAL ANALYSIS

What regime is governing the country?

Current political situation:

Influence thereof on education:

2 – SOCIOECONOMIC ANALYSISI. Population

Population ProfileCountry New Area Observation

MenWomenYouth

ChildrenElderly


Population profile based on social StatusSocial status Country New area Observation

Subsistence methods and income:

II. Housing - New AreaLocation of housing

□ Rural □ Urban□ Other

General characterization of housing □ Owned house □ Occupied Land □ Land given by Government□ Other

Type of housing

□ Pre-fabricated housing □ Masonry □ Social housing □ Barrack / Communal□ Other

III. Electrical supply□ National grid □ Generator □ None□ Others

IV. Sewage system□ Municipal □ Pit latrines □ Stream

□ Open sewers □ Nearby rivers□ Others

V. Water sources□ Piped running water per home □ Well □ Lakes/rivers

□ Stand pipe □ Hand pump

□ Others

Is there a sewerage collection and treatment system? □ yes □ no


VI. Waste collection□ Collection by Municipal Waste Service □ Uncontrolled landfill site

□ Burnt □ Uncontrolled dumping in natural areas

□ Refuse pit □ Dumped in rivers / streams

□ Others

VII. Social status Primary income source for local families:

Who acts as an agent for community development?

□ Village head □ Mayor □ Neighborhood representative

□ Others

Are there institutions currently involved in social development?

VIII. HealthHealth services

□ Accessible clinics □ Healthcare centers

□ Other methods of attending to health care

□ Is there a pharmacy in the area □ Free medication availableMore information:

Primary health care concern in the New Area:

3 – EDUCATIONAL ANALYSISI. Analysis of the country’s education system

□ Public □ Private □ Social

□ OthersGeneral structure of teaching organizations:

What is the age group of the learners in each of the following phasesPhases Age


II. GovernmentWhat investment does government make in schooling?

Are there laws that regulate pre-school education □ yes □ noIf yes, what are they?

Are the any laws that prohibit or authorize religious approaches in schools?

Details:

What laws would give legitimacy to the PEPE Program?

To which government ministry/department would PEPE be joined:

□ Family □ Education □ Social

□ Others

III. Schools - New AreaNumber of schoolsPre-school: Primary

Location: □ Urban □ Rural

□ Other:

Types: □ Thatch hut □ Masonry □ Tents

□ Other:Educational installations – resources

□ Classrooms □ Teacher □ Tables □ Chairs

□ Others

IV. ChildrenAge at which children begin schooling:

Number of children of pre-school going age

Country: New Area: Ratio of children out of school by educational stream / education level

Educational stream Country New Area


Ratio of children with special needs

Country: New Area:

Are there other institutions that work in infant education in the country? □ yes □ no

□ Private □ social □ Others:

Comments:

4 - ECLESSIASTICAL ANALYSISWhat denominations are there? Number of churches per denomination

Predominant religious group:

Legitimacy of church in the country: □ Church □ Association

□ Other:

Does the church have the freedom to develop social projects □ yes □ no Comments:

Percentage of the population per religion

Population Religion


5 – FINAL REPORT (Critical analysis of all of the aforementioned items against the global/regional/national plans of the JMM

Missions Directorate)In order to dialogue with the JMM Global Plan, it will be necessary to confront the aforemen-

tioned four analyses with each country plan in question. In this way, we might be able to see whether the possible implementation of a PEPE unit in this location makes sense.


2 – CONTEXT DATA COLLECTION FORM

1 – COMMUNITY DESCRIPTION

Mapping current situationThe objective is to train the communities to express themselves participative and not threaten.The mapping needs to become in fact a map; Community image (it can be used Google images, sketches and etc.):

Main Area Characteristics

□ Roads □ Rive □ Lakes □ Mountains □ Streams

□ Others

Main Buildings

□ Schools □ Clinics □ Wells □ Hostels

□ Cooperatives □ Markets □ Churches □ Soccer field

□ Others

Description (needed details about the map):

2 – Community History

Semi-structured interviewMust be done informally with a few key people from the community like: leaderships, old villagers, youth leaders, well known women in the community life or groups, etc.

Most frequented places for entertainment in the community?

Which are the means of communication existing in the community? (Does it belong to any social network?)


Which community group perform sports activities/ recreational/cultural (music, theater, dance, etc.)

What exists in the community for: What lacks in the community for:Children ChildrenTeenagers TeenagersYouth YouthElderly ElderlyWomen Women

What are the most remarkable facts in the history of this community?

Main positive issues in the last years □ New school opening

□ Building something

□ Health clinic launch

□ Others:

What got worse in the last years □ Health issues

□ Water availability

□ Natural resources decrease

□ Others:How would you like this community to be?

Who does what actually?(This information avoid that something that already exists be duplicated)

Institutions and groups What do they do?Cooperative

Schools

Churches

Local Business

Community leaders

Groups/club

Clinics

3 – DATA COLLECTIONData collection methodsWith whom to get information in the community:

□ Professionals □ Local Authorities □ Active figure in the community


Groups of: □ Youth □ Adult □ Elder

□ Other: What are the main challenges in this community?

What are the barriers for the development of this community?

What opportunities are there for this community to develop?

Tables and FormsDemographic Data

AgeCommunity

TotalMen Women

0 – 67 – 1516 – 2122 – 4950 – 65

60 +Total

FamiliesTotal Average size of family

Families headed by menFamilies headed by women

Social GroupsType of social group Number of members Activities

Youth’s GroupWomen’s groupMen’s groupSelf-help (mixed) ClansClub (ex.: football)Total


Common DiseasesIf possible, visit a local clinic to collect information about common diseases with a health agent from the local community. These data can be connected with any regional statistics data about health that are available.

Disease Categories of most affected people - men, women, children

Number of people af-fected in last year Effects in the community

Health ServiceInfrastructure Number /

Quantity Where is located Distance of com-munity

Who is responsible or the owner

HospitalHealth CenterSurgeryPrivate Clinics Mobile ClinicPopular PharmacyCommunity health agents Traditional midwifery-graduated-non-graduatedTraditional healersWitchdoctors

EducationBoys Girls Total

Total number of children in school age

Total number of children in school age that goes to school

Total number of children in school age that doesn’t go to school

Total

Infrastructure for EducationType of school Number Number of frequent

children Number of schools

Boys Girls Total Public Private Social ModalityPre-schoolPrimarySecondarySuperior


Resources of pre-schools and primary schoolsPre-schools Primary schools

Total available

Total necessary

Difference Total available

Total ne-cessary

Difference

TablesDesksChairs ClassroomsToilet (boys)Toilet (girls)Male TeachersFemale TeachersStaff roomsTeachers Rooms

Education level of the people that live in the community Quantity

Male Female TotalConcluded Secondary SchoolTechnical Education concluded Superior Education (university) concludedMajoring Technical EducationMajoring Superior education (university)

Health Infrastructure

InfrastructureNumber of houses

TotalWith Without

Pit LatrinesDish drainerPeople boiling waterGarbage dumpImproved housingClotheslinesToiletsGardens

What are the main issues in the community?

□ Unemployment □ Accessibility □ Education □ health □ Sewage

□ Water □ Housing □ Violence □ Transportation □ Garbage

□ Others:


4 -DATA ANALYSIS

Priority ClassificationDraft a list of the priority needs and reflect about each one

No Priority List Why is that important? What needs to be done?

What ability and re-sources do we have to

do it?

1

2

3

Developing the Diagnostic ReportLessons learnt and reflection

COMMUNITY DESCRIPTION

- Did we describe the community precisely and identified its strong points and needs?- Was everybody’s point of view represented in our community description?- Were the tools useful? What must be done to make it more efficient?

DATA COLLECTION- Did we create a feeling of appropriation during the data collection together with the community members?- Do we think we got enough information from the community? If not, what are other information we should have used?

DATA ANALYSIS- Was there comprehension of the data that were presented?- Is there a shared understanding about which are the main problems?- What are the main strengths in the community?


3 – PEPE NETWORK ALLIANCEThe signatories of the Partnership PEPE Network commit themselves by mutual agreement with

the same ideology and commitment. These are the definitions that characterize PEPE Network’s own nature and the reason of its existence.

1. IDEOLOGYThe signatory organizations share the same ideology that are: values, vision e mission.

VALUESThe values are:1. Respect to the child: we value the child as a developing human being, subject to rights, created

to the image and likeness of God, as equal as an adult.2. Protection to the child: we value the protection to the child against any kind of violence, abuse

or exploitation. 3. Integral Care: we value the care of the child considering all dimensions: physical, emotional,

psychological, spiritual and social.4. Quality teaching: we value the quality teaching that will make possible to the child to con-

tinue her/his own studies until she/he reaches an adequate formation. 5. Team work: we value the team work so that everyone may share abilities, experiences and

knowledge for a better collective result.6. Biblical Faith: we value and practice the biblical faith, showing in words and actions God’s

love to children and families of the communities.

