2013
FI NAL REPO RT
WITH THE FINANCIAL SUPPORT OF THE YOUTH IN ACTION PROGRAMME OF EUROPEAN COMISSION
Training on Global Education 14th-22nd June 2013, Lorca, Spain The European Voluntary Service (EVS) paved way for young people from Europe to be actively involved in various international voluntary activities from different developing countries. EVS is a very effective tool and mechanism to promote global responsibility and strengthen global cooperation using diversity as strength towards solidarity and understanding.
Recognizing EVS as an effective tool in global cooperation requires a need to properly rationalize and strengthen the educational component of the program.
understanding on various issues carefully chosen by the organizer utilizing global education and volunteerism as the common ESIA project is designed with innovative framework with the aim of having an impact that will bring added value to approaches and methodologies which the local communities of the mainstream both Asian and European participating countries as well as context. This project serves as a further promotion and facilitation of platform to facilitate and enhance the implementing Asia-Europe EVS participants’ knowledge and
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OBJECTIVES
Introduction to the project ESIA OBJECTIVES 1. TO INSTITUTIONALISE THE COOPERATION BETWEEN ASIA AND EUROPE YOUTH ORGANIZATIONS FOR VOLUNTARY SERVICE, TY 2. TO STRENGTHEN THE CAPACI OF BOTH ASIAN AND EUROPEAN YOUTH BY INTEGRATING THE PRINCIPLE OF GLOBAL EDUCATION, E 3. TO FACILITATE AND ENHANC AASI OF THE PROMOTION T EUROPE YOUTH EXCHANGE THA THE TO E WILL CONTRIBUT DEVELOPMENT OF YOUTH RELATED ENABLING MECHANISM AND POLICIES
The particular objectives of the training were:
This particular activity is designed to provide volunteer organizations the tools and concepts of global To share local experience and best education as an essential approach practises on Global Education. towards global understanding. The To explore the different training took place in Spain where opportunities of how Global existing examples of successful Education can be involved in global education strategies and volunteering service. integration on youth activities are To discover the available tools and available with balance Asia-Europe mechanisms which can be perspective. Training on Global Education for volunteers managers implemented in practise to foster was a residential training that gather Global Education in volunteerism. To reveal the possibilities of how the 2 representatives from partner o r g a n i z a t i o n s . vision of Global Education can be implemented in an organisational level.
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Something about the approach and the methodology Prior to the actual training, the participants were given a Training Needs Assessment (TNA) to ensure that all the training needs can be properly addressed. The modules identified were based on the outcome of the TNA. Training Methods: The methodology of the training was based on the non formal learning principles. The methods of the training were selected in order to reflect different needs and learning styles of participants. The methods were the combination of experiential learning (simulation, role plays), group work, presentations, individual reflection and creative work. The following global educational methodology was used but will not limit the organizer to explore other methodologies which were more applicable to the setting as required: Cooperative-based learning- In cooperative learning there is a positive interdependence between participants’ efforts to learn. They strive for mutual support so that all group members gain from each other’s efforts. There is a positive interdependence among participants’ commitment to working
together. The method permits learning through interaction, enhances participants’ communication skills and strengthens their self-esteem. Problem-based learning- Problembased methodologies encourage people to ask and answer questions, making use of natural curiosity about specific events or themes. Participants are invited to reflect on issues that do not have absolute answers or easy developments and that reflect the complexity of realworld situations. Problem-based learning opens the way for an active, taskoriented and self-controlled approach to the learning process. Dialogue-based learning- Dialogue creates oral interactions between participants that seeks to stimulate the exchange of ideas. It works as a bridge between people and creates a friendly s p a c e f o r d eve l o p i n g t h o u g h t s , reflections and proposals even if the are opposed or different. Dialogue helps develop communication and listening skills, so it promotes understanding of different issues and points of view. It is one of the most important methods in global education.
