Children As Change Agents For the future of sci!nce & society
Contents
Page 1
Forward
54
The SiS Catalyst Declarations
4
The 21st Century Dilemma
58
Crossing science in society and social inclusion agendas: Engaging the academic community
8
Children as change agents: The SiS Catalyst Project
60
Convincing Policy Makers
12
The three sides of the Mountain
62
The Principles of Change Agency
20
The Children as Change Agents Ecosystem
64
The 7 Steps for Change
22
SiS Catalyst E-Learning Courses
66
Conclusion
24
Peer Mentoring
68
References
30
The Diversity and Inclusion Map How to listen to and empower children
69
Bibliography
34 38
Engaging students
40
The ‘What we recommend’ workshops
44
The AHA Album
48
Change in Action – the SiS Catalyst Case Studies
52
Working Ethically
Published by Association
Traces, 23 rue des Balkans, 75020, Paris - France, in 2015
Authors
Tricia Alegra Jenkins MBE, Dr Graeme Atherton & the SiS Catalyst Consortium
Printed by
Kingfisher Design & Print Ltd. Merseyside, United Kingdom. (Fonts used Myriad, Transmogrifier, Agilita LT Pro, Agilita Com) 1000 Copies Printed
The ISBN number : Price in Euros and Pounds DĂŠpĂ´t legal (legal deposit)
t â‚Ź0/ÂŁ0 February 2015
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Forward By Professor Sir Howard Newby CBE AcSS
Children As Change Agents Speaking at the kick-off meeting
This book offers the beginning of the
in Liverpool in February 2011
creation of a new roadmap for science
I wished ’Bon Voyage’ to the
with and for society by the simple act of
travellers about to embark
recognising children as societal actors. The
on their SIS Catalyst journey
landscape of public engagement has now
together. Now four years on I
changed as a consequence of children being
am delighted to recommend this
recognised as a ‘public’ in their own right.
book as a souvenir of their travels
It also questions the role of higher education
together. However this book
in this new landscape; how can universities
does not represent the end of the
be catalysts for the sustainable development
journey but a milestone along the
that our world so urgently needs. The SiS
way. The project funding from the
Catalyst travellers propose that Children’s
European Commission has now
University type activities have the potential
finished, but the journey goes on.
to become the bridge for academics not just to work with children but also to co-create knowledge with them.
“Your children are not your children, they are the sons and daughters of life’s longing for itself. They come through you but are not from you, and though they are with you yet they belong not to you.” - Khalil Gibran
This is a radical dialogue, which will require humility and openness within the higher education sector and a genuine desire to embrace change. However the third message that the SiS Catalyst travellers brought back with them is the very positive message, that not only must we change, we can change! This excerpt from “The Prophet” by the Lebanese poet Khalil Gibran, in many ways encapsulates the thinking behind SiS Catalyst and our responsibility as the custodians of our children’s future.
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The 21st C!ntury Di"#mma
Creating rewarding and remunerative employment for all: The world does not face any more challenges at the start of the 21st century, than it did at the beginning of the twentieth. The difference is that we are better able to predict what they are going to be. However, as was the case 100 years ago we seem unable to make the changes necessary to adapt to the challenges we face. In fact while we are in many ways far more advanced as a planet now than at the time of the Great War we are still doing some things in much the same way. The most striking way in which we are failing to adapt is in education, when this may be the best, if not the only route by which the challenges facing the world in the 21st century can be addressed. There are several genuinely global issues that we know we face which interact with each other in dynamic and changing ways across countries and regions. Education is the route to meeting all these challenges.
It is estimated that 47% of jobs in the US alone will be automated by computers
www.archive.siscatalyst.eu
ethnic societies: Over
by 2034 (1), but at the same time there
75% of the world’s population
will be a shortage in the number of
will live in cities by 2050, bringing
workers educated to ‘college level’ of
together different cultures and
30-40 million by 2030 (2).
groups in ever closer spaces and creating new unforeseen tensions (9). Education can counter these tensions.
Finding an acceptable level of inequality: The richest 85 people in the world are as wealthy as half the world’s population (3).
In Latin America for example those with a secondary education are 47% more likely to be tolerant of those from a different race than those with primary education (10).
Over forty years, income per capita is 23% higher in a country with more equal education (4). Overcoming new threats to health Coping with climate change: If we continue on our present path climate change will be irreversible within
and well-being: Nearly 40 million people have died of HIV in the last 30 years (7). Our inter-connected world creates new threats to health via
the next two decades (5). However research
pandemics and climate change. At every
in 2013 shows that across 29 countries, 25%
level from primary upwards education is
of people with less than secondary education
associated with better health outcomes.
expressed concern for the environment
The lives of 2.1 million children under 5
compared to 37% of people with secondary
were saved between 1990 and 2009
education and 46% of people with tertiary education (6).
4
Building peaceful multi-
because of improvements in girls’ education (8).