PEPE’S MISSIONGrant assistance to PEPE children providing a prep-education which stimulates their holistical

development.

PEPE’S VISIONContribute to childhood education access of preschool aged-children in high social vunerability in

order to decrease the discrepancy in their integral development and draw them to know Jesus’ love.

PURPOSE OF PEPE-NETWORKTo promote a cooperation between the signatory organizations that develop PEPE for a better act-

ing in the process and practices of the program around the world.

DESCRIPTION OF THE NETIt is a cooperative connection created to facilitate the spreading of initiatives and possibilities to a

better development and strengthening of PEPE Program in the world.

2. COMMITMENTSThe commitments are the following:

1. Integral development of the childPromote the integral development of the child, at the age of 4 to 6 years old, in vulnerability situ-

ation and social risk, in underprivileged communities, starting from the comprehension that the child is a developing human being, created to the image and likeness of God, as equal value as an adult. She needs love, care, education and protection.


2. Monitoring the childDevelop practices of monitoring the child beyond the PEPE’s environment as crucial element in the process

of the child and her family development for the consolidation of her teaching learning process and guaran-tee her dignity.

3. Child Protection PolicyDisseminate the child protection policy at the churches, units and partnerships, in a such way that it can

permeate all planning and activities of PEPE, especially at the promotion and fundraising.

4. Local churchThe local church adopts the program and it is responsible for its development, committing to accomplish

the term, commitments and respo nsibilities from the agreement of partnership PEPE Network.

5. TeamSelect and mentor missionary educators, facilitators, coordinators, counsellors and committee members,

according to the profile described in the manuals. All must be committed to the Christian faith principles. The values of the organization must be respected, making clear their responsibilities and activities.

6. TrainingTrain continuously the missionary educators, facilitators, coordinators, counselors and committee mem-

bers, following the training plan defined by PEPE Network.

7. ManualsUse the manuals elaborated in all the processes (installation, development, monitoring and evaluation) as

methodological and ideological foundation in the operating ways of the unit.

8. TransparencyMake available complete information about the units and its performance indicators. PEPE Network will

have a common base with all countries projects’ data in the net. The related reports and collected data must be in accessible archive to the net direction, to help in the evaluations, recommendations and decisions taken.

9. SharingGuarantee the sharing of knowledge, materials, better practices and team living in the work with children,

making able to everyone to share and participate in the process of continuous development of PEPE Network.

10. Community developmentContribute to the transformation of social realities of families and communities where PEPE units are

inserted.


4 – RULES OF PEPEBASIC REGULATIONS FOR THE FUNCTIONING OF THE PROGRAM

(Standard model - in a context where we work with evangelical churches)

Chapter I

NAME, REGION AND PURPOSEArticle 1º. PEPE - Pre-School Education Program is a social work carried out by interested evangelical

churches, having their national coordination central office and their own headquarters, determined by their users.1st The church interested in installing a PEPE must sign an agreement with the National Coordination

Program, compromising in fulfilling the partnership terms and agreeing to follow the program’s regulation, in the country’s context, in which it is being inserted, inspired by the present regulation terms.

2nd Local churches’ PEPE shall have a meaningful name, for their identification in the community.3rd PEPE’s area coordinator will inform the government public members of the opening of installed units,

for their acceptance and regulation according to the country’s norms, if need be.Article 2º. PEPE does not have any lucrative means and its objective is to develop the potential of children

with less resources, of rural and urban areas, of pre-school age, enabling them to have emotional, intellectual and driving force structure, in the development of diverse aspects related to their physical formation, personal and so-cial, so they can be successful in the process of teaching-learning, socialization and citizenship.

Chapter II

OF STRUCTURE AND FUNCTION OF PEPEArticle 3º. PEPE will have one national coordinator and area coordinators (regions in the country, accor-

ding to the need), however, all the work orientation shall be done through a Coordinator Council, formed by the Program National Coordinator and other members referred by the local Convention.

Article 4º. Each unit of PEPE shall have, at least, two educators (one, who will also function as director or person responsible, and the other as an educator just for a class of 20 children 4 years of age, and another class of 20 children 5 years of age.

Article 5º. Each unit of PEPE will be administered by the director-educator and a Directive Committee formed by, at least, three members elected by the supporting church.

1st As for the financial movement, each unit of PEPE will have its own administrator and the Directive Committee will submit an activity report and monthly financial report to the supporting church.

Chapter III

OF FINANCIAL SUPPORTArticle 6º. To organize it’s functioning resources, the maintenance of national PEPE will depend on contribu-

tions from the country’s Convention, donations and offerings from missionary agencies and organizations.Article 7º. Each unit of PEPE will be supported by an evangelical church that will financially support the work

in the following manner:a. in the church’s monthly budget there will be a monthly fund for the PEPE unit;b. Depending on the context, the church may receive a symbolic contribution to help with the student’s

expenses and so that there may be a better appreciation from the community. However, the lack of this contribution due to any family impediment does not prevent the child from attending PEPE;

c. The church can also be partner with other churches in the support of the same unit of PEPE;d. The church can contact companies and organizations to look for donations for resources needed to

function effectively;e. In the sponsorship system, the members of the Church can financially adopt a learner and agree to do-

nate a certain amount per month, according to the cost of living in the local city.


Chapter IV

ABOUT THE WORKS OF PEPE’S UNITS AND ENROLLMENTS

Article 8º. The time of work for each unit of PEPE shall be established by the local church and director- educator, according to the possibilities and needs of the local community, having an average of 3 hours of activities each day, from Monday to Friday.

Only paragraph. PEPE will keep national holidays and children and educators are free from their activities during those days.

Article 9º. In order for the child to be enrolled in a unit of PEPE it is necessary:a. that the child be of an age between 4 and 5 years old;b. that a enrollment file be completed with correct details of the child; c. that the parents or those responsible for the child’s education show interest and willingness; d. that the parents or those responsible agree with the rules of PEPE.Article 10º. The enrollment may be cancelled for the following reasons:a. withdrawal, expressed by the parents or those responsible;b. unjustified lack of attendance;c. for health reasons that hinder the child from performing the daily activities)

Chapter V

PEPE CURRICULUM

Article 11º. PEPE will adopt the National Curriculum for pre-school Education in the country in which it is situated, considering and contextualizing the curriculum framework of the Program’s global scope.

Chapter VI

ABOUT PEPE’S EMPLOYEES

Artículo 12º. Must be people who are good witnesses, have maturity and are recommended by the Spon-soring Church;

Only paragraph. To begin developing the activities in an unit of PEPE it is necessary for the edu-cator to have been trained and have an internship in observing the classes.

Article 13º. According to the country’s context and local peculiarities, the missionary-educators should receive a monthly subsidy, determined by the supporting church, according to its possibilities, and accepted by the educator.

Only paragraph. PEPE may rely on a voluntary team, who will help the missionary-educator in his or her activities.

Article 14º. Each person who is part of the PEPE activities’ will be entitled to the annual holidays in ac-cordance to the activities calendar)

Article 15º. These are the tasks of PEPE personnel:

National CoordinatorPreferably, it should be someone originating from the country chosen by the national convention through

their Coordinator Council or (any) other competent agent. He (or she) should be able to perform the functions (as) described below.

The national coordinator’s job will be developed in five main areas, with the approval of the regional co-ordination program:


1. Installation and Development:a. To Promote, publicize and develop the Program (Vision, Mission, Goals, Structure and Operation) in a

national scope, according to the context into to which it is placed and the country’s convention.b. Curriculum and Programs/Building Capacityc. Prepare the curriculum for: the area coordinators building capacity, initial instruction for the missio-

nary-educators, continued training, seminars for pedagogic capacitation every six months, pre-school educational program for the children, PEPE-Vai (Visitors Program for Child Support).

2. SupervisionVisit the PEPE region units, follow up and supervise the activities on a notional scope. Keep direct contact

with the area coordinators, according to the monitoring and evaluation program of PEPE.

3. RepresentationRepresent the PEPE program on a national scope. Inform the associate church and governing bodies about

its opening, running and progress results of the children in the PEPE unit countries.

4. Administrationa. Organizes and manages the necessary jobs for the development of the Program, in a PEPE national

office, if possible, with the support of an Administrative Assistant or one of the area coordinators.b. Identify, raise and manage financial and material means for the work and national distribution.c. Prepare a national strategic plan for PEPE, based on the areas plans and other identified needs, as well

as deliver reports every three months, to the National Coordinator Council and/ or the country’s Con-vention, forwarding a copy of the documents to the regional coordination.

Area Coordinator (states or provinces)a. Conduct the necessary procedures for the installation of units of PEPE in the interested churches.b. Promote training for the educators, according to the location of the country’s regions.c. Follow up and Training courses.d. Give necessary pedagogic orientation for the development of PEPE.e. Follow up and supervision of activities.f. Prepare the necessary educational material and send it to the units.g. Inform the government bodies about the opening of the PEPE units, for their acknowledgement, if

necessary.

