Our Vision
At its heart, the Learning for Well-being (L4WB) Foundation is a group of people – board, team and community of partners – who have come together to support a shared vision. We are committed to manifesting a world where each one of us can participate fully, in a holistic and systemic way, to discover and enrich our unique qualities and experience our common humanity, on the individual and collective level.The Foundation was set up in 2004 as a non-profit organisation and registered in The Netherlands.
A beginning vision
Daniel Kropf and Marwan Awartani, co-founders of the Learning for Well-being Foundation, met at a meeting in Rome in June 2002. From that first meeting it was clear that they shared a desire to see a new kind of society in which their passion for the well-being and happiness of children could be realized.
They understood that manifesting their values through this vision required:
- a shift in thinking and decision-making;
- the integration of education and health systems;
- a common agenda to include public institutions as well as business and private foundations;
- recognition of our interconnectedness, and the uniqueness of every human being.
From their commitment to this shared vision, in May 2004 they joined Corinne Evens, a longstanding philanthropist in establishing the Universal Education Foundation (now: Learning for Well-being Foundation) under the motto “education by all for the well-being of children” Since then, various partners have participated in developing a common strategy and have joined in co-creating and implementing programs that reflect what became the vision and values of Learning for Well-being.The L4WBF promotes a sense of wholeness by tending to physical (hand), emotional (heart), mental (head), and spiritual (spirit) aspects in all its activities.Our work can be divided in four intertwined strands: working in partnerships for catalysing change , building knowledge through research and practice, which is used in advocacy and building the capacity of child-focused organisations and individuals.
Theory of change
The aims define the direction of the foundation’s activities towards its vision. They are not attainable as such, but they offer an orientation and frame of reference. They are linked to the field shifts the foundation wishes to create in relation to the identified problems.
Children’s environments support holistic engagement of all involved. This means that both children and those interacting with them feel participation is woven with purpose, and are able to connect their actions with their inner life. It also means that learning and living experiences stimulate physical, emotional, mental and spiritual development, and are supported by core capacities throughout life.