5
However, while education may be the route
the image of their own. Adults automatically
too few children are following it. There are an
look backwards. They appear inherently
estimated 250 million children in the world
unable to create future-facing education. It is
who cannot read or count (11). Even for those
time to get children to do it.
who achieve it a prosperous and secure future is not guaranteed. In India nearly one-
This book will describe the first step in the
third of graduates are unemployed (12). In
journey to reboot education systems across
Europe, the most prosperous region in the
the world to enable children to become the
world, over 50% of graduates are worried
agents of change. It will describe the work of
about their future careers (13). Despite
the SiS Catalyst Project, and the children as
that fact we know this - as with the global
change agency model.
challenges above, the 21st century dilemma dominates: we know the problem but appear unwilling to do something about it. The solutions offered thus far are in the main technological. Either revolutionising the way in which schooling is delivered via the digitisation of the classroom, or the deconstruction of higher education via Massive Open Online Courses (MOOCs). But technological change will be unlikely to bring 250m children into education alone, nor to enable us to overcome the 21st century dilemma. Technology is just a tool. Real change can only come when attitudes and values are transformed. This requires a different approach to education per se. The last 100 years have shown us that adults alone have been unable to do this. Policymakers, the public even teachers become stuck in recurring timewarps where the education they create for their children is
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Childr!n as Chang! Ag!$%&: The SiS Catalyst Project
During
period
identify the foundations required to represent
more than 50 organisations from over 30
the
four-year
a model that policymakers and practitioners
The SiS Catalyst project was an ambitious attempt to
countries were involved, working together
could conceive of as being robust enough to
initiate the new thinking and practice required if we are
on a collective experiment to develop a
develop in their own contexts.
meet the challenges of this century better than we did
model for a new educational ecosystem
those of the last. It aims to address the global challenges
that places children as the drivers of the
The role of Higher Education
of the 21st century through the development of a simple
learning experience. It was not started in
Higher
idea:
the classroom, nor in the school itself. The
prominent place in the change agent
aim was to break out of the idea of formative
ecosystem and a higher education institution,
educational experiences for children being
the University of Liverpool, led the project
delivered purely within the formal schooling
itself.
system. The effect of this assumption is so
seen as the way in which children will be
embedded within the majority of formal
able to impact on the global challenges of
systems that the only way to effect change
the 21st century. The reality is that by the
is to start from a different standpoint. The SiS
end of this century in the richer countries
Catalyst project engaged museums, galleries,
at least, virtually everyone will have some
theatres, non-government organisations,
experience of higher education. A hundred
community organisations and in particular
years ago only the minority were completing
universities to create a global innovation
secondary education, while now only the
network
practice
minority fail to do so. There is no reason to
regarding how children can be engaged in
think the same pattern will not pertain over
the educational process in a different way.
the next century. What is being recognised
sharing
ideas
funding
and
Education
has
a
particularly
Progression to higher education is
here is that unless we accelerate this process,
“as childr!n are the future, we must involve t'#( in the decisions of t)day” 8
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It was not a research project, nor did it fund
especially for those from excluded groups, we
the development of new projects – even
will fail to meet the global challenges of the
though many have emerged from the work
century as inequality becomes entrenched,
of SiS Catalyst. The project sought out where
attitudes to the environment remain static
innovation was occurring, brought them
and potential untapped.
together and utilised the power of networks to scale up their impact. As a Mobilisation
Much of the innovation profiled in the
European Union funded, Mutual Learning
SiS Catalyst project is based in the work
Action Plan, the belief was that innovation
of children’s universities. The European
existed but it was unconnected. It sought to
Children’s University Network (EUCU.NET)
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is a platform for members from universities,
suffers from it is not. It is defined locally, the
HE institutions and various other organisers
product of historical, economic and cultural
of science with and for society programmes
forces. The experiences of those brought
from over 40 countries. It represents several
together by the SiS Catalyst show that while
hundred projects each year and was an
the challenges facing the world may be
important partner in the development
global, the solutions are to a great extent
and dissemination of the results of the SiS
intensely local. They require the building
Catalyst project.
of an ecosystem to engage children that is nuanced, flexible and sensitive to local
The work of EUCU.NET and its members
context if it is to thrive.
has provided the conceptual foundations for much of the change agent ecosystem.
What is Science?
Children’s universities offer those from seven
The kind of knowledge that should be
years of age and onwards, the opportunity
accessible in the change ecosystem is
to access knowledge previously unavailable
defined as coming from across disciplines.
to them. They remove the barriers placed
The role of science is usually placed at the
around knowledge that higher education has
centre of the 21st century world. Many of the
worked hard, erroneously to construct over
challenges are conceived as scientific ones
what is in many countries several centuries.
– which is taken to mean related to physical
They also challenge the barriers placed by
science or technological based disciplines.
adults on what children should know. School
One of, if not the, defining characteristic of
systems are inevitably limited in what they
global development has been how the laws
can offer, which is not their fault. Children
of physical science come to saturate society
are able and entitled to a broader range of
via information technology. As argued above
knowledge which is what universities can
however, as important it is that children
bring. However, not all children benefit from
understand these laws if they are to shape
these opportunities.
the future, they must also understand the context in which these laws exist and have
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What the project has illustrated is that
the tools to deal with the implications of
a common feature spanning the many
them. This means that science is interpreted
countries involved is inequality in access to
in the broadest sense, to incorporate the
knowledge, education and then opportunity.
development of knowledge across the range
But while this inequality is common, who
of disciplines. www.archive.siscatalyst.eu
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The Thr!e Sides of The Mo*+tain The SiS Catalyst proposal drew from the range of challenges facing 21st century society This analogy of groups of people ascending a mountain peak from different sides, has been
to identify two drivers for change. Firstly the evolution of technology including the global
used within SiS Catalyst to help understand how to tackle a common challenge, by starting from
connectivity and unprecedented access to knowledge and secondly the reality that children
alternative viewpoints. Starting points are important, and when we began to work together our
are the future, inheriting the world that we collectively leave them. We ambitiously set ourselves
differences were very apparent.
the task of the seeking to identify how children can be catalysts for change in the long-term solutions to the grand challenges faced by society, their future.