Director-Educator or Person Responsible for PEPE:a. Responsible for the administration and activity of the unit.b. Challenge the educators to follow the Program, contents and delegates and guides the execution of the

jobs, according to the needs, possibilities and peculiarities of each locality.c. Work towards a healthy environment, in harmony and Christianity, ensuring that the teaching targets

may be reached in the lives of the children.d. Convene and supervise the ordinary meetings and participate in the Directive Committee.e. Plan the yearly activity planner and explanatory financial reports, according to the established guideli-

nes, and send them to the Supporting Church and to the Program Coordination, in their working area.

Missionary-Educator:a. Responsible for the children in the PEPE units and working towards the fulfillment of the proposed

targets.


b. Attend to the curriculum and teaching targets of PEPE.c. Plan weekly and daily activities diary to be developed with the children.d. Constant evaluation of the children‘s progress, as well as their own work.e. Grow a loving and strong relationship with the children, in order to develop in them moral and spiritual

values.f. Look after the use of the premises materials and unit equipment.g. Educate the children to learn and look after themselves, the classroom, the materials, equipment and

toys.h. Keep in touch with the children’s families and be ready to develop a relationship and support them, as

much as possible.i. In a case where you need to leave your duties, you must advise the director-educator or responsible

person, and supporting church, within a period of at least three months, so that they may find another person as not to hinder the children.

j. In case the church does not wish for the services of the educator any more, the church must warn him (or her) at least three months in advance.

Helpera. Keep classrooms and the rest of the premises clean and organized for the children’s useb. Prepare and serve lunch every day, under the director-educator’s supervision.c. Help the educator with the children, whenever necessary.

Chapter VII

RIGHTS AND DUTIES OF THE CHILDREN

Article 16º. Children’s rights:Every child has the right to:a. Nourishment, a home and medical assistance for the child and the mother;b. Education and special care, if physically or mentally disabled;c. Love and understanding from the parents and society;d. Free education and infant leisure.e. Be the first one to receive assistance in case of a catastrophe.f. Be protected against neglect and work exploitation;g. equality, with no race, color, religion and nationality distinctionh. protection for physical, mental and social development;i. a name and nationality;j. to grow within a solidarity, understanding, friendship and justice spirit among the peoples. Article

17º. Children’s duties:k. They must observe the time of arrival and exit established by PEPE’s unit;l. They must be diligent in all of PEPE’s activities and avoid absence, unless in case of sickness. These

absences must be justified by the parents or responsible persons, by informing the missionary-educa-tor;

m. They must look after the room organization and installations of PEPE units.


Chapter VIII

OF PARENTS OR RESPONSIBLE PEOPLE

Article 18º. Parents or those responsible must be aware of and agree with PEPE regulation.Article 19º. Parents must be aware that they are responsible for the child’s education. PEPE is only helping

with this task.Article 20º. It is for the parents or those responsible, together with PEPE, to work towards achieving the

proposed goals.Article 21º. It is for the parent or those responsible for the child to ensure the child is on time for the PEPE

unit.Article 22º. It is the parents or person responsible for the child’s duty to inform the missionary-educator of

the unit of PEPE, if the child is gravely ill or has a contagious illness.Article 23º. The parents must guide the child as to his or her behavior, being helped by the educator.

Only paragraph. In case of a very serious disciplinary problem, the matter will be dealt with between the father or caregiver and the missionary-educator, for the benefit of the child.

Article 24º. The parents or those responsible should participate in the meetings, when called.

Chapter IXPARENTS AND/OR THOSE RESPONSIBLE

Article 25º. The parents commission of PEPE’s unit is composed by five members, elected in extraordinary meeting, and will have the responsibility of supporting the director-educator’s job, serving as a link between the unit of PEPE and the community.

Chapter XFINAL PROVISIONS

Article 26º. The sponsor supporting church and all employees linked to PEPE unit, in general, must ack-nowledge and fulfill the present regulation.

Article 27º. This regulation is valid until being substituted by a new one, properly approved by PEPE’s Coordinator Council.

Article 28º. Omissions will be analyzed by the one responsible for the unit of PEPE, and by the area Co-ordinator.


5 – ACTING STANDARD OF PEPE UNITS

1. Basic levelPresents the minimum requirements that PEPE International expects from a unit. Every unit must

know and meet these minimum requirements.

1.1. ACADEMIC AND PEDAGOGICAL MANAGEMENTThis is the pillar that works directly with the teaching and learning process.Considering that PEPE has as one of its objectives to provide quality education to children, all staff

involved in the development of the Program should be aware of the general curriculum of the country’s early childhood education and the specific PEPE curriculum.

1. Each unit must have the annual pedagogical plan, based on the laws of education and the bases of education of the country and the PEPE curriculum. The national coordinator must provide this pedagogical plan so that monthly planning is done in each PEPE unit.

2. Each unit will have at least two educators (one who will assume the role of director-educator and the other only in the role of educator), for a class with 20 children of 4 years and another class with 20 children of 5 years.

3. It is considered fundamental for the operation of a PEPE unit that missionaries-educators un-dergo compulsory training of at least 48 hours.

1.2 MANAGEMENT OF THE PEDAGOGICAL SPACEThis is the pillar that will take care of the adjustment of the space to children’s context. Conside-

ring that the Program will work preferentially in the premises of the local church, it is fundamental that some criteria are observed in the learning environment with furniture appropriate to children’s education and all the physical space used by PEPE.

Important concepts: Standard: Reference base that is used to determine the qualities or characteristics of something;

standard. Most patterns are formally described so that people can reproduce them in different contexts. The operating standard: It works in the body, in thought, feeling, action and reaction, that is, a re-

petitive way of being, acting, reacting and thinking. The standardization It usually includes the technical standards (specifications) of the product, as

well as the operational procedures to produce it. Parameters that standardize the pedagogical space of PEPE: • Basic conditions, minimum structure, so that the unit has a pedagogical space. • Observe the regulations of local governments regarding the standardization of all items.

Item Standard: Qualities or Fea-tures

Standardization: The technical standards (specifi-cations) of the product.

Room 1- Pedagogical space (all space of the unit);

1- Organized. Disposing of activities classroom ,with Centers of interest, such as reading environments, games, etc;

2- Electrical safety; 2- Coverage for the outlet, where there is electric energy;3- Appropriate furniture; 3- Tables and chairs in suitable size for children of pres-

chool age group;


4- well maintained toys; 4- Toys and games of non-toxic materials; for the age. Should be cleaned, contain all parts and are stored in clo-sed cabinets or boxes;

5 - Frame (reusable surface where texts or drawings are written).

5-Board (blackboard, blackboard, chalkboard, whitebo-ard) located near the door; accessible to the child’s size. Must have a smooth surface and go through frequent maintenance.

Size 1- Living room: wide and spa-cious.

1- Measures: 7x5m2 / 6x8m2 / 6x5 m2 for 20 children (consider the recommendations of the context - local go-vernment).

Structure 1- Solid and safe with top, side and floor cover;

1- Built with safe local materials (block, wood or other); accessible to children with special needs; Painting with non-toxic ink color.

2- Windows: Large. 2- Size: xxx cm with xxx cm height (consider context re-commendations - local government).

Lighting 1-Natural or Artificial 1-Avoid the incidence of direct lighting on children. When artificial, where it is possible, use transparent tiles and / or lamps.

Ventilation 1- Thermal comfort; 1- Save a pleasant temperature to the context;2- Natural; 2- taller walls with ventilation space at the top to minimi-

ze heat;3- Artificial. 3- Equipment / Fans.

Security 1- Protection of windows, stairs, ramps, walls and entrance gate of the unit;

1- Safety screens, grids, mosquito nets, handrail, accor-ding to need;

2-cabinets with key; 2- closed cabinets for the protection of materials and chil-dren;

3- First aid case; 3- First aid materials allowed by law, stored properly (as manufacturer / packaging guidelines) and out of the reach of children;

4- Flag of the exhaust; 4- Signage on the walls and floor.Training to children and missionaries-educators;

5- Internal area; 5. Furniture protectors. For square tables use corners pro-tectors, in case of steel cabinets set them on the wall;

6- External area. 6- Plastic / wood toys in suitable sizes for the pre-school age group.

Parameters / Standard for Basic Sanitation in PEPE UnitsItem Standard: Qualities or Fea-

turesStandardization: The technical standards (specifi-

cations) of the product.Restroom 1-Safe and private place, separa-

ted by sex, with sanitary installa-tion for children’s hygiene and educators;

1- Toilet, adapted to the size of the children or improved latrines (with lame, block and access to septic tank);

2- Septic tank; 2- It should be properly covered to avoid accidents. Res-pect the minimum distance from xxx cm from the water fountain (well and others). Consider the recommendations / norms of the local authorities);


3- Rapping device with current water;

3- Plumbing;

4- Local for oral hygiene and ma-terials;

4- With own water for consumption (drinking and / or filtered) and plumbing; Hygiene materials (brush, dental cream and toiletry) for individual use of children;

5-Doors with locks; 5- Opening of both sides (inside and out).Trash 1-selective recyclable collection;

and dispose of.1 - Trash cans (paper, glass, metal, plastic). According to each source material burning, burying and recycling.