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I am more capable of placing content of global education topic in the projects I am coordinating
MISAEL ¨CONTINUING PARTNERSHIP OF ASIA AND EUROPE STRENGTHENS COOPERATION, LEARNING AND UNDERSTANDING THE DIVERSITY OF CULTURE AMONG THE YOUNG PEOPLE, CONTRIBUTES TO THE DEVELOPMENT OF ONESELF TO BECOME A PROACTIVE AGENT OF CHANGE.¨
Based on the post training assessment we could have lernt that the training ended up to have a great relavance for the participants. Since there were different levels of the awareness of global education the relevance was described differently. For example the person who already had quite high knwledge evalated the relevance ¨7 out of 10. I wanted to learn more about the popular topic, about the content of a phrase used so often by many. What stands behind it in real.¨On the other hand there were as well those feedbacks: ¨I heard about the term GLOBAL EDUCATION in 2012. A nd since than it was quite an alien word to me. I had a lot of curiosity around it. Mostly I have been wondering about the relevance of it. But the training served well to my curiosity. It almost gave me all the answers i needed. But I ended up having more question and curiosity around it. And now i feel to work more on it. And do something sustainable activities on GLOBAL EDUCATION.¨
A B H IJE E T ¨THIS TRAINING COURSE GAVE ME THE COURAGE AND URGE TO BE CHANGE I WANT TO SEE IN MY LIFE AND IN THE WORLD. INSTEAD OF LOOKING FOR A REVOLUTIONARY IN MY NEIGHBORHOOD WHO CAN WAVE THE FLAG OF CHANGE. I BELIEVE THE WORLD WILL CHANGE IF I WILL THE CHANGE. I HAVE ALL THE TOOLS I NEED INSIDE ME.¨
BY SHARING WHAT I LEARNED. BY BECOMING MIRRORS FOR OTHERS. AND PERCEIVING OTHERS AS MY OWN MIRRORS
AN N A
The relevance of the project can be as well concluded with the follow upof the training. In the post-assessment we have asked participants how they benefited from the training and we got few very interesting comments: I share whatever I learn from the trainings to my other youth workers in the Philippines and the same time use the skills i learned to improve the implementation of the programs like EVS¨ or from the other participant said: ¨I am more capable of placing content of global education topic in the projects I am coordinating.¨
"THANK YOU FOR THIS OPPORTUNITY. IT WAS SO GOO TO SEE ACCEPTANCE AND SUPPORT TOWARDS A MOTHER COMING BACK ON TRACK IN HER WORK".
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O N E T Y P I C A L DAY
THE TRAINING TOOK PLACE IN THE SMALL VILLAGE IN THE LORCA MUNICIPALITY CALLED ¨PUNTAS DE CALNEGRE¨. PARTICIPANTS HAD THE POSSIBILITY TO DISCOVER MUCH MORE ABOUT THE VILLAGE IN THE REGION DURING THE SMALL TREASURE HUNT GAME WE HAVE ORGANIZED DURING THE FIRST DAY OF THE TC. PARTICIPANTS HAD TO MAKE THE SHOR MOVIE WITH LOCAL PEOPLE, DISCOVERE SOME CURIOSITIES ABOUT THE VILLAGE AND FINALLY JAMP INTO THE SEA!!!
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PROGRAMME
The programme of the trainig was diverse and practice The first day of the training the whole morning we have orgiented. we have dedicated to the finished with the typical TIMETABLE OF THE TRAINING: UP 1. DAY 1: INTRODUCTION, GRO BUILDING CONTENT 2. DAY 2: GLOBAL EDUCATION AND TOOLS TOOLS IN 3. DAY 3: GLOBAL EDUCATION PRACTISE
integration amoung all the participants, getting to know the village and creating the safe working environment. We hve started with few energisers and ice-breakers. taht was especially necessary since half of the participants have never participated in the project with Asia-Europe dimenssion. Then in order to facilitate the conversation and mutual exchange we have created some getting to know each otehr games. And
BAL 4. DAY 4: MAINSTREAMING GLO EDUCATION IN EVS IN 5. DAY 5: GLOBAL EDUCATION KING AT ORGANISATIONAL LEVEL, LOO HR IN EVS – 6. DAY 6: GLOBAL EDUCATION RECRUITMENT, CRITICAL SELFREFLECTION AND 7. DAY 7: ROLE OF ADVOCACY POLICY MAKING IN GLOBAL LUATION EDUCATION, FOLLOW-UP, EVA
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ghymcana. We have divided the group into the smaller teams, and each one of them got the list of the tasks to be implemented. The level of challange differed from task to task. In the end it helped participants to improve their team working skills in the Asia-Europe dimension context.