The SiS Catalyst community came from different countries, from different types of organisations, were from a range of ages and all had unique
The three sides of our mountain: where did we start from?
personal backgrounds. Through SiS Catalyst this community came
We used the term Children’s University’s type activities to describe the variety of informal
together to climb the same mountain in a collective attempt to realise
learning activities delivered by higher education institutions, civil society organisations and
how children can be change agents for science and society.
museums etc. with children usually between the ages of 8 and 12 years. From around 2000, the number of these type of activities have been growing substantially and have been supported at European, national and institutional levels.
The social inclusion agenda
The science comunication agenda
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Young people as change agents
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We had identified two motivations that
These were the three sides to the mountain
organisations like universities chose to work
that we chose to climb:
with children. Simply put these activities usually have one of two very distinct and different aims; either the promotion of subject based agendas, often in STEM subjects
(the
science
communication
agenda) or as a way of targeting young people under-represented within higher
The science communication agenda - promoting the uptake and interest in science subjects
education (the social inclusion agenda). The vast majority of these Children’s University’s type activities involve children and young people as the recipients of provision,
it is very unusual for these
The social inclusion agenda - educational opportunities for underrepresented groups
activities to be seen as having a direct impact on the institutional development of the institutions involved. However our third starting point was that of young people as change agents, how could they be directly involved with the policy and practices of the organisations involved?
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Young people as change agent - enabling institutional change
These were three very different starting points to climb our collective mountain!
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*******
I$%,rpr,%1ng t'2s "#ar+2ng:
The thr!e key me3sa/es of SiS Catalyst *******
A very common refrain with our learning
We also began to see that our education
was the concept that ‘Our similarities are
systems, both formal and informal,
take
The n!ed to recognise childr!n as soci,%☎l actors, as a public in th.ir own ri/0t.
much greater than our differences.’ The
our children on a learning journey which
Within Europe there is a growing recognition that the grand societal
concept is at the heart of the SiS Catalyst
imposes these cultural and societal norms.
challenges will have a better chance of being tackled it all societal
learning is this growing understanding that
But should this be the purpose of education?
actors are fully engaged in the co-construction of innovative
our similarities are so much greater than our
Children across the world were asked to
solutions, products and services. However, whilst public engagement
differences. For shorthand, we called this
reflect on the purpose of education, through
is becoming increasingly recognised as a fundamental key for societal
‘Global Thinking’. This is a shared recognition
the 20 ‘What We Recommend’ workshops.
development, children and young people are not recognised as a
that all the differences with our systems,
Several common themes emerged. However
public in their own right.
countries, organisations, subject areas etc
the most common recommendation related
were manufactured by the specific culture
specifically to their desire to see more
The recognition of children as societal actors is the first implication
and history of these ingredients. All of our
equality and fair access to education.
The learning of SiS Catalyst
differences were ‘man-made’ but when
of our deliberations. It is their future that we are creating now, therefore they must be recognised as stakeholders and co-creators of our shared future. We have a responsibility to find ways to include
we started thinking about our respective
children in the development of both science and society.
worlds through the eyes of children, we very quickly began to recognise our collective consciousness - the reality that we are all one - human beings sharing this planet.
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In the words of children of Medellin, Colombia (We All Can Change
concept of Responsible Research and Innovation. This concept
the World Children’s Manifesto, April 2014):
requires that societal actors work together during the whole research
“We are the ones that will live our future, that’s why we don’t want adults
and innovation process in order for research and innovation policy to
to take decisions without taking us into account.”
be driven by the needs of society.
We will not know what the perspectives of children are, unless we
In SiS Catalyst we combined the three agendas; science
ask them. As adults it is arrogant of us to continue to make decisions
communication, social inclusion and children as change agents and
about our collective future without considering what the recipients
together they make an element of the Science With and For Society
of that future think and how we can with them co-create this future.
agenda. However we recognised that in order for science (scientists) to have a sustained two-way dialogue with society (children and
We only have one a/e4da: the future for a5l our childr!n a+d th.ir childr!n.
young people) then the process must be one which empowers all stakeholders.
The second implication of SiS Catalyst is that there is only one agenda
If we are going to engage with children as societal actors, then the
- the survival of humanity.
processes involved must enable the young people to be empowered, to feel respected, to feel more confident in their own ability to make
How we are developing globally is currently unsustainable. We are
choices and decisions, in the short term but also in the future.
putting the future of ALL of human life in the balance. We have to find ways of developing our science with and for the future of human
The me3sa/e of SiS Catalyst is pos1%1ve - not only must we chang! - WE CAN CHANGE!
kind. This means ALL of us - ALL scientists and ALL societies. This is our shared and collective agenda - all our individual agendas are tiny tributaries of this first and fundamental obligation.
