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PARLEZ-VOUS GLOBAL? DEVELOPMENT EDUCATION BETWEEN MIGRATIONS AND GLOBAL CITIZENSHIP Synopsis of the Project Capitalization

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PARLEZ-VOUS GLOBAL? DEVELOPMENT EDUCATION BETWEEN MIGRATIONS AND GLOBAL CITIZENSHIP Synopsis of the Project Capitalization

SYNOPSIS OF THE PROJECT CAPITALIZATION

Texts by:

Partners:

Rossella Semino

Cisv (Project Manager) www.cisvto.org

Piera Gioda

Cospe www.cospe.org

Viviana Brun

Coopi www.coopi.org

Giordano Golinelli

Fondazione Acra www.acra.it

Marco Marigo

Compagnia di San Paolo www.compagniadisanpaolo.it

Aichatou Sarr

Stretta di Mano www.strettadimano.org

Téclaire Ngom

Sudwind Agentur suedwind-agentur.at

Bénjamin Duriez

APDD-Agenda21 www.agenda21.org.ro

Florina Pavel

UNMFREO www.mfr.asso.fr

Silvia Favaron Isabella Samà

Graphics and layout: nausicaeleonoradesign.com

The content of the present document exclusively includes focal points of the “Parlez-vous Global?” project, coordinated by ACRA Foundation in their effort to summarize elements and draft the document and drafting and shall not be considered as corresponding to the European Union’s stance.

The present publication is part of the project Parlez-vous global? Eduquer au développement entre migration et citoyenneté mondiale DCI NSA-ED/2012/280-770 cofunded by the European Union.

Thanks to: All teachers who have taken part in the Project

The documents related to the Parlez-vous global? project are available at: www.parlezvousglobal.org

TABLE OF CONTENTS 1. Acronyms

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2. Methodology of the Capitalization Document

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3. Synopsis and Structure of the Project Partnership

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4. Global Citizenship Education in School

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5. Global Citizenship Education in the Four European Countries Involved in the Project 5.1. France 5.2. Autria 5.3. Italy 5.4. Roumania

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6. Methodological and Educational Approach of the Project: Identification of DEAR Quality Characteristics 6.1. Use disciplinary expertise, foster integration of knowledge and methodologies to build new skills 6.2. Make actors proactive in education and awareness raising conscientisation 6.3. Develop learning per themes and issues 6.4. Allow understanding and identifying links existing within “significant issues” that the international community must face for a sustainable human and green future 6.5. Link territories and citizens globally towards mutual learning and the creation of cooperation and intercultural exchange 6.6. Develop global “proactive citizenship” expertise

... 15 ... 15 ... 16 ... 17 ... 18 ... 18 ... 18

7. Good Practices of the Project 7.1. Teachers’ training 7.2. Participatory creation of Learning and Teaching Units (LTU)) 7.3. Real and virtual exchanges 7.4. Collaboration achieved throughout the project: DeAgostini 7.5. The Monitoring & Evaluation (M&E) system

... 20 ... 21 ... 21 ... 22 ... 25 ... 25

8. Critical Issues

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9. Conclusions and Recommendations to DEAR Actors on Formal Education 9.1. Recommandations pour les décideurs des politiques publiques 9.2. Recommandations aux acteurs non étatiques

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10. References

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11. Regulatory References

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1. ACRONYMES

2. METHODOLOGY OF THE CAPITALIZATION DOCUMENT

ACRA

ACRA Foundation

APDD

Agenda 21-Asistenta si programme pentru dezvoltare durabila

Capitalization is a process aimed at making knowledge systematic and at facilitating

EC

European Community

CISV

Comunità Impegno Servizio Volontariato

NC

National Committee

increased appropriation to ensure long-term sustainability of results achieved.

Capitalizing means “transforming experience into shareable knowledge” (Pierre de Zutter), that is allowing organizations to learn from their experience, while conveying

COOPI

International Cooperation

COSPE

Cooperation for the Development of Emerging Countries

IPC

International Pedagogical Committee

NPC

Comité Pédagogique National

CSP

Compagnia di San Paolo

DEAR

Development Education and Awareness Raising

DE

Development Education

GCE

Global Citizenship Education

ICT4D

Information and Communication Technologies For Development

MFAIC

Ministry of Foreign Affairs and International Cooperation

MIUR

Ministry of Education, Universities and Research

MFR

Maisons familiales rurales

MDGS

Millennium Development Goals

NGO

Non-Governmental Organization

PVG

Parlez-vous Global?

M&E

Monitoring and Evaluation

LTU

Learning and Teaching Unit

EU

Union Européenne

UMFREO

National Union of Maisons familiales rurales for education and guidance

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their knowledge. Learning to capitalize therefore allows understanding what is at stake in initiatives, to define the relevant steps and to discover methods needed to draft and disseminate supports used. Said capitalization process allows reflecting on common good practices and basic indicators identified throughout the project, while reflecting on the type of local and international collaboration achieved and that the project has aimed at fostering. Knowledge emerged throughout said process can lead to changes in the project implementation strategy for teachers, which can inspire future actions. They stem from experiences made in activities implemented.

