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Good Practice
Development
Global Compact International Yearbook 2013
the duties and rights for both parties.
Once the cooperation has been formal-
ized, the intervention phase kicks off in
four progressive levels.
Phase 1 – Infrastructures:
Depending
on the state of each school, the emphasis
is on improving its facilities to provide
a better environment for educational
development and appropriate health
conditions.
Phase 2 – Nutritional Training:
The
goal is to foster healthy eating habits
and encourage better use of local re-
sources. In order to tackle this stage, a
strategic alliance has been set up with a
nongovernmental development organiza-
tion (NGDO) specializing in this area –
Nutrición Sin Fronteras – based on ef-
ficiency and innovation criteria, with a
long-term sustainable approach. In that
way, employees, parents, and teachers
work together as a team to obtain the
nutritional data of the students through
an information transmission human
chain. This means that experts do not
need to be sent over from Spain, thus
obtaining a good cost-efficiency ratio
for the action.
Phase 3 – Educational Quality:
With-
out interfering in the official education
set up by each local government, this
phase focuses on the overhauling of the
teaching tools andmaterials. It is also the
period in which the students are encour-
aged to respect the environment and to
access the new information technologies.
Phase 4 – Sports:
This last phase tries
to hearten the students to do sports and
foster their physical development, along
with highlighting the values of team
work, effort, and healthy competition.
The combination of all these measures
has enabled significant advances to be
detected, such as the reduction of school
absenteeism and greater teacher moti-
vation as well as progress in the self-
management of the centers (vegetable
gardens, greenhouses, and corrals) and
in the entrepreneurship spirit of the
families (sewing and literacy workshops).
In short, great impetus has been given
to developing the communities through
the schools.
In this sense, the initiative stresses ongo-
ing training. Therefore, the students that
show the greatest skills are monitored
and then supported through a Prosegur
Talent Scholarship, so that they can
continue to study and, thus, complete
the program’s circle of aid: training
professionals who will work for their
communities in the future.
A project involving everyone
Piecitos Colorados would not have been
able to evolve without the voluntary work
of the whole Prosegur team. The link be-
tween the workforce and Piecitos Colora-
dos is established right from the start. The
employees themselves are the ones who
can propose candidate schools; are part
of the Selection Committees; cooperate
with the work teams; take part in the vol-
unteer activities (painting walls, planting,
and weeding vegetable gardens, building
greenhouses, etc.); and suggest aspects to
improve the program through the website,
Intranet, or the specific Piecitos Colorados
inboxes. The President of Prosegur and
its Fundación, Helena Revoredo, pointed
out: “We have been ambitious with the
challenge and decided when defining an
intervention model, but we knew that
we had the best instrument to drive it:
the people that are part of our Company.”
A responsible Company
Prosegur is aware of its responsibility
toward its customers, employees, and
shareholders and of its role in the devel-
opment of the societies where it is present.
The Company, a UN Global Compact
participant since 2002, is a partner and
a member of the Spanish Network Steer-
ing Committee, which promotes the Ten
Principles that make up this initiative.
The social action of the Company is man-
aged through Fundación Prosegur, which
in 2012 expanded and consolidated its
projects, focused on the fields of educa-
tion, social and occupational integra-
tion of disabled people, and corporate
volunteering, which benefit more than
40,000
people on three continents.