The changes are happening, and they are happening now. We have
The ultimate need of society is its own survival and this is what our
to embrace change rather than resist it. This is the paradigm shift
current actions are putting into jeopardy. Children recognise this
needed; our ability to think differently, to think globally, to recognise
single agenda intuitively, we as adults can find it much more difficult.
our shared humanity to lose our fear of change. Listening to children
Involvement of the perception of children within research and
(and acting upon this) is the quickest way for us to think differently.
innovation policy and practice automatically focuses the attention
Children intuitively think without judgement, with curiosity and
on the children’s future as that is what we are collectively co-creating.
fundamentally ethically and authentically
In 2009, when the SiS Catalyst proposal was written, the expression
This requires us to be open in our thinking and to remember ourselves
Science in Society was being used, however by 2014 the phrase
what it is like to think like a child, free from the judgements that we
Science With and For Society has been adopted by the European
have absorbed throughout our lifetime, being curious and excited
Commission. This transition of thinking has been a fundamental
by the prospect of change but fundamentally thinking ethically and
aspect of the SiS Catalyst learning and is also directly linked to the
trusting our intuition what is right and what is wrong and recognising that authenticity.
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The Childr!n As Chang! Ag!$%& Ecosy&%,m
What are the t)ols of sy&%,m improvem#+t ? Can young p!ople a+d &%6d!nts own chang! ? How do you shap! a+d chang! p7✄cti9e ? How do you shap! a+d chang! policy ? This out"2nes what t'2s chang! a/ent ecosy&%,m l)oks like:
How do you shape and change policy?
Achieving the scale of the transformation that is necessary to enable children to drive
The SIS Catalyst declarations booklet
SIS Catalyst e-Learning courses
Tools of system improvement
Peer Mentoring Diversity and Inclusion Map
Engaging the academic community
How to listen to and empower children
change is not under-estimated. It requires in itself a series of changes across different levels, in different groups driven by operational and strategic action. The SiS Catalyst
Changing policy makers
What we recommend workshops
project is only the first steps in really understanding the ecosystem that could lay the basis for such change. The project has attempted to take these steps by attempting to take a systematic approach to how to turn the ‘children as change agents’ ethos into action. It has tried to answer a set of fundamental questions that needs to addressed if cultural or structural transformation is to become a reality. We have divided the children as change agents ecosystem into four sections.
Young people and students owning change
Engaging students The AHA album
Writing ethically
Catalyst case studies
How do you shape and change practice
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What are the t)ols of sy&%,m improvem#+t? SiS Catalyst E-Learning Courses
Listening and Empowering: Children and Young People in Science in Society Activities
Learning does not occur ‘naturally’ within educational spaces.
This E-learning course is based on the idea that listening to and empowering children is a duty
Without concerted effort the focus on delivering change can
and an opportunity for anyone involved in science with and for young people. The guide starts
overtake the capacity to undertake the learning required to
with a short theoretical background and includes several practical tools, which explain how
facilitate that change. The SiS Catalyst project recognized this
to empower children in their relationship with science. They aim to enable young people to
and developed 3 separate E-learning courses for the change agency community. E-learning is
progress toward a sense of ownership using their own motivations to achieve empowerment.
heralded as one way of overcoming this learning conundrum. By being flexible and accessible, they can fit around the range of commitments that pull educators away from their own education. The project developed E-learning courses in three different areas. The topics selected aimed to address the key areas and audience for the SiS Catalyst project. The aim was also to reach the wider audience within the education community.
Capacity building Many organisations working to engage children in new and challenging ways face their own challenges, often in maximising impact with limited resources. How they manage the information and knowledge they have within the organisation is crucial. This knowledge is not mainly a physical resource in papers and reports etc. but the skills, expertise and experience of the organisation itself. The course offers interactive tools that organisations can apply to their own contexts to enable them to build their capacity for change.
Working Ethically An aim of the SiS catalyst project was to develop ways of embedding ethical practice into the fabric of work with children. Many organisations and practitioners in the field are acutely aware they are engaged in a sensitive area. The course gives them the opportunity to reflect on that underpinned by insights from the field of ethics. In particular, it looks to help them navigate that line between protectionism and paternalism. How can we be mindful of the vulnerabilities of children, yet at the same time look to empower them?
Building Creative Web Sites for Children This E-learning course deals with the topic of creating specialised web sites where the target audience is children. The design of such websites should be in accordance with the preferences, abilities, and capacity to manage information, needs, interests and searching habits of young people, as well as with their cognitive and motoric skills. The first part of the course covers the state of the art analysis in the field of web site development for children and the later chapters contain practical tips, examples of best practices and consideration of the ethical issues involved.