Capitalization aims at: • Looking at the “Parlez-vous Global?” experience analytically and critically • Identifying knowledge: essential characteristics and good practices • Communicating lessons learnt and making recommendations to the European Commission • Communicating lessons learnt and making recommendations to Public Education Authorities

Project capitalization has involved different stages and has been coordinated by the project secretariat, managed by ACRA. It has followed a participatory approach involving project partners, who have validated the document structure during periodic IPC meetings held

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throughout the 2nd half-year of the third year of the project. It has been considered as important to analyze the context of each country of reference for public policies on development and global citizenship education. Each focal point has provided a synopsis of

education system” and is part of the approach followed in global citizenship and

said report. Subsequently, a part has focused on identification of essential characteristics,

migrations education. The general goal of this project has been to contribute to public support in favor of Millennium Development Goals in Europe, hinging in particular

common methodological elements emerged in project implementation. The part related

on Sub-Saharan Africa and anchoring of development education practices in formal

to good practices has allowed every focal point to issue a synopsis and a specific analysis of good practices validated. In particular, this applies to teachers’ training, the creation of Learning and Teaching Units, real and virtual exchanges and project monitoring and

education in Europe. Its specific goal has been to increase expertise of actors involved in the framework of formal education in Europe, regarding global development issues,

evaluation. A part has focused on critical issues emerged throughout the project and shared by all actors. The part regarding recommendations to decision makers of DEAR policies and non-governmental actors has followed the project participatory approach used in Brussels at the DEAR exhibition held in October 2015. This capitalization process is strategic to disseminate results achieved throughout the project and to provide guidelines for new calls for proposals. Said process and processing of results achieved throughout the project have allowed raising awareness on the project started by each partner of this

as well as to increase their proactive involvement in attempts to eradicate poverty, to support increased justice, human rights and sustainable lifestyles. Target groups have been teachers and students from secondary school onwards, especially in areas involving a high number of migrant-origin adolescents. This action has therefore focused on university students, future teachers and subjects in charge of educational policies, to strengthen teachers’ initial training and consistency of educational policies. This project has been preliminarily approved by the relevant Ministries of Education (in Italy, Austria, Romania) and of Agriculture (in France).

initiative, which has been necessary to guide all parties towards project finalization..

The strength of this project partnership lies in the diversity of its members, in terms of nationality and association structure. NGOs (ACRA, CISV, COSPE, COOPI,

3. SYNOPSIS AND STRUCTURE OF THE PROJECT PARTNERSHIP The PVG project has been developed in the framework of the EC DEAR project.

This programme has specifically aimed at raising increased awareness in European citizens and developing their critical thinking vis-à-vis complexities of our society and empowering them in an increasing globalized system. This project has furthermore aimed at eradicating poverty and fostering justice, human rights and sustainable lifestyles. This project refers to Section 1 titled “Global learning within the formal

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Sudwind, Agenda21, National Union of Maisons Familiales Rurales of France) and a migrant association (Stretta di Mano), which have allowed for actual virtual and real North-South and South-North exchanges. This action has followed a comprehensive 5-year co-development programme in Senegal, Fondazioni4Africa Sénégal (F4A), promoted by Italian project partners, including a specific DEAR section, allowing all Italian partners to work with a network of Italian and Senegalese schools and migrant associations. “Parlez-vous global?” has continued focusing on enhancement of the issue of migrations, as a theme for global citizenship education and has aimed at disseminating good practices recommended by the organization in charge of evaluateing the Fondazioni4Africa project, in particular the Sant’Anna school of Pisa: the project multi-actor governance and North-South school exchanges.

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4. GLOBAL CITIZENSHIP EDUCATION IN SCHOOL Vis-à-vis rapid global transformations of today, school has the difficult task to review its role and its function within our society. In particular, it is searching for its “intercultural path” to respond to both migration processes affecting several countries and, more globally, needs of cultural regeneration of life in a globalized world. The expression ‘development education and awareness raising’ has no longer been used consistently in all EU Member States. Most Member States have similar concepts, but definitions differ: ‘development education, global development, global development education, global learning, sustainable development education or global citizenship education’. This is why, in spite of shared basic principles and values in the EU, different terminology and different definitions prove that Member States contexts and DEAR approaches vary. The partners of our project, working in the framework of formal education, have used the expression “Global Citizenship Education” (GCE). This definition indicates that the educational approach stems from the fact that people are living and interacting in an increasingly globalized world. This is why it has become essential for education to give learners the opportunity and the ability to reflect and share their points of view on their role in a globalized and interconnected society, as well as to understand and speak of complex links existing between common social, environmental, political and economic issues, to highlight new ways of thinking and acting.

Consequently, global citizenship education must not be presented as an approach to be accepted unconditionally, as dealing with global issues in educational processes constantly raises dilemmas, tensions, doubts and different perceptions. Different definitions of global citizenship education exist. The Maastricht Declaration on global citizenship education

raising and development education aim at allowing all individuals living in Europe to have the opportunity, during their life, to have increased awareness and to understand global development issues and their local and individual meaning, but also to exercise their rights and their responsibilities as inhabitants of a changing interdependent world, contributing to change towards a fair and sustainable world”1. The need of worldwide or global citizenship education is also highlighted by the Council of Europe2, by the European Parliament3 and in several documents concerning public national political guidelines.

5. GLOBAL CITIZENSHIP EDUCATION IN THE FOUR EUROPEAN COUNTRIES INVOLVED IN THE PROJECT The context of global citizenship education is not the same in the 4 European countries involved in the project (France, Italy, Austria, Romania). Being a new approach to formal education, it is important to understand the stance of competent Ministries in these countries. It is essential to understand, on the one hand, if actions carried out are sustainable and, on the other, if future advocacy can be envisaged. In the following section, the analysis of the context of each one of these countries will allow understanding progress and evolution reached throughout the project in the relevant country.