Water source 1- Drinking water;2- Filtered water.

1 and 2- piped water, artesian well, or bought water, color-less (no color), odorless (no smell), insipid (no flavor) and tasteless (without salt). To ensure water quality the use of the water filter, hypo-chlorite or boiling, it is necessary even if the water used is from a well, river or plumbing. Individual use of cups / mugs (properly identified and sa-nitized).

1.3 ADMINISTRATIVE MANAGEMENTThis is responsible for the development of all the processes and administrative organization of the

Program. It aims to identify, raise, organize and manage the materials destined to the unit through a precise survey of the needs between purchases, repairs and maintenance of the unit’s assets.

1. PEPE units must be recognized and regulated according to the norms in force in the country, under the guidance of the national coordinator, without losing the characterization of the pro-gram as missionary and socio-educative.

2. Each PEPE unit should submit a descriptive report and monthly financial report to its local church, sending a copy to the area or national coordinator.

3. The members who will be part of the board of directors must be elected by the church to assist in the administration of the unit, one of them being the director-educator. At the parent mee-ting, the parent committee will be elected to serve as a link between PEPE and the community.

1.4 FINANCIAL MANAGEMENTThis takes care of the resources, controls the financial flow and ensures that the sectors have their

needs met. It is an area that involves tasks such as obtaining, using and controlling financial resources that

can be raised through partnerships with conventions, associations, churches and private initiatives whose philosophy is not contrary to the principles and values of the Program.

1. The local church is responsible for the PEPE unit; therefore, it should seek the material and fi-nancial resources necessary for its maintenance, and may formalize the solicitation of offerings among its members and also look for similar partners.

2. The resources that are collected by PEPE should be allocated for exclusive use in the Program, and the unit should have a strict control of the values to report whenever requested.

1.5 PEOPLE MANAGEMENTThis is the pillar that takes care of the maintenance of the motivation and improvement of the hu-

man resources of the team, seeking to work in the distribution of the tasks among the people, to encourage and to invest in tools that facilitate the work of the team in the continuous formation and improvement of the collaborators.


1. It is considered essential that every person who applies for PEPE unit activities is appointed by the church, has a good testimony recognized by the church and community, presents a referen-ce of good conduct with no criminal record at the time of initial training and signs a commit-ment and responsibility term.

2. PEPE may also have a volunteer team that will assist in the operation of the unit, as long as each one signs a volunteer term, making it clear that there is no labor link.

3. The PEPE team shall have the right to enjoy annual leave and to respect the calendar of local and national holidays.

1.6 COMMUNICATION MANAGEMENTThis deals with all communication channels that involve the Program and the community. Its

purpose is to establish a way for PEPE to communicate with government and church institutions and the local church, families of the children and partners, using the media, social networks and visits to the places where the Program will be inserted.

1. The PEPE unit should share with the ecclesiastical and governmental institutions and sup-porting churches the results of the Program at the end of the school year and the profit of the children of the unit.

2. It is of fundamental importance to maintain the dialogue with those responsible for children through a formal information channel in the bimonthly meetings and also in the daily life of PEPE, which will facilitate the monitoring of the Program by them.

1.7 TIME AND EFFICIENCY PROCESSES MANAGEMENT This is the sector that will take care of the distribution of the tasks, both in the academic period or

outside it, knowing that the productivity of the sectors is directly linked to the efficiency of its processes. This pillar aims to order the tasks from the list of priorities for the Program and to organize them in such a way that the execution takes place within the established deadlines.

1. The PEPE unit should complete all requested data from monthly data surveys, context data and others within the deadlines stipulated by the coordinator.

1.8 PEPE GOES MANAGEMENT - CHILD SUPPORT VISITING PROGRAMConsidering that PEPE is a program aimed at reaching children and their families, PEPE GOES

is one of the fundamental actions for the local Church’s missionary involvement in the family visitation program, in order to provide integral development for all.

1. Visits should be made to the families of the children, initially under the responsibility of the missionaries-educators.

2. The PEPE unit should persuade the supporting churches on the importance of visitation of the families of the children.

1.9 MANAGEMENT OF CHURCH ACTIONS FOR COMMUNITY DEVELOPMENTThis is the work of interesting, through PEPE, the supporting churches to carry out community

development actions to promote the awareness and mobilization of social groups that are inserted in the community.

1. Map the basic needs of the community.2. Try to identify in the mapping the main focuses of community problems in the first moment.


2. Intermediate level Meets all the requirements of the basic level, plus some maturity criteria that involve more empo-

werment of the people involved.

2.1 ACADEMIC AND PEDAGOGICAL MANAGEMENTThis is the pillar that works directly with the teaching and learning process.Considering that PEPE has as one of its objectives to provide quality education to children, all staff


1. Weekly planning of the activities to be developed with the children in the units, in an interdis-ciplinary way.

2. Each missionary-educator must take an obligatory one-year observation period to act in the unit.

3. The missionaries-educators should receive all the support and pedagogical guidance of their national or area coordinators.

2.2 MANAGEMENT OF THE PEDAGOGICAL SPACEThis is the pillar that will take care of the adjustment of the space to the children’s context. Consi-

dering that the Program will work preferentially in the premises of the local church, it is fundamental that some criteria are observed in the learning environment with furniture appropriate to the children’s educa-tion and all the physical space used by PEPE.

1. The space of the PEPE unit should have the resources and posters fixed in visible places and the equipment should be appropriate for the children, which will facilitate the development of dynamics that will contribute to the learning.

2. The PEPE unit should have toilets, separated by sex, for children.3. There should be a place where children can wash their hands before and after the snack.



1. Each unit must raise funds to meet the annual budget.2. PEPE’s parent committee shall function as an advisory council actively participating with the

unit’s decision-making.3. The steering committee shall periodically monitor the unit’s expenses, directing the unit mana-

ger to get quotes before making any purchase.


needs met.


It is an area that involves tasks such as obtaining, using and controlling financial resources that can be raised through partnerships with conventions, associations, churches and private initiatives whose philosophy is not contrary to the principles and values of the Program.

1. The PEPE is not for profit; so all funds raised will be reported to the board of directors and the church in a transparent manner and will be invested exclusively in the activities to be carried out with the children of the unit.

2. The person in charge of the unit should make a survey of material needs and present, at the beginning of each year, an annual expenditure budget, which must be approved by the local church.



1. It is of fundamental importance that the missionary-educator be educated at the secondary school level and be able to work with children.

2. The unit may seek persons working in the bureaucratic part of schools to guide missionaries--educators in all the proceedings of a school secretary.



1. The unit should organize a file with addresses that will act as direct mail, for the purpose of passing information to government agencies, ecclesiastical bodies, church associations and members of the PEPE Directive Committee

2. The parents / guardians should be encouraged to help the children in the daily tasks, as they will be accompanying their development and the Program.



1. Optimize the time by prioritizing the activities that will be developed in the unit in such a way that they are performed within the expected time. Example: all enrollment forms must be re-ady before the classes begin; call schedules should be pre-printed; printed and / or reproduced materials must be prepared in advance of at least one day and any bureaucratic part of the unit should be organized beforehand.




1. The missionaries-educators and the church visitation commission should develop relationships with the families of the children, creating bonds of friendship according to each context.

2. The church visitation commission will look for ways to present the plan of salvation to the families of the children.

3. Perform the contextual diagnosis of the community.4. Provide emergency assistance from the mapping of basic needs.



1. Perform the contextual diagnosis of the community.2. Provide emergency assistance from the mapping of basic needs.

3. Advanced LevelMeets all requirements of the basic and intermediate levels, seeking to use more resources and

management tools available.



1. Daily planning of the activities to be carried out with the children in the units should be done in an interdisciplinary way.

2. Each missionary-educator will be able to act directly in the pedagogical space in the activities with the children in an adequate way according to the guidelines on how to teach, contained in the PEPE manuals.

3. The missionaries-educators will be evaluated for their performance according to standards established by the international PEPE.




1. The pedagogical space (classroom) should contain equipment and materials that result in the expansion of experiences and discoveries that result in learning. For example, games that en-courage socialization (puzzles, balloons, hoops, molding clay, geometric-shaped puzzles, pet bottles) and story books.

2. Toilets in restrooms shall be suitable for children with doors whose locks may be opened from the outside by an adult.

3. There should be a separate place for children to perform oral hygiene and to store the material.



1. All cost and input surveys must be properly calculated so that there is no problem for lack of material during the school term.

2. The church steering committee should be the supervisor of PEPE unit management.3. The unit should make financial reports available so that parents, missionaries-educators, and

members of the church and community can view it on a monthly basis in a place of easy visi-bility, preferably at the office.