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for more info visit
www.siscatalyst.eu/elearning-courses
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P!er M!ntoring Harnessing the power of the networks is what will take the children as change agency movement forward beyond the SiS Catalyst project. Peer mentoring was the method by which this power was utilised to both extend and enrich the network under SiS Catalyst, as well as being perhaps the major vehicle
However, as organic as the peer mentoring experience can be for benefits to be realised there also has to be structure. Below shows the key building blocks in making mutual learning through mentoring happen:
for innovation in the project. Peer mentoring on a global scale is a very powerful phenomenon. It enables partners to explore the work implemented by their peer in a different region, country and culture. Through the peer mentoring exchanges a pair of associates meets at each other’s institution to learn from the ‘Other’, and reflect upon the ‘Self’. The Mentoring Associate Programme enabled a
Building Blo9ks of P!er M!ntoring
group of 36 science organisations, universities, museums and other intermediaries in science
A c!ntral
communication to learn from each other across the whole terrain of the ‘children as change agency’ ecosystem covering: governance and strategic alignment, programme development
co-ord2nating
and social inclusion.
hub
The learning of the peer mentoring work occurred on an individual level. This recognition of the importance of the small things is a fundamental aspect of social transformation. And the
Goal ori!nted action p"✄ns
profundity of learning can be difficult to analyse – while an organisation might consider their learning to be small – the very same learning could be transformative from the prospective of the entire system. It is the combination of these small things, these details, that collectively are the elements of change. The most common refrain within the learning of the peer mentors was ‘Our similarities are much greater than our differences.’ The External Evaluator of SiS Catalyst commented on the value of contextual learning as a consequence of peer mentoring:
ipro:✄l C"#ar rec s agr!em#+t n e betw! m#+toring partn!rs
F2na4cial su;port for exchang! vis% 1& Di3sem2n☎%1on of "#ar+2ng beyo4d partn!rs to the network
Learning at a deep level also depended on the level of detail and on the authenticity of the context: visiting and seeing fellow participants operate in the authentic situation of their own contexts of practice was a fundamental aspect in this regard. The mutual character of the learning happening in this fashion involves both the guest experiencing immersion in the authentic context of practice and the host being fostered to reflect on their habits of practice through the lens of an external, novel perspective observing it.
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for more info visit
www.siscatalyst.eu/peer-mentoring
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Goal ori!nted action p"✄ns
A c!ntral co-ord2nating hub
F2na4cial su;port for exchang! vis1%&
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for more info visit
C"#ar recipro:✄l agr!em#+ts betw!en m#+toring partn!rs
Di3sem2n☎%1on of "#ar+2ng beyo4d partn!rs to the network
www.siscatalyst.eu/peer-mentoring
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The Mentoring Associate programme took the partners into a much more profound learning opportunity than networking at a conference. Hosting a visit and participating in a visit provided the time for individual and shared reflection, which enabled participants to look at their own work through new eyes. This depth of learning was a significant feature of the Mentoring Associates programme. The mobilisation of this mutual learning occurred at three different levels; at the individual level, the institutional level and within the SiS Catalyst consortium. This learning was captured within reports etc. but it must be recognised that this is only the tip of the iceberg of the amount of learning which actually occurred. In many cases the learning and the transformation is hard to be named while in the process, but evident afterwards. However, the dialogue between partners and associates was a very fundamental aspect of this learning which moved the individuals and the organisations forward in terms of their thinking. ‘Learning occurs at various levels ‘All the actors involved in this Partnership have gone through strong learning process which allowed them to implement critical thinking and systems comparisons on various levels.’ ConSol & EEIU, Ethiopia - SiS Catalyst MAs Final Report.
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for more info visit
www.siscatalyst.eu/peer-mentoring
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The Div!rsity a+d I4clusion Map Critical assessment and systematic commitment to organisational self-improvement
The Diversity and Inclusion Map aims to assist organisations in refining and improving
are part of raising the status and quality of children as change agency work. The danger
the essential aspects of their work:
is that learning which occurs predominantly outside the compulsory space is perceived as ephemeral. Unless those leading such work are willing and able to critically assess their own practice then is perception will not be addressed. The SiS Catalyst project developed a self-assessment tool in the form of a Diversity & Inclusion map for organizations and practitioners who are involved in science engagement programs with children. It was produced by ECHO, Expertise Center for Diversity Policy, The Netherlands.
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for more info visit
www.siscatalyst.eu/dimap
the impact they aim to achieve; the str☎%,gic embe<ding of pro/rams a+d th.ir su&%☎2nability; c)op!r☎%1on, networking a+d co(mu+2c☎%1on ski5ls; !nga/em#+t w1%' tar/et groups a+d i4clusiv!ne3s; evalu☎%1on a+d mon1%=ring !fforts.
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The map is based on a 4 stage model as shown below
Sta/e 1 : Sta/e 2 : Sta/e 3 : Sta/e 4:
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Assess impact through the self assessment questionnaire.
Reflect on the results and use the benchmarking tool to enable an in-depth comparison with other programmes and organisations across the EU
Translate, prioritise and put what had been learnt into action using the planning tool and a self-support manual which contains a range of tips and tricks and references to interesting literature with regard to creating a more safe and inclusive environment for children and staff.