5.1. France

(2002) defines: “Global Citizenship Education is education that opens people’s eyes to the realities of the world and awakens them to bring about a world of greater justice, equity and human rights for all”. In the document concerning European Consensus on Development, awareness raising and development education play a priority role. Indeed, “Awareness

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Several Ministries are in charge of education in France, the main being the Ministry of Education. Notwithstanding, involving 150,000 students, the Ministry of Agriculture is in charge of a part of vocational training. Since 1965, socio-cultural subjects have been introduced in school programmes, which ensures a certain number of hours dedicated to pedagogical projects. The Act of 9th July 1999 thoroughly describes missions of agricultural

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education and envisages for the 5th mission to be engagement in international cooperation

learning German by a certain deadline, in 2 modules, otherwise said permit may not be

actions, fostering in particular exchanges and welcoming of students, apprentices, interns and teachers (Art. A. 813-1 of the Rural Code).

extended. An amended version of this act is BGBl. II No. 205/2011, reading that Migrants must have knowledge corresponding to A1 level of German before entering Austria. This

Since then, the European Relations and International Cooperation Office of the General

integration agreement only focuses on learning of German. In pedagogical and educational

Direction for Education and Research of the Ministry of Education has disseminated some

terms, the Sudwind action, on migrations and global citizenship in school education, is based on the principles of Global Education (Globales Lernen). In Austria, this pedagogical

memorandums on an annual basis, to foster involvement of schools in global citizenship education initiatives. A dedicated Development Education network was created in 1998 (UNMFREO is one of the founding members) to support schools in their projects and to produce some educational tools on this theme.

Throughout the “Parlez-vous Global?” project, France was the victim of terrorist attacks, namely in January and November 2015. The role of school in citizenship education has

and educational approach has been theorized by a panel appointed by the Ministry of Education (Global Education Strategic Panel/Strategiegruppe Globales Lernen).

5.3. Italy:

been questioned. The reaction of Ministries in charge of education has been to develop a programme to convey the values of the French Republic. The Ministry of Agriculture has organized a comprehensive plan between February and April 2015. UNMFREO has proactively contributed to this process, also using its expertise, acquired in the “Parlezvous Global?” project and making consistent proposals (education to debate, one-year suspension for social commitment). The Minister participated directly in the project final national workshop, organized in cooperation with Unesco in Paris in December 2015. Within the civil society, the Educasol platform gathers French actors. Even during the project, Maisons familiales rurales have decided to use specific wording for their movement: Education to worlds and others. This allows dealing with several issues, connecting local issues (handicap, job insecurity…) to global issues (media, sustainable development, international solidarity…).

5.2. Austria: In Austria, no legislation exists to regulate global citizenship education, in the Ministry of Education or the Ministry of Foreign Affairs.

Within the Ministry of the Interior, Act BGBI. II. No. 449/2005 exists, concerning the integration agreement. Upon reception of their residence permit, migrants commit to

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In Italy, Act 169/2008 has regulated teaching of Citizenship and Constitution and C.M. 86 of 2010 has defined implementation guidelines for all schools.

“National guidelines for the school curriculum of kindergartens and first-degree education” (approved by the Ministry of Education in 2012) define “worldwide citizenship” as the horizon for new generations. In this framework, the introductory chapter “For a new citizenship” pinpoints that “the educational system shall educate citizens who can participate in construction of national, European or global more-structured communities”.

A statement of purpose between the two MIUR-MFA Ministries, approved in June 2014 for the first time, states that “relations between schools and international cooperation shall systematically be part of school educational programmes… It is necessary to have educational programmes enhancing global citizenship education”.

In August 2014, Article 1, Paragraph 4 of National Act 125/2014, reviewing Italian international cooperation, included among goals that: “Italy fosters education, awareness raising and involvement of all citizens in international solidarity, international cooperation and sustainable development”.

Non-Italian students were over 800,000 only in the 2013/2014 school year (9% of all students) and over half of them were born in Italy. Current global migrations have also modified school and involve increasing educational challenges. The Reforming Act 107/2015, also known as “The Good School”, identifies the following as priority goals: “the development

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of expertise on proactive and democratic citizenship through enhancement of intercultural

platform called FOND, a federation involving 42 organizations and three working panels on:

and peace education, respect of differences and intercultural dialogue” (Art. 1, Paragraph 7). Currently, in Italy, the cultural context and public policies support DEAR and global

international cooperation, development education and policy/advocacy. APSD-Agenda 21 is an extremely proactive member of the panel, operating in development education.

citizenship more, are more open and involve a more comprehensive dialogue compared to the early phases of the project. Another important issue is the engagement of the Italian civil society in the evolution of the global citizenship educational approach, which has allowed, in particular, for definition of a position paper and a charter of principles issued and adopted by NGOs in 2010.

5.4. Romania: Development education/global education is regulated by two Ministries in Romania: the Ministry of Education and Scientific Research (MESR) and the Ministry of Foreign Affairs (MFA). The Ministry of Education and Scientific Research, via the department of school and extracurricular educational activities, coordinates the Global Education Week. The Global Education Week is the event introducing the concept of global education in Romania for the first time in 20014. The concept of development education was introduced in 2007 by the Ministry of Foreign Affairs, which has included this concept in its international cooperation policy. Romania is still experiencing a transition phase from Beneficiary Country to Donor Country. Throughout the “Parlez-vous Global?” project, a more consistent international cooperation and development education policy has been implemented, which was possible via two important documents: the 2014-2018 Multiannual Strategic Plan in the framework of Development Cooperation and Humanitarian Aid (adopted by the MFA) and the 20142018 National Strategy on Communication, Education and Awareness Raising in the framework of Development Cooperation (adopted by the MFA). On 29th March 2013, MFA and FOND, the NGOs platform, signed a cooperation agreement. Said protocol aimed at enhancing dialogue, cooperation and mutual support of these two institutions, concerning the enforcement of the development cooperation policy. In the civil society, NGOs, working in development education and international cooperation, are represented by a national

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6. METHODOLOGICAL AND EDUCATIONAL APPROACH OF THE PROJECT: IDENTIFICATION OF DEAR QUALITY CHARACTERISTICS This section includes basic elements of the methodological and educational approach of the project. Said essential characteristics are actual success elements to be replicated in the strategy of future GCE projects.