1. All units must have their own resources that may be from the church or obtained through par-tnerships that respond to all PEPE’s demands.

2. The head of the unit should produce and / or reproduce all the pedagogical material, such as copies, games, posters, which will be used in advance and stored in the warehouse to be used according to the planning of the activities.



1. It is possible that missionaries-educators receive a monthly allowance according to the context of the country.

2. The person in charge of the unit may seek volunteers, professionals working in the different areas (doctors, dentists, nurses and firemen) who can devote time of their day or week to ins-truct missionaries-educators and children.




1. The unit should have a communication channel to inform the conventional and denominational bodies of information about the unit, projects and activities that will be carried out during the term. Information should be made available through the use of social networks using available tools.

2. It is vital to inform all stakeholders in the Program, such as parents, church organizations, governmental organizations, the local church and church committee, about the development of the unit.

3. The involvement of parents in the day-to-day program is important for publicizing the activities of the unit and for encouraging community participation.



1. Seek to create procedures within the units that facilitate and accelerate the progress of the pro-cesses and the communication between missionaries-educators, parents, children, supporting church and community.



1. Start Bible studies in homes, under the responsibility of the church visitation commission.2. Seek to train church members working with visitation in the various approaches to family

members of the children.



1. Make interventions through the empowerment of the people of the community. For example: promotion of courses, etc.

2. Meeting “basic” basic needs based on contextual diagnosis.


4. Level of ExcellenceMeets the requirements of the basic, intermediate and advanced levels, with full commitment and

alignment with the strategic guidelines of the PEPE International Planning.



1. Missionaries-educators should be progressing in their academic training in Pedagogy.2. The missionary-educator must demonstrate mastery of the contents taught and have mastery of

the knowledge of the characteristics of the age group he works with.3. The missionaries-educators will know and understand the whole process of structure and func-

tioning of the unit and will be able to overcome any pedagogical difficulties and school mana-gement.



1. The development of learning will be facilitated when the activity space has clear colors, ample spaces for group work, elements of nature, observations, dramatizations, space for storytelling and a toy library that can be formed with toys made with local resources.

2. Restrooms should be large and have the installation of lockers with keys to store the materials. They should have toilets, children’s washbasins and bath and toilet stalls for missionaries--educators.

3. The rooms should be in places that are easy to reach and, in addition to being large, must have access ramps and furniture that will facilitate the inclusion of children with special needs.



1. The parent committee will advocate in the community. For example, gathering information about the community’s biggest problems; record this information and work on referral to the community; develop actions with the public power, associations and communities in the solu-tion of the problems identified and implement actions that deal with their prevention.

2. Each PEPE unit will work with its own resources to maintain the demands of educational ma-terial, the support of missionaries-educators including vacations and payment of the assistant responsible for cleaning and maintaining classrooms.

3. The unit’s management should provide printed financial reports for presentation to parents, church and community, and digital reports to be sent to the national coordinator and made available on social networks.





1. The financial resources should correspond to all the needs of the unit, and the balance should be used to improve the physical space and the construction of new environments.

2. The unit will purchase equipment that will facilitate the reproduction of educational materials such as computers, printers, internet connections and mobile phones.



1. The missionaries-educators will receive a monthly allowance according to the context of the country. The PEPE team may receive, at the end of the school year, according to the planning of the unit, a bonus that will represent a premium for the good performance in the activities carried out.

2. The unit should have all staff trained to perform care in critical situations, risks and epidemics, through professionals specializing in diseases typical of each country.

3. The PEPE team should have the right to enjoy vacations and paid rest during the year, accor-ding to the schedule of the country’s ministry of education.



1. Keep the entire community informed through social networks, residents’ association, neigh-borhood leaders, ecclesiastical communities and parents about the functioning and activities of PEPE.

2. The academic life of the children and all activities of the unit should be made available online, facilitating information for parents who cannot attend the classroom and making information faster to the national, regional coordinator and PEPE International coordination.



1. Create computerized procedures for all activities of the unit, by the missionaries-educators, unit director, area / national coordinator, with information of any process in real time.




1. Discipleship under the responsibility of the church visitation commission.2. The unit will have a team trained in the church that will assist in the work of visitation, using

the relationship as a form of evangelization.

4.9 MANAGEMENT OF CHURCH ACTIONS FOR COMMUNITY DEVELOP-MENT

This is the work of interesting, through PEPE, the supporting churches to carry out community development actions to promote the awareness and mobilization of social groups that are inserted in the community.

1. The community will work in its own favour, in an autonomous and sustainable way, having as first indicator the budget for the unit being supplied by the PEPE’s own church.

2. In places where there is an incentive, such as financial aid through programs directed to educa-tion by any governmental body, the PEPE unit may use this opportunity as long as the objecti-ves do not violate the basic principles of the Program.


6 – COOPERATION AGREEMENT BETWEEN THE CHURCH AND PEPE

PEPE’S MISSIONGrant assistance to PEPE children providing a prep-education which stimulates their holistical

development.

PEPE’S VISIONContribute to childhood education access of preschool aged-children in high social vunerability in

order to decrease the discrepancy in their integral development and draw them to know Jesus’ love.

Maintainer Church: ________________________________________

Address:

The church cited above, following meeting with the leadership and the approval of the congrega-tion, on the date ____/____/____, desires to maintain an agreement with the coordination of PEPE (Pre-school Education Program) in implementing a PEPE unit in accordance with the terms below:

1. Maintainer Church Responsibilities: ● Selection, and equipping of a location within the standards of PEPE International. ● Selection of missionary-educators, taking into consideration the following criteria: ● Must be a believer in Jesus Christ, be a member of an evangelic church and in regular communion

therewith, and in the case of being sent to another church, to have a good relationship with the church that will implement the Pre-school Education Program;

● The PEPE Coordination approves the Missionary-Educator selection after training and internship/ex-perience of one year.

● In the case of substituting the Missionary-Educator, the church must request that the transition be tracked by the National Coordinator of PEPE;

● The maintainer church, signatory of the agreement, commits themselves to fulfil the operational norms and standards of PEPE and guide themselves with the Regulations of PEPE with respect to working in childhood education;

● Send prescribed and other requested data and information to the Network; ● Commissioning and supporting of Missionary Educators toward continued formal training; ● The church leadership must participate in the first day of training in the implementation of the Pro-

gram; ● The church must commit to and develop PEPE as it is: a non-profit socio-educative program. ● The Maintainer Church is responsible for the sustenance and administration of the Program’s loca-

tion; ● Must develop a plan to achieve the complete sustenance of the Missionary Educators, recognizing the

same as a missionary of the local church; ● Must develop an evangelic project with the families of the local community’s children. ● Implement and develop PEPE VAI (Infant and Support Visitation Program); ● Commit themselves to development actions of their community; ● Must commit to the agreements and penalties of the PEPE Network.


2. PEPE Coordination Responsibilities: ● Orient(Guide) necessary procedures to implement a PEPE Unit; ● Approve the selection of a Missionary-Educator; ● Promote the Training Course for Educators for the Pre-school Education Program; ● Give the necessary pedagogic orientation to the educators for the development of PEPE; ● Offer continuous training and development courses; ● Track and supervise the activities of the PEPE Unit; ● Inform the relevant competent bodies about the opening of a PEPE Unit, if necessary.

3. General Arrangements of the Structure and Functioning of the PEPE Units:a) For every class of 20 children two years pre-school, each PEPE Unit must have at least

one Missionary Educator and one assistant;a) Each Unit must choose a meaningful name in order to identify themselves;a) The working hours will be selected by the church, in accordance with need, and will be

on average 3 hours per day, Monday to Friday;a) The PEPE Unit will have a calendar of activities that coincides with the local School Ca-

lendar;a) The person responsible for PEPE must present a written monthly narrative report of the

activities as well as finances to the Maintainer Church and, following approval, must deli-ver a copy thereof to the Area Coordinator.

a) The church will receive an educative toolbox in order to start the Unit, but only after the opening thereof;

4. Final Arrangements: ● Should the church not comply with the regulations, norms of PEPE and conditions of this agreement,

the Coordinator will alert PEPE to this, and in the event of no improvement, the same will be discon-tinued and will lose the agreement with PEPE;

● In the event of the Unit being discontinued, the Church will return all material received as donations to the Unit, back to the Coordination of PEPE;

● Following the ceasing of this agreement, the Church will not, under any circumstances, continue to use the name or any material of PEPE;

And thus, being fully in agreement, the signatories oblige themselves to the total fulfillment of the terms presented herein, the parties affirm this agreement in two copies of equal content and format:

Place and Date

______________________________________________________

Signature of the representative, and stamp, of the Maintainer Church

______________________________________________________

Signature of the PEPE Coordinator

_______________________________________________________

Signature of the Director of the PEPE Unit


7 – PROJECT PLAN – PEPE UNIT

HOW WHAT TO WHOM

Main partners(which partners cooperate for the project to work)

Main activities- provides to the chil-dren a quality teaching through pre-school education activities.- Visitation to children in their homes and sup-port to the families.- Stimulates actions of community develop-ment

Main resources( list the main needed resources)

ObjectiveChildren with access to pre-school education.Products and services- Pre-school education with a quality teaching.- Families aware about the importance of pre-school education.- Church strengthened and relevant in the com-munity.