Embed evaluation of the changes implemented as part of the selfassessment process. The Diversity and Inclusion Map includes examples of evaluation tools that can be used at this point.
for more info visit
www.siscatalyst.eu/dimap
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Can young p!ople a+d &%6d!nts own chang!? How to listen to and empower children
From engagement to governance
Listening to, and empowering young people is a duty when
Educators, museum explainers, teachers… are “listening to” the children all the time. It is
developing science for and with young people. However it is
a different challenge to include children in the governance of a project or enable them to
also an opportunity. This is a key idea in the children as change
contribute meaningfully to the decisions regarding an institution’s life. This module looks at
agency model. Building ways to engage children in different
methods of integrating children into how organisations are managed and led.
ways is a responsibility, both in the context of obligations to legal frameworks, such as the United Nations Convention on the Rights of the Child Article 12, and if we are to meet the global challenges of the 21st century outlined above. It is also, a way in which professionals working with children empower themselves in their own work. By empowering children in their relationship with expert knowledge anyone that is brave enough to truly listen to children reaps benefits at individual, institutional and scientific level. But to make this journey from science to
Evaluating participation Self-reflection is the core of change-agency work. This module is based around the work of Laura Lundy (15) This model is shown below:
Li&%,n2+g a+d Empow!ring Young People
children, to science with and for children requires those working ‘hands on’ in direct contact with young people to be supported. The SiS Catalyst produced a guide targeted at three categories of professionals who are ‘the change makers’ on the day to day level:
organis!rs of
Sci!ntists involved in
FACILITATORS of Sci!nce in society activ1%1es
Spa9e
Safe and inclusive opportunity to form and express a view
The guide was produced by Traces, Association Paris Montagne, Sissa Medialab and a consultant from Brazil, Raul Araujo (14). It comprised several modules. These included a theoretical framework and practical applications and training activities, for example an illustrated card deck offering a series of activities to tackle children’s rights issues in science communication practice.
AudI!nce The view must be listened to
Views are expre3sed views are giv!n due w.ight
Voi9e
Facilitated to express views freely in medium of choice
Influ!nce The view must be acted upon
From science to empowerment Communicating in science is a matter of recreating a meaning for scientific knowledge in a context different from the one in which it was produced. This module contains exercises and principles to support scientists in communicating with children in empowering and engaging ways.
It represents the four dimensions around which the implementation of the Article 12 of the UN convention on the right of the Child – stating that children’s views should be taken into account in any decision affecting them - can be made real in practice: space, voice, audience and influence.
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for more info visit
www.siscatalyst.eu/listen-empower
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“Play your rights” Underpinning the practical techniques to listen and empower children there has to be a philosophical base. This module is based on Paulo Freire’s ideas of education in which teacher and student are subject of the action of learning. It consists of a set of exercises – collected in a card deck, which deconstruct some of the deep-rooted assumptions regarding the adultstudent relationship. This process encourages practitioners to question what education is, and encourages them to see it as a process of collective and continuous formation. The contribution of the SiS Catalyst project here is not to offer a rigid blueprint of training modules that should be replicated the world over. It is to present a set of flexible tools that practitioners in different contexts and countries can draw upon in their own way to support their own change journey, and that of the students they work with.
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for more info visit
www.siscatalyst.eu/listen-empower
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Engaging &%6d!nts Student engagement is a vital part of the change agency ecosystem. When students become involved in science communication projects it is a win-win situation, where all participants involve gain from the experience. The students themselves gain vital experience, skills and networks, all essential additions to their CV. The young people will meet role model and interact with people who are generational gobetweens. The project benefits from the wealth of knowledge and energy the students can bring, whilst also being able to give an accurate picture of what higher education is at this exact moment. SiS Catalyst made it possible for twelve students to work on eight projects in Europe (Austria, UK, The Netherlands), Africa (Ethiopia), South America (Colombia) and North America (USA).
Several key points to orientate this work in the future emerged from the SiS Catalyst experience: Students need to be adequately rewarded for their time and energy. This can be in form of payment, course credits or even positive experiences that will boost their CVs. If you have not got the resources to pay them, then it is vital to ensure that the amount of time and energy that they invest is proportionally rewarded. Working over the long term: In order for this form of engagement to be useful, the student needs to be engaged in meaningful, complicated work. Students must be given ownership of some part of a project, so that when they finish they can lay claim to an exact piece of work they have done. The SiS Catalyst guidelines for student
‘What is Sci!nce?’
interns explores internships in more details, and gives examples of work/pilot internships undertaken by SiS Catalyst. The key aim here is the ‘co-production’ of knowledge with student and professional developing work together.
‘What is Science?’ is a self-contained workshop project, designed to be easily set up by any institution or organisation that works with students. It does not require much in the
Working over the shorter term: At the other end of the scale there are much shorter
way of resources and can be delivered for practically nothing to any number of primary
one-off workshops that students can run. These take up little time (2-3 hours of
schools. It is a project that allows students to get involved as much or as little as their time
training and 2-3 hours working in a school for example) yet give the student valuable
and inclination allows, whilst still delivering a high impact workshop to the 10-12 year
experience. It also allows students to take part in as many sessions as they are able
olds it is aimed at.
to, without making unfair demands on their time.