Based on the “Parlez-vous Global?” project experience, partners agree that global citizenship education leading to significant learning must have some essential characteristics, which are summarized as follows:

6.1. Use disciplinary expertise, foster integration of knowledge and methodologies to build new skills First of all, it was of the uttermost importance to integrate global citizenship in school curricula and not as an additional educational module.

Educational research, as well as the European legislation, foster a more flexible method and the elimination of well-defined subjects, in favor of theme-focused approach (languages, mathematics, science-technology, history-geography-sociology) and several interdisciplinary activities. This means that several subjects must be the reference points,

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but education design may revolve not only around educational contents, but also around themes/issues that can be related to experience, allowing exercising several educational skills as tools for cognitive and practical action.

Dealing with migration issues in school therefore does not mean subtracting time from “curricular activities”, but using conceptual and methodological tools of several subjects, including geography, history, statistics, economics, law, philosophy, literature, identifying synergies existing within subjects.

6.2. Make actors proactive in education and awareness raising It is important to focus on learners, their characteristics and needs, giving them the independence they need, allowing them to have their individual point of view and freedom of expression. This means that, regardless of the educational path, this must be motivating for students, that is appropriate to answer questions asked by youngsters about themselves and the world they live in.

On the contrary, all educational proposals that cannot find cognitive and emotional motivation in learning, except for the ones about learning per se or activities of individual and professional life, are inappropriate.

From this point of view, migrations may therefore become an extremely important and pivotal subject, as some of the main current global themes revolve around this core: • Global north-south and city-countryside imbalances and their consequences: poverty and hunger, unfair access to material and cultural resources and to services, exclusion and poor possibilities of many people or social sectors to have their voice heard or their rights recognized;

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• In a world where imbalances, not only economic differences, keep increasing, the growth of international migrations from the numerous “outskirts” to the very few “centers”, that will be increasingly locked in a logic of ‘besieged fortresses’; • Increasing local and global environmental issues: climate change, loss of biodiversity, resource depletion, etc.; • Cohabitation in multicultural societies, generating conflicts while leading to social innovations.

We are all involved in these issues, we are all actors: it is not only an issue affecting poor countries in the world. Global migrations interact with the life of each one of us.

This may therefore be a theme for reflection and analysis of which students can understand the importance and relation with experience.

6.3. Develop learning per themes and issues It is necessary to switch from education exclusively focused on subjects to education per themes and issues.

This means that a different educational approach is needed that, instead of proposing ready-to-use contents that can be found in books and in teachers’ words, invites students to reflect on issues having a strong link with the present and deep-diving in certain areas, even personal, individual and collective ones, using educational tools needed and a number of different documents and, if possible, hinging on direct experiences told by people involved or experts of associations working on the field, committed to solving social issues analyzed.

In this way, on the one hand, students’ motivation (the core of any actual learning processes) will increase and on the other, it will still be possible to develop curricular and crosssection skills only activated when individuals “roll up their sleeves”, that is when operating and laboratory teaching is implemented.

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6.4. Allow understanding and identifying links existing within “significant issues” that the international community must face for a sustainable human and green future This means considering individuals’ worldwide interdependence as the actual background, which exists among people, cultures, States, societies, the North and the South of the world, local and global trends.

Raising awareness on global effects of local actions and vice versa.

Fostering curiosity and the need of increased knowledge, on the complexity of the world, to raise awareness about being citizens of the world, who can feel empathic solidarity for all those whose rights are not recognized.

6.5. Link territories and citizens globally towards mutual learning and the creation of cooperation and intercultural exchange The creation of direct links between students and teachers of several countries, to decentralize the point of view on the same issues, to create opportunities of dialogue and cooperation is considered as a pillar to build a shared vision on issues and solutions and to increase the perception of a global world.

indicated the eight key competences for lifelong learning, including “social and civil”. competences” Said competences are cross-section skills compared to other curricular activities, but they need to be appropriately processed to be indicated as specific goals, complementing curricular objectives in any educational processes.

Furthermore, this type of competences may not be developed using individualistic conveyance strategies and methods, as: • “Learning to learn” and “designing projects” (competences indicated for the construction of oneself) imply that students become protagonists of the learning process; • “Communicating”, “cooperating and participating”, “acting independently and responsibly” (competence indicated for relationships with the others) require for educational practice to be inspired to social sense and exchange; • “Solving problems”, “identifying links and relations”, “retrieving and interpreting information” (competences indicated for the relation with the natural and social reality) hinge on constant search for complexity.

Once again, mechanically studying school subjects will unlikely develop this type of competences, whereas interdisciplinary studying global migrations, the different attributes of this issue and its cognitive-emotional interaction, may include citizenship goals among objectives.

6.6. Develop global “proactive citizenship” expertise Besides developing curricular knowledge and skills, social and citizenship competences are a pivotal goal of any educational processes.