PEPE ValueShare God’s love in words and actions to the children and families of the community.

Relationship(How to con-quer the interest and relation-ship with other children, the families and the community)

Channels(How the church commu-nicate to reach the public)

Target audience and segmentsTarget AudienceChildren at the age range of 4-5 years old.

- Segments: Children familiesAuthoritiesSupport PartnersGeneral community

HOW MUCHCosts Structure/Average Cost List here all the items of all involved costs:- ME support- classroom furniture, etc…

AVERAGE COST TO OPEN A UNIT OF PEPE

Revenue sources(Where the resources to support the needs will come from)


8 – ACTIVITIES PLANNING STRUCTURE FOR PEPE TEAM

Project Management ●● Project Plan (what, whom to, who with, how, when, with what cost) ●● Project team definition with the church (ME s Board directive)●● Needed documents for the planning – meet ●● Meetings for team planning with one responsible for the project●● Planning presentation to the church

Following the project●● Records of documentation and legal Authorizations●● Follow up meetings through a manager system of PEPE units ●● Monthly descriptive reports ●● Monthly financial reports●● Yearly Data Collection Plan of PEPE unit

Church infra-structure adaptation●● Prepare the activities room for the children●● Basic and support furniture acquisition●● Prepare adequate toilet●● Adaptation of a space for the project responsible

Preparation of the missionary-educators / volunteers●● Identification of potential missionary-educators and/or volunteers●● Interview and choosing of the missionary-educator/ volunteers●● Sending for basic formation the missionary-educators / volunteers

Launching and development of PEPE activities●● Launching the PEPE unit●● Yearly Activity Calendar●● Participation of the missionary-educators at the formation meetings

Project Transition●● Sustainability Plan for the PEPE unit●● Report of Learnt Lessons


9 – BASIS FOR THE SCHEDULE DEVELOPMENT1. Project Management Starting Date Ending DateProject Plan

Team Definition ( ME’s /Directive Board Committee)

Meet and read the documents for the planningSet the meetings for the team planning

Presentation to the church

2. Project Follow up Starting Date Ending DateDocumentation Records and Legal AuthorizationsMeetings to follow up the unit

Monthly Descriptive reports

Monthly Financial reports

Yearly Data Collection Plan

3. Infra Structure Preparation Starting Date Ending DateClassroom activities adaptation for the children

Toilets Restoring

Acquiring furniture and support material

Coordination Room adaptation

Kitchen Adaptation

4. ME’s / volunteers’ Preparation Starting Date Ending DateIdentification of Potential ME’s

Interview for selection of the ME’s

Identification of volunteers

Interview for selection of volunteers

Formation for ME’s and church leadership

5. Launching and development of PEPE Starting Date Ending DateElaborate the program of the launching service

Elaborate the yearly calendar activities

6. Project Transition Starting Date Ending DateElaborate the sustainability Plan

Make a record of Learnt lessons


10 – PREVIEW BUDGET PLAN

PREVIEW BUDGET FOR A PEPE UNIT

Equi

pmen

ts

Item Quantity Cost per unit

Support/Financial Aid Total / Category

Supp

ort m

ater

ial

Team

pe

ople

’s

nam

esM

onth

ly E

xpen

ses

Cle

anin

g M

ater

ial

General Total


11 – RISKS EVALUATION

Consider the following questions:

1) Identify the possible risks for a PEPE implementation ( at least three)

◘ Risk A-

◘ Risk B-

◘ Risk C-

2) Classify, each risk, according to the probability of it happen:

◘ High -

◘ Medium -

◘ Low -

3) Understand who can be harmed if the risk occurs.

4) Verify which consequences each risk might bring:

◘ Risk A-

◘ Risk B-

◘ Risk C-

5) Evaluate and decide which will be the measures to control the risk.

Important Observation:It is necessary to monitor each risk and try to eliminate or minimize the probability of it occurs.


12 – RESPONSIBILITIES MATRIX(to whom to be accountable)

Type of Participation

Who is Responsible?

Who is the Approver

Who needs to be Consulted?

Who needs to be Informed?

Project Task Who is making it to happen?

Who approves the resources attached

to the task?

Who needs to be required to give

information?

Who needs to be kept updated through reports

copies, e-mail, etc.

Identification of the area to implement

PEPE

Identification of the Local Church

Project Plan

Activities Implementation with

the children

Monitoring

Evaluation

Sustainability Plan

General Coordinator (GC), Regional Coordinator (RC), National Coordinator (NC),Area Coordinator (AC), Missionary-educator ( ME), Church (Ch)


13 – PROBLEMS RECORD PLAN

Solu

tion

Aut

ho-

riza

tion

Dat

e

Cur

-re

nt

Situ

a-tio

n

Issu

ing

Dat

eIs

sued

to

Rec

ord

Dat

eD

escr

iptio

nIn

form

ed B

yPr

oble

m

Ref

eren

ce


14 – CASHBOOKCASH FLOW

Project Name: Country:Responsible Name: Region:Report Period (MM/YYYY):

Attention: all the entries must be informed in LOCAL CURRENCY; therefore, in case the entrance is in dollar or euro, it must be specified the ex-change rate of the month. Ex: “JMM Project Development (exchange rate= 70,4)”

DATE RECEIPT NUMBER DESCRIPTION

EXPENSE CATEGO-RY (Equipment, sup-port material, person-nel maintenance, etc.)

ENTRANCE EXPENSE BALANCE

PREVIOUS BALANCE =$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -$ -

Month Total $ - $ - $ -Current Balance $ -


15 – COMMUNICATION PLAN

COMMUNICATION PLAN - STAGES

Planning

1) Set the objectives, strategies and responsibilities of the communication

2) Identify and analyze target-audience

3) Define key-messages

4) Determine the most appropriate media(s)

Content

5) Make a budget

Execution

6) Activities Set

Evaluation

7) Feedback and evaluation


16 – MONTHLY DESCRIPTIVE REPORT

Church:

Name of PEPE Unit:

Month Year:1. General information about the unit:

- how many children are enrolled: .....................................................................................................................

- how many families were visited ......................................................................................................................

- How many days of activities with the children ...............................................................................................

- How many children manifested their commitment with Jesus .......................................................................

- How many adults manifested their commitment with Jesus ..........................................................................

2. Information about the work team:1) - How many missionary-educators acted this month .....................................................................................

2) - How many missionary-educators acted for the first time this month ...........................................................

3) - How many national volunteers acted for the first time this month .............................................................

4) - How many foreigners volunteers acted for the first time this month ..........................................................

5) - How many hired people acted for the first time this month ........................................................................

3. Main spotlight of this month ( Blessings and challenges)

4. Share a testimony:

Local Place ...................................................................................................................................

Date: ........../ ................ / ........................

Director Signature: .......................................................................................................................


17 – MONTHLY FINANCIAL REPORT OF PEPE UNITChurch:

Name of PEPE Unit:Monthly Ano:

ENTRIESLocal Church: ........................................................................................................................................................Families Contribution: ............................................................................................................................................ Other resources: ......................................................................................................................................................Total entries: ............................................................................................................................................................

EXPENSESPeople Payment: ..................................................................................................................................................Responsible: ...........................................................................................................................................................Educators: ...............................................................................................................................................................Helpers: ..................................................................................................................................................................Others: ....................................................................................................................................................................Subtotal: .................................................................................................................................................................

1) Expenses with children snack: ..............................................................................................................2) Expenses with materials: .......................................................................................................................

Total Expenses: .......................................................................................................................................................

SUMMARY

Previous Balance

Total Entries

Subtotal

Total Expensess

Saldo Atual

Place .............................................................................................................................................Date: ........../ ................ / ........................ Director Signature: .......................................................................................................................


18 – PEPE INTERNATIONAL MISSIONARY-EDUCATOR DEVELOPMENT EVALUATION

2) SELF EVALUATION1.1. Você tem dedicado tempo à sua vida devocional (leitura bíblica e oração) e eclesiástica?

1.2. Have you dedicated a time for your devotional life( Bible reading and prayer) and church ?

1.3. In a scale of 1-10 what grade would you give to your devotional life?

1.4. In which ministries or areas of your church are you involved?

1.5. How is your relationship with the families of your students and the community in general?

1.6. Are you being able to develop PEPE GOES? How many visits are you being able to make in a month approximately?

1.7. Do you keep a record of visitations done and the needs noticed (Child family file and visitation forms for the families and home Bible study applied)?

1.8. What do you do when you notice a need in one of the families visited?

1.9. Is there any type of periodic parents meeting in the pre-school place before they are visited or do you start the contact through a visit in a family house?

