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Education is often referred to as the key of development. Indeed, in places where education is scarce, we can see that the country’s general development also stays behind.


Organizing education is important to the Brothers of Charity as a contribution to a nation’s global development. To this day, they are called to establish schools that are open and particularly easily accessible to the poor. Today, Fracarita International supports education in 10 countries in the South. Educational strategies of the Brothers of Charity in the South:






























With a preference for those who experience limitations when it comes to getting an education because of poverty, specific living condition, etc.


Since their commencement, the Brothers of Charity have focused on developing education for the poor. However, this poverty can take different shapes. First of all, it is about material poverty. By providing free education or with a highly reduced financial contribution from the parents, as much children and young people as possible are offered a chance to get an education. After all, formation is the road to development.


Besides that, there are other forms of poverty: the underprivileged; children and young people suffering from psychosocial problems who are in need of extra support so that they can pursue their education.


Finally, there are specific living conditions that can seriously interfere with the chances of getting an education: living in refugee camps, natural disasters, war situations, etc.





Teaching and education are both given due attention. A value-oriented education runs parallel to sound teaching. As Catholic schools, the schools of the Brothers of Charity find their inspiration in the evangelical message of Christ. In a concrete manner, this is translated into:

  • a complete education in which the young person is shaped in all of his dimensions: physically, mentally, affectively, relationally, ecologically conscious, open to the existential and the spiritual, paying heed to the education of faith;

  • a value-oriented education by means of a developed education plan with the key values of love, openness to what is true, good and pure, with a correct interpretation of human freedom, focused on the development of the individual into a person with his social and relational dimensions, in which mutual solidarity is fostered, and open to a virtuous life;

  • a development of a culture of caritas, in which the young person in called to give heed to the poor and, at the same time, to develop a Christian view of suffering by means of empirical moments and days of contemplation.




1. Solid education
1. Solid education
4. International structure
2. For those who experience limitations
3. Teaching ànd education
2. For those who experience limitations
3. Teaching ànd education
4. International structure

Quality is always a priority when it comes to organizing education, which can be obtained by the efforts of expert teachers and by developing good and adapted curricula, and by creating adapted accommodations and disposing of modern teaching aids and textbooks.


Every school will have to pay heed to the development of these elements in order to ensure quality education:

  • schooling and training teachers

  • developing curricula

  • building and maintaining 

  • adapted classrooms

  • providing teaching aids, textbooks, notebooks, etc.

An international structure that should support the developments in education. As an international congregation, we have the advantage of being able to join forces. Support is given on different levels to several education initiatives all over the world:

Don Bosco Institute of the Deaf, Wonosobo, Indonesia


  • raining teachers, in which exchange projects are set up and basic training is given at the International Institute Canon Triest in Belgium;

  • keeping the facilities up to date, particularly after disasters or war situations, as was the case in Congo (war), Sri Lanka (tsunami), Indonesia (earthquake);

  • paying a basic wage to the teachers in areas where the government does not provide any support; in Congo, the teachers receive a premium as a supplement to their poor wages. These schools could continue to exist under very hard circumstances thanks to this support;

  • encouraging a value-oriented education through publications, documentation, international meetings;

  • developing cross-border forms of cooperation. An example of this is ‘Ahadi’, distance learning, which has come about thanks to worldwide forms of cooperation with universities and institutes of higher education;

  • fundraising: through well-aimed fundraising activities, we can support schools that receive no subsidies whatsoever and predominantly have poor students so that they can continue their work.

Logo International Institute Canon Triest
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