The Parliament and the Council clarified it to all Member States, in 2006, when they

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7. GOOD PRACTICES OF THE PROJECT The term “good practices” refers to a number of behaviors, activities conducted throughout the project, which create consensus and are considered as essential by most professionals of the relevant sector and are often established in a qualityapproach. In this framework, in the capitalization work, another element considered as a priority is partners’ identifying common elements emerged in project execution, following a participatory approach. Analysis is geared towards a significant project implementation method, as follows:

highlight that in France, for training, UNMFREO has preferred to cooperate with its national pedagogical center. This has allowed thoroughly including this training among the priorities and trainers’ finalization catalogue.

Furthermore, organizing it in 2 series of sessions lasting 3 and subsequently 2 days, has allowed trainers to fully understand the project and the issue, to work and live in the relevant MFR, meeting later to share and deep dive into certain areas. This training has been subsequently useful as a basis for regional training that was organized by NGO contact persons. In Austria, in particular, diversified training has involved meetings with associations of migrants throughout the training, who have offered teachers and students their personal experience and competences in the relevant sectors. In some cases, the training course has been decentralized, as in Romania, where residential training has been

7.1. Teachers’ training A decision was made to design teachers’ training according to some specific elements stemming from partners’ experience or from the cultural and educational context of each country.

In every country, we have organized training with University Departments of Educational Sciences (in Turin, Milan, Florence, Bucharest) or with the most-renowned Training Centers of the relevant areas (UNMFREO National Pedagogical Center in Paris, Faculty of Pedagogy in Vienna). A participatory approach for actors was selected. It is extremely important to pinpoint this, as it has fostered teachers’ engagement and voluntary involvement throughout the whole initiative.

Teachers’ training has been designed by defining a theoretical and methodological part and an operating part to devise training programmes for classes.

Teamwork has allowed students to directly experience some activities allowing them to master tools used. During training, diversified training solutions have been offered to teachers, involving them since the beginning. For the project, a range of ready-to-use basic units has been presented, including teachers’ customization. In particular, it is worth to

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organized in the 4 regions of the project (Bucharest, Prahova, Buzau and Constata).

In all countries, training courses have therefore aimed at achieving a balance of theoretical contents and practical methods, experimenting new learning methodologies, following principles of inclusion of actors, who have been enthusiastic about it.

7.2. Participatory creation of Learning and Teaching Units (LTU) A Learning and Teaching Unit (LTU) includes a number of learning elements organized as a single consistent and independent session that may be integrated in a more comprehensive training session series. It is a significant training module for students, involving different methodologies training educational and cross-section competences, using proactive teaching methods.

The creation of LTUs, in all partner countries, has been based on a participatory methodology, involving the sharing of the basic format created by the International Steering Committee, on competences, goals and disciplines involved. Teachers have worked individually or in team, designing some units, in cooperation with partner NGOs’ trainers. The Kit has been developed in all countries as an actual dissemination tool for teachers, to design additional

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units, using methods described in the Kit and to adapt part of their classes to the relevant

Some exchanges have led to designing some partnerships (for instance, for young interns’ mobility abroad). They have furthermore made the project a European project, more than

context. In this framework, it is worth to highlight that Austria has cooperated with Radio Afrika TV, which has offered teachings on video reportages and has produced some video material for the educational Kit. The final offering is innovative, since paper materials have been complemented by different supports in all countries, provided by teachers, including links to materials that can be found in the www.parlezvousglobal.org website, to allow for experimentation and sharing of the relevant results, modifying the offering, if necessary.

The participatory approach used in Austria has furthermore allowed for the creation of a game, designed by actors (teachers, migrant association). “Total Global – A game for acquisition of global citizenship”, a board game involving questions in a cardboard box, designed and produced by students to be provided to other students and teachers.

7.3. Real and virtual exchanges

virtual exchanges have, via the project website and blog. Several trainers and teachers have illustrated what they have discovered in the schools of other countries involved and have been proud to present their global citizenship educational approach. For these changes to lead to more actual collaborations, they should be organized in spring, so that educational projects may be prepared before the subsequent school year. Throughout the projects, exchange visits have been organized to Milan (Italy), France, Romania, Austria, Benin, Senegal and Burkina Faso.

Concerning visits to Italy, a diversified, rich and well-structured programme has been organized starting from formal and informal meetings (outings, intercultural tours), which has been shared in advance to allow actors contributing thoroughly to complete the programme. In France, the visit has mainly allowed Italian teachers experiencing informal educational methodologies and visits on the field. Exchanges have made teachers feel that they were being part of a shared commitment and have motivated them to build a better

This project has fostered real and virtual exchanges of teachers as an approach to learn and experiment GCE. At a local, regional, national and international level, throughout the

society, having a more inclusive and welcoming vision on diversity.

project, meetings and conferences have been organized, allowing for experience sharing and partner schools visits by teachers. At the same time, a web platform has been created, teachers have been trained and supported to upload progress of their activities to the project website and blog.

The combination of real and virtual exchanges has been one of the project strengths. Direct teachers’ exchange has fostered the creation of parallel or close-collaboration activities. A good example of it is the exchange visit of an Italian teachers’ delegation to Benin (February 2015). During their visit, teachers have collaborated to organize several activities to allow students to know each other better and to have remote dialogue on the project themes.

They have decided to work on students’ expectations in Italy and in Benin.

They have worked by analyzing the following question: “What do you think your life will be like in 10 years? Will you be in your country or elsewhere?”. In collaboration with some teachers from Benin, Italian teachers have shot some video interviews to Cotonou students and have suggested the same activity to their students in Italy. Students have exchanged questions and answers via video connection, via web2.0. Direct teachers’ collaboration has laid the foundations of virtual exchanges for students. Several materials have been shared on the project blog.