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for more info visit
www.siscatalyst.eu/engaging-students
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The ‘What we reco(m!nd’ workshops The most powerful mechanism by which children can
Cre☎%, a safe spa9e for d!b☎%, a+d discu3sion
be empowered is by enabling their voice to influence the
Show the young people that this is a safe place where their views and opinions are valued by
policies and activities that affect them. The SiS Catalyst
collectively setting and agreeing on the rules so that children are empowered and secure. This
Project designed and implemented a series of workshops
provides the foundations for real discussion.
held in 20 different countries during 2014. What We Recommend: The voices and opinions of young people provided the opportunity for groups of
Stimul☎%, cre☎%1ve t'2nking
10 to 16-year-olds to reflect on education and to make recommendations on different aspects
Interactive, group exercises are fundamental to these workshops but there is no set rubric here.
of Science and Society and access to knowledge. The What We Recommend workshops enabled
It is also important that the facilitator leaves enough space in the session for the young people
the young people to consider and learn about their own decision-making. Young people were
to shape it. This is not a lesson or a lecture.
able to gain a greater understanding regarding how they choose between options. They are also able to develop a deeper comprehension about choices that they are making in their own
Equity in Edu:✄tion
lives both now and in the future. How you empower children in this way though has to be done carefully. In the children as change agents model this process has a number of key features:
‘We recommend that the minimum income of families should be suitable for their
Ch)ose an a;propri☎%, a+d a6%'!ntic to;ic
educational needs.’ Children’s University of MSA University October University, Egypt
This has to be a real exercise that has relevance to both the organisation facilitating it and the children participating. Organisations have to be honest before they enter this process with
‘Grade impact should be eliminated in matriculation as it creates inequalities between
themselves and consider: why would your organisation wish to have a dialogue with young
public and private school students.’
people? What are the benefits to your organisation?
Informal Education - coçukistanbul, Istanbul, Turkey
Id!ntify a purp)se
‘I think that all children should be educated and go to school [...] so that they can […] have
The outcomes have to be clear to all before the process begins. Once the rational is identified,
a place in the world.’ SISSA Medialab Trieste, Italy
the outcomes have to be ones that are tangible. The aim is to formulate recommendations, not just have a nice discussion that at best is interesting but at worse may be a cosmetic exercise
‘Proper availability of necessary resources; water, books and notebooks, good teachers,
that only damages relationships with young people.
Acknowled/e lim2t☎%1ons – but don’t restrict reco(m!nd☎%1ons At the outset, it is crucial to be clear to young people what could emerge from the session and
benches in schools, all schools should have a good science laboratory, good computers and internet facilities in schools, financial help for studies.’ St Xavier’s College, Gujarat, India
what the real limits are. However, at the same time the opportunity to ‘think big’ is an essential first step. It is this freedom which brings innovation.
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for more info visit
www.siscatalyst.eu/wwr
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Lear+2ng in a safe !nvironm#+t & Be>t!r r."✄tionship w1%' teach!rs ‘Our main recommendation is to fight against stereotypes and discrimination; we have realised that these [school books] are often vehicles for discrimination and sometimes show a wrong image of society. We recommend having commissions that would set criteria for the books, and then check whether those criteria are respected. We believe that involving young people in making their own learning tools would allow raising young people’s consciousness and reduce stereotypes.’ Association Paris-Montagne, Paris, France ‘Teachers should not have too high or too low expectations towards their students’. Junior Academy, ECHO, Amsterdam, Netherlands
Preparing for the world aft!r sch)ol & making "#ar+2ng more p7✄cti:✄l ‘Don’t just base grades on test scores but also on projects, volunteering and internships anything that can make difference.’ Team Strength, Detroit, USA
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for more info visit
www.siscatalyst.eu/wwr
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How do you shap! a+d chang! p7✄cti9e?
Capturing su?ce3s a+d the AHA-Album There are several characteristics key to the development of a tool like the A-HA Album: The tool has to be ‘low threshold’. It has to be paper-based and easy to use, and something that children want to own and develop rather than something they have to do. It still needs to be able to accumulate data however. Many programmes such as those associated with the SiS Catalyst project operate alongside compulsory learning (but they lack strong data on the progress of their learners and the impact they are having).
The AHA - Album A basic objective in the SiS Catalyst project was to encourage more science and research organizations to recognize young people as a group with whom you can and should, have
It should be created in both a ‘bottom up’ fashion in consultation with children, but also have reference to ‘top down’ concerns. If the tool is to be used to support the evidence base regarding the impact of change agency work then it has to be designed in such a way that will enable this data to be captured.
dialogue with. Fundamental to this is equipping young people to be able not just to articulate their experiences through mechanisms - such as bespoke sessions like ‘What we recommend?’ but to capture these throughout the learning journey. Tools are needed that enable young people to build their own narrative of success that then gives substance to the dialogue they can then have with institutions. This in particular refers to Children’s University - type activities and the various offers therein, but is not limited to them, but may be applied to all environments where informal learning can occur. Such tools need to be able to recognize individual developments and in particular ‘non-formal’ learning experiences. The ‘AHA-Album’ is a paper based booklet designed in an attractive, visual way suitable for children aged between 7-13 years old. It aims to capture those ‘A - ha’ moments when children realize change in both what they understand and what they know. They are also invited to describe the actors, institutions or environments who helped create these moments through their learning journey. Children are encouraged to share this information with peers, relatives and also the persons organizing the programmes. This can be done either in a direct and personal way by exchanging the gathered information and/or passing back the entire album to the issuing organization. Alternatively a website was built (www.aha-album.net) which collects institutions or environments which appeared relevant to children as places of informal learning and moments of sudden inspiration. Consequently, the website can capture these ‘A - ha’ moments and contribute to the development of the collective narrative of children led change.