1.10. Do you make random visitations or do you visit first the families which the children present some difficult?

1.11. Are you doing any formation in the education area?

1.12. What do you think about your classroom dominium? Point what are your difficulties in this issue:

1.13. How is your relationship with the children? Which is your highest difficulty in this area?

1.14. What strategies or means you have being used to enable the proposed objectives to be reached?

1.15. Do you usually prepare the weekly and daily activities that will be developed with the children?

1.16. For you, is it more difficult to comfort, motivate or rebuke a child? Describe your difficulties in this area.

1.17. How long before do you make your lesson plan?

1.18. Do you observe the curriculum and pedagogical goals of the pre-school education Program when developing your lesson plan?

1.19. We understand that actions speak louder than words. Tell us how your position has influenced the children?

1.20. Do you use any other resource to evaluate the children besides the child development file? How often do you make the evaluation?

1.21. Are you used to evaluate your work somehow besides the descriptive report? How do you make this evaluation? How often is it made this evaluation?

1.22. Do you usually guide the children about the importance of taking care of their own personal ma-terials, furniture and the physical environment of the project? Is there any specific moment where you give this guidance or do you only talk about it when you remember?

1.23. Are you proactive? How do you deal with problems that occurs daily in the project?


1.24. Are you satisfied with the work that you develop here at PEPE?

1.25. Do you include the development of moral and ethical values in your planning?

1.26. How do you work the biblical principles daily at PEPE?

1.27. List your strong and weak points related to your personal competences in self management like organization, self discipline, proactivity, punctuality, creativity and commitment?

1.28. List your strong and weak points related to your interpersonal competences like leadership, com-munication, teamwork, business abilities, conflict resolution and decision making?

3) AREA OR NATIONAL COORDINATOR EVALUATION ABOUT THE MISSIONARU-EDUCATOR WORK2.1. Is it possible to notice characteristics of a healthy devotional and ecclesiastical life in the missio-

nary-educator?

2.2. Does the missionary-educator keep a good relationship/ communication with the area/national coordination?

2.3. How do you notice the relationship/communication of the missionary-educator with the children families and the general community?

2.4. Is the program PEPE GOES being satisfied developed by the missionary-educator?

2.5. Do you receive the visitation records done through PEPE GOES and its consequences punctually?

2.6. Have you noticed investments from the missionary-educator in keeping updated in the education area?

2.7. Does the missionary educator presents good classroom control?

2.8. How is the relationship of the missionary educator with the children?

2.9. Does the position of the missionary-educator influence positively the students and the community?

2.10. Has the missionary-educator worked to enable the proposed objectives to be reached?

2.11. Is the lesson planning of the missionary- educator taking in consideration the curriculum and the pedagogical goals of the pre-school education?

2.12. Do you punctually receive the child development evaluation file?

2.13. Does the missionary-educator shows zeal for the materials, furniture and physical environment of PEPE?

2.14. List the strong and weak points in relation to the personal competences of self management of the missionary –educator like organization, self-discipline, proactivity, punctuality, creativity and commitment?

2.15. List to us the strong and the weak points in relation to the interpersonal competences of the missionary-educator like leadership, teamwork, business abilities, conflicts resolution and decision making?


4) CHURCH BOARD DIRECTIVE COMMITTEE EVALUATION ABOUT THE MISSIONARY-EDUCATOR WORK3.1. How is the relationship/communication of the missionary-educator with the church and the board

directive committee?

3.2. Does the missionary-educator presents a good moral and ethical position with the church and the community through his/her appearance, way of speaking and his/her relationships?

3.3. Does the missionary-educator influence positively in the personal, social and spiritual formation of the children?

3.4. Does the missionary-educator obey and support the recommendations of the direction and peda-gogical Coordination of PEPE?

3.5. Is the missionary-educator always available to develop him/herself through researches and forma-tions, contributing to improve the pre-school curriculum?

3.6. Does the missionary educator apply the needed discipline to the student with love and firmness, according to the rules established by PEPE and in the authority given by the parents and education responsible?

3.7. Doe the missionary-educator present attendance, punctuality and responsibility with the meetings scheduled by the direction of the PEPE Unit and by the pedagogical Coordination of PEPE and his/her works with the children?

3.8. Does the missionary-educator always communicate the direction of the PEPE unit in advance, the need to absent for a health issue or an emergency?

3.9. Does the missionary-educator make the weekly and daily plan of his/her lessons under the guidan-ce of the pedagogical coordination?

3.10. Does the missionary-educator monitor and evaluate the children development, keeping in order the student portfolio?

3.11. Does the missionary educator show zeal for the classroom material and installation of PEPE?

3.12. Does the missionary-educator keep the problems with the students and families in secret, restric-ted to the environment of the PEPE unit and to the ones involved in the solution?

3.13. Is the missionary-educator always available to help in what is possible for PEPE to work in an efficient and economical way, accomplishing to its objectives?


19 – UNIT COLLECTION DATA PLANB

ASI

C D

ATA

Star

ting

Year

Res

pons

i-bl

e Lo

cal

lead

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hurc

hR

espo

nsib

le

Coo

rdin

ator

C

ityPr

ovin

ce/

Stat

eC

ount

ryR

egiio

n-

PEPE

Reg

ion

– M

is-

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ager

Uni

t nam

e (p

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nit n

ame

(loca

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20 – Checklists of Acting Standards of PEPE units

BASIC LEVEL CHECKLIST

Pillars Basic level In accordance Corrective Action Note

PedagogicalManagement

1. Each unit must have the annual pedagogical plan, based on the laws and bases of education of the country and PEPE’s curriculum. This pedagogical plan must be provided by the national coordinator so that monthly planning is done in each PEPE’s unit.

□ In accordance

□ Not in accordance

2. Each unit will have at least two educators (one who will assume the role of director-educator and the other only in the role of educator), for a class with 20 children 4 years old and another class with 20 children 5 years old.

□ In accordance


3. It is fundamental for the operation of a PEPE unit that the missionaries-educators undergo a training of at least 48 hours.

□ In accordance


Management of the Pedagogical

Space

4. Each unit should organize the activity room as a pedagogical space and according to basic safety standards for children, such as children’s own furni-ture, protected electrical outlets (in places that have electricity) and well-kept toys. The room should have windows, lighting and ventilation.

□ In accordance


5. Each PEPE unit should have a suitable child restroom with at least one toilet and a washbasin.

□ In accordance


6. Each unit will have a local garbage collection space, in both activity room and recreation space.

□ In accordance


Administrative Management

7. PEPE units should be recognized and regulated according to the norms of the country, under the guidance of the national coordinator, without losing the characterization as a missionary, socio-educa-tional program.

□ In accordance


8. Each PEPE unit must submit a descriptive report and monthly financial report to its local church, sending a copy to the area or national coordinator.

□ In accordance


9. The members who will be part of the board of directors shall be elected by the church, to support the administration of the unit, and the director-educator must be part of it. At the parents meeting, the parents committee will be elected to serve as a link between PEPE and the community.

□ In accordance



Financial Management

10. The local church is responsible for the PEPE unit, therefore the church should seek the material and financial resources necessary for its mainte-nance, and may formalize the solicitation of offer-ings among its members and seek for partners.

□ In accordance


11. The resources that are raised by PEPE should be allocated for exclusive use in the Program, and the unit should have a strict control of the values, to report whenever requested.

□ In accordance


People Management

12. It is essential that every person who applies for a PEPE unit activity is indicated by the church, has a good testimony recognized by the church and community, presents a reference of good conduct with no criminal record at the time of initial train-ing and signs a term of commitment and responsi-bilities.

□ In accordance


13. PEPE may also have a team of volunteers to assist in the operation of the unit, as long as they sign a volunteer term, making it clear that there is no labor link.

□ In accordance


14. The PEPE team shall have the right to annual vacations and respect the calendar of national and local holidays.

□ In accordance


Communication Management

15. The PEPE unit should share with the ecclesi-astical, governmental and supporting churches the results of the Program at the end of the school year and the improvement of the children in the unit.

□ In accordance


16. It is of fundamental importance to maintain a dialogue with those responsible for each child through a formal information channel at the bi-monthly meetings and in the daily activities of PEPE, which will facilitate the follow-up of the Program by them.

□ In accordance


Time and Pro-cess Efficiency Management

17. The PEPE unit should fulfil all requested data from monthly data collection, context data and other data within the deadlines established by the coordinator.

□ In accordance


Management of PEPE VCS

18. Visits should be made to the families of the children, initially under the responsibility of the missionaries-educators.

□ In accordance


19. PEPE’s unit should promote among supporting churches the importance of visitation to children’s families

□ In accordance


Community Development

20. Map the basic needs of the community.□ In accordance


21. Try to identify in the mapping the main focuses of community problems.

□ In accordance



CHECKLIST OF INTERMEDIATE LEVEL



1. Weekly planning of the activities should be de-veloped to be done with the children in the units, in an interdisciplinary way.