Each focal point could realize how exchanges, in particular real meetings of school teachers envisaged by the project, have allowed creating new relationships among the actors.

Exchanges have also fostered each teacher’s work, including some of the new methods learnt. Romanian and Italian teachers who have taken part in exchanges in France could experience an educational system involving the school-work alternation and could reflect on the methodology, the best characteristics of which may be integrated in their system.

In particular, exchanges have taken place in Africa, namely in Senegal, Benin and Burkina Faso and African teachers in Italy have proved to be thoroughly strategic.

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In some cases, materials (videos, e-books, posts…) produced by schools were used by other schools. Project schools have managed to produce materials that have become the basis of new activities.

7.4. Collaboration achieved throughout the project: DeAgostini

The project has tested new tools to trigger discussion and exchange on the project key points. On the International Migrants Day, 18th December 2014, an online event was

It is also worth to pinpoint the collaboration achieved with the publishing house

organized. Journalists and writers dealing with migrations were invited to present their work and to share their ideas during a Google Hangout. Teachers gathered students’ questions and sent them via WhatsApp live. This activity has allowed a large number of

DeAgostini, in Italy, on global citizenship education, allowing us: • Publishing educational articles on migrations in the zonageografia.deascuola.it blog, on a weekly basis, to provide suggestions and ready-to-use tools for schools,

students to view the event and to experience new forms of participation. Organizing an online event allows involving a higher number of students and reducing costs. The project has aimed at fostering other techniques needed to facilitate exchanges and sharing for

to thousands of teachers who were not participating directly in the project; • Envisaging some activities stemming from the PVG project experience, for the

teachers. In particular, a web platform, as well as a blog, has been created, where every teacher who has taken part in PVG could upload the LTU used. This has also aimed at allowing teachers to exchange competences. Besides the web page, other tools have been used, in particular a Facebook, YouTube and Twitter page and adjustment have been made to make it available for different types of hardware (tablets, smartphones) and operating systems (Android, iOS, etc.).

The website static section includes a quality selection of tools and links that has been integrated since the creation of the website. The website has been translated into French and English, except for the institutional part, which is common. The project has envisaged a handbook for the design and publication of contents to the website. Teachers’ interaction in the website has been fostered and facilitated (two posts per year have been agreed upon in each country for participating schools).

Still in Italy, monitoring and web and communication training sessions have been organized for teachers. The project has envisaged the participation of a contact person facilitating the publication of almost 95% of posts. Not all countries have used the website to the same degree, as this depended on economic resources invested in this activity and some countries have opted to promote other activities.

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new geography textbook, in the educational guide.

This collaboration has allowed a larger Italian target to know and apply methods and tools in school, used throughout the European project.

7.5. The Monitoring & Evaluation (M&E) system The PVG project M&E system has used the F4A Sénégal project well-established model, which was at the basis of this action. M&E procedures have reproduced the project good governance participatory system, taking into account national differences and fostering a common approach to solve problems. NPCs have been in charge of project monitoring at a national level and the IPC, involving all partners and coordinated by CISV, has been in charge of global monitoring. As in the F4A project, the system has involved two levels: on the one hand, technical and educational monitoring in cooperation with several actors involved in NPCs and in the IPC, including experts from NGOs and university pedagogical research. On the other, M&E of project results and progress. In the PVG project, this has been facilitated by COOPI and CSP/F4A, which do not work directly in schools, but take part in the project having an internal function, that is M&E, from an external perspective.

The early stages of the project have been dedicated to thoroughly implementing the project result and progress M&E system, as illustrated in the project document and consolidated

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in previous experiences, to adapt it to the multinational context, involving 4 European countries and 3 African countries. This has been possible via a participatory process with project partners. During the startup workshop, the central role was reconfirmed of NPCs and of the IPC and the role of COOPI and CSP/F4A as process facilitator.

The global project monitoring system has been organized on a half-year basis. The Intermediate EU report format has been adapted to be used as an internal half-year report.

Furthermore, a monitoring tool used by COOPI in its projects has been adapted to the multinational context. In the system established, each partner is in charge of sending these documents. COOPI and CSP/F4A have facilitated the process by gathering and analyzing documents and by providing indications, guidelines and recommendations to the IPC and to CISV. Continual and systematic information retrieval and analysis on the project progress has facilitated issuing of intermediate reports and reports related to final stages, which

8. CRITICAL ISSUES The main difficulty and hurdle to the project has been the willingness to impact on school planning used by teachers in some European national systems, which sometimes differ significantly. In this sense, certain programmes involved a higher degree of educational independence (as in Italy), whereas others envisaged a more central role of the system.

Difficulties aside, teachers have been significantly engaged, which stemmed from a strong cultural and ethical motivation and from the willingness to design educational paths on global issues within school subjects, in the framework of solidarity and respect of human rights.

have been drafted by CISV, in formats required by the EU. The key factor for the system to work, which was largely proved in the final evaluation process, has already been mentioned: COOPI and CSP/F4A have been internal actors and have taken part in the life of the project, but have not been directly involved in activities.

Indeed, for some functions, including M&E, it is essential to have specific resources dedicated exclusively to this, having appropriate technical skills, if possible not only operational and who may therefore be invested in accurate and systematic data retrieval and analysis and in strategic reflection.

It may therefore be recommended to entrust some organizations with specific tasks and include these in the Consortium, even though they do not operate in the specific project field, having this support function. However, the system may only work if these functions are managed to support the project and the leader and if said organizations provide technical skills.