The training day-by-day 2nd day: g lobal education ✦Profit seeking (environment and 3rd day: global education tools content and tools labour) in practise The first step of the training was to arrive to a common understanding of Global Education. As participants had very different cultural background it was considered important to clarify the term Global Education and exactly what it means for us.
✦War and terrorism ✦Overconsumption ✦Increased mobility ✦Poverty and hunger ✦Social Justice
✦Human rights Based on some official description p rov i d e d we c re a t e d o u r ow n ✦Health related problems definitions: ✦Environmental rights ✦Equality Global education is a way of raising awareness of interdependency of different countries and cultures and educating people about general good in a way of preparing active citizens, but still respecting everybody’s individual need and ideas.
Global education is an international, interdisciplinary approach based on active participative and educational methods that stresses the impor tance of interdependency, interrelationship and close link of humanity.
We carried out a discussion about the different global issues, we believe, could be fostered by Global Education and with the contribution of globally educated citizens, together we could arrive to a more balanced state of living. The topics we considered important were: ✦Loosing cultural identity ✦Limited resources ✦Climate change
✦Technology and media
Participants have been asked to think about an activity, like a presentation, game, etc with which they can educate one or more aspects of Global Education. This was a perfect tool to make them understand better the different perspectives of GE and also to experience it at the same time. – experiential learning.
4th day: mainstreaming global education in EVS
✦Education
One of the main objectives of the training was to explore the different opportunities of how Global Education can be involved in volunteering service.
✦Languages
We arrived to the following aspects:
✦Family
H o s t i n g o rg a n i s a t i o n a n d Supervisor – Global education:
✦Gender ✦Medical treatment
✦Europe – Asia volunteering ✦Capitalist attitude of corporations ✦Labour and employment ✦Demographical problems ✦Unstable economy ✦Religious context
• initiate contact with local community • information about culture – knowledge • set ways to integrate and interact with local community • set clear rules, how the volunteer should act, what should do
We played a game of Bingo with the • EVS vol. can make a blog about the experiences aim of getting to know each other and to make participants realise how • monthly report by vol. delivered to strongly our lives bond and how deep coordinating org. – report shown to influence we have (countries and supervisor, from which supervisor people) on each other. Therefore can learn as well understanding the importance of • HO should visit other organisations Global Education and how important it (study visit) is to educate citizens in a way that they become conscious of these issues and start to live a lifestyle that will help to overcome them.