□ In accordance


2. Each missionary-educator must take an obliga-tory one-year observation period to act in the unit.

□ In accordance


3. The missionaries-educators receive all the sup-port and pedagogical guidance of their national or area coordinators.

□ In accordance



Space

4. The space of a PEPE unit should have the re-sources and posters fixed in visible places and the equipment of the educational space should be appropriate for children, which will facilitate the development of activities that will contribute to the learning process.

□ In accordance


5. PEPE’s unit should have toilets, separated by gender, for children’s usage.

□ In accordance


6. There should be a place where children to wash their hands before the snack and after a recreation.

□ In accordance



7. Each unit must raise funds to meet its annual budget.

□ In accordance


8. The parents’ commission shall function as an ad-visory board participating actively along with unit’s manager in decision-making.

□ In accordance


9. The steering committee should periodically mon-itor the unit’s expenses, guiding the unit manager to make budgets before making any purchase

□ In accordance



10. PEPE is not for profit; therefore, all raised funds will be reported to the board of directors and the church in a transparent manner and will be invested exclusively in the activities to be carried out with the children of the unit.

□ In accordance


11. The person in charge of the unit should make a survey of material needs and present, at the begin-ning of each year, an annual expenditure budget, which must be approved by the local church.

□ In accordance


People Management

12. It is of fundamental importance that the missionary-educator has a high school degree and shows skills of working with children.

□ In accordance

□ Not in accordance13. The unit may seek people that work in the bureaucratic area of schools to guide missionaries-educators in all the proceedings of a school secre-tariat.

□ In accordance




14. The unit should organize a file with addresses that will serve as direct mail for passing informa-tion to government agencies, ecclesiastical bodies, church associations and members of PEPE’s steer-ing committee.

□ In accordance


15. Parents / guardians should be encouraged to help the children in carrying out the daily tasks, as they will be following children’s development in the Program.

□ In accordance



16. It is necessary to optimize the time by prioritiz-ing the activities that will be developed in the unit in such a way that these activities are carried out within the foreseen time. Example: all enrolment forms must be previously prepared, the list with student’s names should be pre-printed, printed and / or reproduced materials must be prepared previ-ously, at least one day before, and any bureaucratic part of the unit should be organized beforehand.

□ In accordance



17. The missionaries-educators and the visitation committee should develop relationships with the families of the children, creating bonds of friend-ship according to each context.

□ In accordance


18. The church’s visitation committee should seek for ways to present the plan of salvation to the children’s families.

□ In accordance



19. Carry out community’s contextual diagnosis.□ In accordance


20. Provide emergency assistance identified in the mapping of basic needs.

□ In accordance



CHECKLIST OF ADVANCED LEVEL



1. Weekly planning of the activities should be de-veloped to be done with the children in the units, in an interdisciplinary way.

□ In accordance


2. Each missionary educator will have conditions to directly act in the pedagogical space in the ac-tivities with the students in an adequate way with guidelines on how to teach included at the PEPE manuals.

□ In accordance


3. The missionaries-educators will be evaluated by their performance according to the standards estab-lished by PEPE International.

□ In accordance



Space

4. The pedagogical space (classroom) must contain equipment and resources that result in life and dis-covery expanse that result in learning, for example: games that motivate socialization (puzzles, bal-loons, hula hoops, molding clay, geometrical shapes puzzles, pet bottles) and story books.

□ In accordance


5. The toilets should be appropriate to children with doors which lockers can be opened for the outside by an adult.

□ In accordance


6. There should be a place where children do their oral hygiene and keep their material.

□ In accordance



7. All the expenses and inputs collection should be properly calculated so that there is no lack of mate-rial during the school year.

□ In accordance


8. The directive board of the church shall be the supervisor of PEPE unit management.

□ In accordance

□ Not in accordance9. The unit must keep in a visible place, preferably in the secretary office, the monthly financial re-ports, for the parents, missionary educators, mem-bers of the church may see.

□ In accordance



10. All the units must have their own resources that may come from the church or earned from partner-ships that answers all PEPE requests.

□ In accordance

□ Not in accordance11. The person in charge shall produce or reproduce all pedagogical materials such as: photocopies, educational games, that will be used in advance according to the activities planning.

□ In accordance


People Management

12. It is possible that missionary-educators receive a monthly support according to the country context.

□ In accordance

□ Not in accordance13. The responsible for the unit may seek for their volunteers’ team, professionals that work in differ-ent areas (doctors, dentists, nurses and firefighters) that might dedicate a time of their day or week to instruct the missionary –educators and children.

□ In accordance




14. The unit must have a communication channel to let the conventional and denominational orga-nizations know the information about the unit, the projects and activities that will be done during the school year. The information should be available through social network and by using some avail-able tools at the same.

□ In accordance


15. It is essential to inform all the program stake-holders like: parents, ecclesiastical organizations, government, parents’ committees and local church-es about the unit development.

□ In accordance


16. The involvement of parents in the day by day of the program is important for the unit activities promotion and to motivate the community partici-pation

□ In accordance



17. Look forward to create procedures inside the units that ease and make faster the process and communication development between the mission-ary-educators, parents, children, support church and community.

□ In accordance



18. Start Bible studies in the homes under the responsibility of the visitation committee of the church.

□ In accordance


19. Look forward to train the church members that work with visitation in different approaches to the children’s families.

□ In accordance



20. Make interventions starting from the com-munity people formation, for example: promote courses, etc.

□ In accordance


21. Assistance to basic common needs starting from the listed needs on the contextual diagnostic

□ In accordance



CHECKLIST OF EXCELLENCE LEVEL

Pillars Excellence level In accordance Corrective Action Note


1. Missionary-educators must be advancing in their academic formation in Pedagogy.

□ In accordance


2. The missionary-educator must demonstrate mastery in the contents taught and master the knowledge of the characteristics of the age group he works with.

□ In accordance


3. The missionary-educators will know and under-stand the whole structure and working process of the unit and will be able to supply any pedagogical and school management difficulty.

□ In accordance



Space

4. The learning development will be ease when the activities space has clear colors, wide spaces for group work, nature elements, dramatization, story-telling space and a toy library which can be built with local resources made toys.

□ In accordance


5. The bathrooms must be large, and have cabinet’s installation with keys to keep the children materi-als. They must have toilets, child sinks, shower box and bathrooms for missionary-educators.

□ In accordance


6. The rooms must be of easy access places and also large and shall have accessibility ramps and furniture which will ease the inclusion of special needs children.

□ In accordance



7. The parents’ committee will act with advocacy actions in the community. For example: collecting information about bigger problems in the commu-nity; record this information and work on forward-ing with the community; develop actions with the government, associations and communities to solve identified problems and implement actions to pre-vent the same.

□ In accordance


8. Each unit of PEPE will work with its own re-sources that possibilities the maintenance of peda-gogical materials demands, missionary-educators’ support, including vacation and payment of the helper responsible for cleaning and maintenance of classrooms.

□ In accordance


9. That the unit director provide printed financial reports to be presented to parents, church and com-munity, and digital reports to be sent to national coordinator and to be available on social networks.

□ In accordance



10. The financial resources shall correspond to all the needs of the unit and the balance shall be used to improve the physical space and building of new environments.

□ In accordance


11. The unit will acquire equipments which will ease the reproduction of pedagogical materials such as: computers, printers, internet, and cellphones.

□ In accordance



People Management

12. The missionary-educators shall receive a monthly support according to the country context and PEPE team, can receive by the end of a school year according to the unit planning, a bonus which will represent a prize for the performance in the activities developed.

□ In accordance


□ In accordance


13. The unit must have the whole team trained to perform service in critical situations, risks and pan-demics, through professionals from typical diseases of each country.

14. The team must have the right to take vacations and paid rest, during the year, according to the Ministry of Education’s calendar in the country.

□ In accordance



15. Keep the whole community informed through social media, neighbors association, community leaders, religious communities and parents, about working and activities of PEPE.

□ In accordance


16. The academical life of children and all the ac-tivities of the unit must be available online, making it easier for parents who cannot show at the class space and giving fast information to the national coordinator, regional and general coordination of PEPE International.

□ In accordance



17. Computerize the procedural steps of the unit since the activities done by the missionary-educa-tors, unit director, area/national coordinator, with information about any process in real time.

□ In accordance


PEPE GOES Management

18. Discipleship under the responsibility of the church visitation committee.

□ In accordance


19. The unit will have a trained team, from the church, which will assist on visitation work, using the relationship as an evangelization mean.

□ In accordance



20. The community will work autonomously and sustainably to its own favor, having as first indica-tor the budget for the unit being supplied by PEPE maintainer church.

□ In accordance


21. On places where there is support, as financial aid through programs related to education, from any government department, the unit of PEPE can use this opportunity if these purposes do not hurt the Program basic principles.

□ In accordance


Manual of implementation

Documents

Transcript of Manual of implementation