Teachers have shared with us: • The method geared to training key competences, which could go beyond teaching of new contents and knowledge; • The search for more effective and participatory methodologies for students; • An open-minded approach to the world, visiting other schools, surveying the territories, using exchanges with foreign schools.

It is also worth to highlight that teachers have found it really hard to use tools to evaluate competences experienced throughout the project.

Concerning evaluation, it is very clear that even though teachers understand that competence evaluation is really important, they are not willing to change their habits, required by school routine, which is however an approach needed to evaluate learning achievements. Support of school education is strategic to pinpoint this transition phase teachers have to deal with.

There is still much to be done for competence training and evaluation to be disseminated in all countries, as this requires different behaviors and teachers need to be supported in this transition of the entire school system. Starting from critical issues emerged, it would

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therefore be important for initial training to include some future educational initiatives, in competence evaluation for teachers.

A critical issue identified throughout the project has also been the appropriation and virtual use made by teachers. Even though the platform has proved to be remarkably successful, as witnessed by the number of visitors and LTUs uploaded by teachers, it has been essential to envisage a contact person uploading LTUs and posts to the website. Furthermore, the fact that said contact person was in Italy has facilitated larger involvement of Italian teachers, compared to teachers from other countries. It is also worth to pinpoint that classes have adapted to technology, teachers have proved willing to deal with new tools and to involve students more. In general, educational actors have had quite a timid attitude vis-à-vis web tools and this will therefore require a more focused approach in future initiatives, to involve students more in experiencing new educational methods.

Eventually, concerning the project implementation methodology and in particular M&E, the challenge of a multinational and multi-actor project has led, in good governance mechanisms, especially within the IPC, to focus more on coordination, the creation of a common approach and the monitoring of the project progresses and result achievement and not so much on technical and educational issues. Involvement of experts from NGOs and university pedagogical research centres has been fostered in NPCs by each country and in the IPC, only in specific moments. As highlighted in the final external evaluation, “The project complexity has required large IPC involvement as the centre of coordination of activities, since the early stages of the project. This has led to more limited reflection, which could not act thoroughly on issues emerged during the process of definition of tools to evaluate global citizenship competences”.

9. CONCLUSIONS AND RECOMMENDATIONS TO DEAR ACTORS ON FORMAL EDUCATION The definition of the capitalization process has been an essential stage in project execution.

In this framework, this process has facilitated share reflection of focal points and has identified common elements and critical issues of each territory. This reflection has guided each actor towards the important stage of processing of common processes used, identification of common indicators and therefore analysis of sustainability strategies for the initiative. The capitalization exercise has further highlighted the different context existing in each territory. In particular, reflection made has allowed analyzing the etymology of global citizenship education, support by competent ministries and the role of strong multi-actor collaboration for strategic advocacy in each territory. More in general, the common goal has been implemented during the project, that is strengthening competences in several countries on migrations and globalization, working directly with schools and in particular with teachers, using innovative methods and strategies focused on research and action.

The large involvement of teachers in the 236 schools of the project has proved how, even though it was not easy to impact on curricular activities, due to differences existing from one school to another, issues and methods used have remained a priority, also for future projects, to support the construction of a solidary society fostering human rights.

Other elements implemented during the project must be fostered more in the future, in particular efforts aimed at impacting on competence evaluation by teachers and larger teachers’ involvement in the use of virtual tools (web 2.0 and blog). Some insights and recommendations follow, which have emerged throughout the capitalization effort. In particular, the following insights and guideline strategies stem from the participatory work organized in Brussels at the DEAR exhibition of 22nd and 23rd October 2015, between PVG partners and their colleagues. Recommendations include, on the one hand, strategic principles for political decision makers. Strategic collaboration (including the proposal to increase intraministerial cooperation), but also operating collaboration (including

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cooperation with migrant associations) is envisaged. On the other hand, recommendations also apply to non-governmental actors. This stems from internal reflection and SWOT analysis conducted at the workshop that has involved non-governmental actors, which

• Research activities and university courses of critical and valuable education

has allowed highlighting weaknesses and proposing the relevant operating strategies.

in the academic arena must be selected and replicated in all EU countries and sharing and exchange of experiences in development education must be fostered

In particular, better design is pivotal of the European collaboration to enhance strategic

via universities, the academic world and research groups.

advocacy and on the other hand, diversification of the collaboration, namely fostering the involvement of migrant associations, is recommended.

9.1. Recommendations for public policies decision makers: • It is possible to overcome differences in national school systems if an intercultural approach is used and if teachers’ skills are enhanced to train and evaluate key competences, as underlined by the European Commission in 2006.

• New forms of cooperation must be envisaged for the Ministries of each country,

•

• • •

having competences related to DEAR, in particular the Ministry of Foreign Affairs and the Ministry of Education. This aims at recognizing how important it is to deal with the main current themes of international cooperation for development, including intolerance, conflicts and international terrorism.

Cooperation must be enhanced of Educational Institutions, Local Authorities and the platforms of civil society actors, who are on the front line in the research/ action approach for DEAR. The role of migrant associations must be strengthened in the process of cooperation and intercultural and global citizenship education.

Competences to use ICT4D must be increased also in school.

School exchanges must be facilitated between European countries and ACP countries.

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9.2. Recommendations to non-governmental actors: • Promoting engagement of NGOs, Universities, teachers, school publishing houses to cooperate and design educational tools, Learning and Teaching Units, which would be disseminated on the web and actually used by teachers.

• Enhancing the role of migrant associations in cooperation with the other actors of the European civil society.

• Cooperating with school publishers to integrate lessons learnt in DEAR programmes in Europe.