✦Corruption ✦Political instability
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and the programme continues... What activities should the In the next session 2 of the participants Mentor initiate to foster Global were asked to create their own NGO. Education? They had to find the right members of the NGO, from the participants of the • Buddy / tandem – practise training and to invite them to their first • Mentor to teach the local language meeting where the vision, mission and functional details about the organisation • Friendship – non-formal • Spor ts activities and cultivate will be discussed. This activity was the first step of a long discussion about interaction with local people what kind of commitment can NGOs • Invite vol. to family gatherings take to foster Global Education and how they can contribute on an • Party – social activities organisational level to apply the vision • “Psychological” sessions – moral and initiative. support, trust 6th day: global education in • Inform about daily life, organise daily EVS – recruitment, critical selflife reflection • Good education – learning style During the first part of the day, we had • Tour of the local youth centre / a m o v i n g d e b a t e a b o u t s o m e interesting places controversial topics disposed to the • Mentos can ask vol. to write blog, group, where everybody had to take a decision in favour or against the reflection about experiences statement. All the statements were • Time /schedule to evaluate activities global issues influenced by cultural and and feedback economic aspects. No one could take a • Meeting of expectations neutral position. 5th day: global education in The second part of the day we did the organisational level, looking at simulation of the EVS volunteers Human Resources (HR) recruitment. In the small gropu of 3 The aim of the activities were to reveal participants had to revise some of the the possibilities of how the vision of application documents and the Global Education can be implemented placements and decide upon the volunteers they would like to offer the in an organisational level. placement to. Then the activity had the We started off with a game. The various steps, firstly we have revised exercise was to create a list from the what decisions participants made, and actors of the game according to the what were the criterias they were fact how guilty we consider them after following. reading the short story. The discussions within smaller groups and after within Criteria according to we take/make the whole group provided a perfect decisions: example of how decision are made and what kind of factors influence us when we take decisions. We spoke about the different behaviours in a group and how they influence the decision making process and also about the types of decision makers.
• Higher English skills • Motivation (you like) • Concrete experience • Detailed application • Photo (beautiful) WWW.BEVOLUNTEER.NET
• Disadvantage area? • Foreign languages • Having certain level of experience and qualification • Possibility of higher learning • Extra feeling • Too quality (no) • Additional skills • Unemployed, poor, broken family, distant area Then we re-discussed how we are making the decission, and how acctually we should do it. What are the importnat criterias for us, and it this way we have developed our own guidelines. Recruitment guidelines: • Ability to verify info • Competent reviewer • To clarify why those specific skills • We are not hiring personnel • Clarifying what is substitution of paid employee • Specific info about tasks + matching tasks with volunteer needs • Evaluate all applications equally • Transparency What we should take into consideration: • Initiative • Passion • Learning possibility for volunteers • Motivation in activities can contribute • Sustainability
Last but not least... Some of the last elements of the programme of training of trainers. 7th day: Policy and advocacy, the task to come up with a follow-‐up, evaluation policy recommendation about volunteer exchange between The last day of the training we Europe and Asia which could have dedicated to the topic of be proposed to the responsible youth policy, policy making authority. In the end we have and advocacy. As a ;irst step we created the document that was did the revision of the current later on presented to the and most relevant youth M e m b e r s o f E u r o p e a n policies of European Union and Parliament representing the as well on the global level. We Green Party. tried to contextualized the EVS as a part of the EU youth policy and then further investigate WE HAVE MANGED TO different policy solutions. The PREPARE THE POLICY s e c o n d s t e p w a s t h e RECOMMENDATIONS AND educational talk/ discussion PRESENT THEM TO MEPS. about all the relevant topics. Participants could have shared In the end we have prepared a their stories related to policy welcome video for future making and advocacy, we have v o l u n t e e r s w i t h t h e analysed what is the role of p a r t i c i p a t i o n o f a l l t h e youth in the youth policy. In organisations of the project. the end we put in front of us
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COOKING EXERCISE ¨ GLO B A L M ISU NDER S TA NDI NG ¨
ONE DAY TO OFFER THE TRUE INTERCULTURAL EXPERIENCE TO THE PARTICIPANTS WE DECIDED TO COOK A DINNER TOGETHER. EACH OERSON WA S A S K E D T O L I S T F E W O F H I S /H E R FAVOURITES INGREDIENTS, THAT WERE BOUGHT. THEN THE GROUP WAS DIVIDED INTO 3 SMALLER TEAMS, GOT THE RANDOM INGREDIENTS AND HAD THE TASK TO MAKE THE DINNER OUT OF IT. ONE OF THE DISHES THAT WAS ¨IMPROVED¨ ON THE WAY BY MOST OF THE GROUP WAS CALLED: GLOBAL MISUNDERSTANDING.
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