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10. REFERENCES From CISV, ACRA, COSPE, OXFAM Italia, Verso un sistema nazionale di educazione allo sviluppo, MAE AID 8659, (2010) COMIDE: Manifesto on Migration and Development in Europe (2013) •http://www.comide.net/wp-content/uploads/2013/11/CoMiDE-Manifesto-onMigration-and-Development-in-Europe-incl.-Introduction.pdf• Communication from the commission to the European Parliament, the Council, The European Economic and Social Committee and the committee of the Regions, COM(2011) 637 final Gilbert Graugnard et Ana-Maria Oliveira, EDSI. Comment évaluer ses actions? Educasol, CIEDEL Lyon, 2010 De Zutter, P., Des histoires, des savoirs et des hommes : l’expérience est un capital, réflexion sur la capitalisation d’expérience, Dialogues, propositions, histoires pour une citoyenneté mondiale, n.7/1994 •http://base.d-p-h.info/fr/dossiers/dossier-117.html•

Education for Global Citizenship, A Guide for Schools, Oxford, England, Oxfam 2006.

•http://www.oxfam.org.uk/~/media/Files/Education/Global%20Citizenship/ education_for_global_citizenship_a_guide_for_schools.ashx•

European Consensus on Development: the contribution of Development Education and Awareness Raising, EU Multi-stakeholder Group on Development Education, 2010 •http://ec.europa.eu/europeaid/infopoint/publications/development /36b_en.htm•

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Éducation à la citoyenneté mondiale, une guide pédagogique, Bellinzona, 2011 •http://www.globaleducation.ch/globallearning_fr/resources/Guide_Education_ Citoyennete___mondiale.pdf• Globale Verantwortung, Position Paper on Migration and Development, (2013) •http://www.comide.net/wp-content/uploads/2013/06/Positionspapier_ AGMigrationEntwicklung_jan14_engl.pdf• Guide pratique sur l’éducation à la citoyenneté mondiale, Lisbonne, 2008 •http://www.coe.int/t/dg4/nscentre/GE/ge1_fr.asp?• Keusch M.– Schuster N., Good Practice Examples of Migration and Development Initiatives, (2012) •http://beta.comide.net/wp-content/uploads/2013/06/CoMiDe_ European_Good_Practice_Study-screen.pdf• Lelli S., Sacchetti S., Tirini S., Conflitti identitari e pratiche delle istituzioni, 2014, Franco Angeli, Milano Ngo Tam T. –Joschika R., Consistency of Migration and Development policy in Austria, (2012) http://beta.comide.net/wp-content/uploads/2013/06/Consistency_ of_M_D_in_Austria.pdf Recommandation CM/Rec 4 du Comité des Ministres aux Etats membres relative à l’éducation à l’interdépendance et la solidarité mondiales, adoptée par le Comité des Ministres du Conseil d’Europe le 5 mai 2011, lors de la 1113e réunion des Délégués des Ministres, 2011 Recommandation du Parlement Européen et du Conseil sur les compétences clés pour l’éducation et la formation tout au long de la vie, 2006/962/CE

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Recommandation CM/Rec 7 du Comité des Ministres aux Etats membres sur la Charte du Conseil de l’Europe sur l’éducation à la citoyenneté démocratique, 2010

Romania:

Sierra A.M., Grega P., Ameryckx I., Cartographie de l’éducation au développement

dezvoltare, Monitorul Oficial al României, Partea I (Legi, Decrete, Hotǎrâri şi Alte Acte), Anul 174 (XVIII), nr. 506, Luni 12 iunie, 2006, p. 26. -

et à la solidarité internationale, DRIS, AFD. 2012 UNESCO 2015, Éducation à la citoyenneté mondiale, Thèmes et objectifs d’apprentissage, Paris 2015 •http://unesdoc.unesco.org/images/0023/002332/233240f.pdf•

11. REGULATORY REFERENCES France:

Hotǎrârea pentru aprobarea Strategiei naţionale privind politica de cooperare internaţionalǎ pentru dezvoltare şi a Planului de Acţiune privind politica de cooperare internaţionalǎ pentru

Austria: BUNDES MINISTERIUM FÜR BILDUNG UND FRAUEN: Politische Bildung im neuen Lehrplan Geschichte und Sozialkunde/Politische Bildung, 2015/04 •http://www.politik-lernen.at/dl/NMonJMJKomLMmJqx4KJK/pa_2015_4_ modul_politische_bildung_web.pdf• STRATEGIEGRUPPE GLOBALES LERNEN (2009): Strategy Global Learning in the Austrian education system •http://www.komment.at/media/pdf/pdf64.pdf•

MENESR. Education au développement et à la solidarité internationale.

Note de service n°2009-131, BO n°38 du 08/10/2009

Italy: LEGGE 30 ottobre 2008, n.169 •http://hubmiur.pubblica.istruzione.it/alfresco/d/d/workspace/SpacesStore/ d45d00a8-607e-4906-8c88-927b7bc3edd1/legge169_08.pdf• Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione, MIUR 2012 •http://www.indicazioninazionali.it/documenti_Indicazioni_ nazionali/indicazioni_nazionali_infanzia_primo_ciclo.pdf•

LEGGE 13 luglio 2015, n. 107, Riforma del sistema nazionale di istruzione e formazione e delega per il riordino delle disposizioni legislative vigenti.

•http://www.gazzettaufficiale.it/eli/id/2015/07/15/15G00122/sg•

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DCI NSA–ED/2012/280-770

Project co-financed

by European Union

Project co-financed

by Fondazioni4Africa

Project co-financed

by Fondazione De Agostini