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for more info visit
www.siscatalyst.eu/aha
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The AHA-Album is designed in accordance with these principles. All parties who are interested in including the AHA-album into their local science engagement and outreach programs are can contact the European Childrenâ&#x20AC;&#x2122;s Universities Network (EUCU. NET). If you want to learn more about the various ways of introducing the AHA-album into local action, please see www.aha-album.net.
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for more info visit
www.siscatalyst.eu/aha
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Chang! in Action – the Catalyst Case Studies There were a series of messages for policymakers coming out of the Change in Action part of The core of the SiS Catalyst project was the different ‘case
the SiS Catalyst project:
studies’ of children as change agency in action. These eight projects acted as living test-beds of how to take work with children in different and contrasting ways. The full background to each of these organisations, their work with the SiS Catalyst Project and their ongoing work can be found at www.archive.siscatalyst.eu.
Create critical mass if you want innovation and learning to occur. Embrace diversity in how learning is delivered. The aim is not to find ‘the best’ programme. There will not be one optimum approach. Incentivise partnership between government funded agencies (in particular schools) and those working in change agency. The better outcomes from this aspect of the Catalyst project came from new partnerships across sectors.
Paris - Montagne, France: delivering SiS activities for children through Festivals.
Eberhard KarlsUniversitat Tubingen, Germany: a university taking SiS activities to children in an urban context
University of Innsbruck, Austria: a university taking SiS activities to children in a rural context.
Chang! in Action
Arena Theater Bratislava, Slovakia: SiS activities for children delivered in a theatre.
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University of Liverpool, UK: a university taking SiS activities to children through schools.
SISSA Medialab, Italy: delivering SiS activities for children through Media.
for more info visit
Accept unexpected outcomes. Some of the most positive changes were ones that the organisations did not expect.
KinderburoUniversitat Wien/University of Vienna, Austria: engaging children in SiS activities in a university
Zoom Children’s Museum, Austria: museum based delivery of SiS activities for children
www.siscatalyst.eu/case-studies
Finally, recognize the extent of challenge. In the case of the SiS Catalyst project most of the organisations attempted to reach out to new groups of learners: which in the majority of cases meant those from groups experiencing some form of social marginalisation. If a project/ organisation is not explicitly created to target such groups then to do so is a major challenge. There is a very powerful message emerging from the core of the Catalyst project:
If you create space in which children can innovate, combined with the support to help them do so, then they can change what they do, how they do it and who benefits.
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for more info visit
All children’s universities are different. They are unique because all higher education institutions are different and all children are individuals. However for all their differences Children’s University’s are intrinsically the same - an opportunity for dialogue between young people and a higher education institution.
the institution as well as for the children.
For many people it is easier to see the benefits to the young people, but a dialogue is a conversation between two or more parties and Children’s Universities can provide huge educational opportunities for
http://www.eucu.net/video/
www.eucu.net/video/
An animated introduction to the idea of Children’s Universities was produced by the Kinderbüro Universität Wien (Vienna University Children’s Office) for the European Children’s Universities Network and SiS Catalyst.
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Working Et'2?a@5y Education, ethics and the ‘good society’
Avoiding alienation and stigmatisation:
At both the philosophical and practical level ‘children
When targeting does occur it has to be done in such a way that accentuates the positive nature
as change agents’ looks to embed an ethical radar into
of identity rather than stigmatising a group as ‘poor’ or ‘needy’.
work with young people. The question of the purposes of education and the very society that we wish to build through
Creating realistic expectations:
it are ethical ones. Is it right to try and prepare children for a
Science is hard work, can be dull and it takes commitment to see results in the field. In the desire
society that is unsustainable and a future that they have to
to make science appear interesting these realities should not be forgotten.
inhabit but cannot shape? Attempting to place children as societal actors rather than societal subjects, is itself an ethical decision which carries with it a vision of the good or just society. The
Informed consent and informed assent:
SiS Catalyst Project created a space where practitioners were able to develop their own visions
The appropriate information and permission must always be sought to allow children to opt in
for education, and use the frame of ethical consideration to help them do this. In itself this is a
or out of, or be opted in or out of any activity.
message coming from the project. While practitioners may focus their energies on delivering activities for children, they are not and should not be divorced from the broader issues that shape their everyday work. They need the space to be able to connect this work with such issues
Working w1%' Stud!nts
for it to have meaning to children and themselves. Making recruitment equal:
Ethics in practice
Ensure that entry procedures into study opportunities are actively open to all social groups.
Working ethically is not just an issue of reflection, it can permeate throughout the day to day
This means more than just having no legal barriers in place, but reaching out to diverse groups.
decisions that those working with young people. The SiS Catalyst project developed 2 brief guides to assist in this endeavour. They are suitably generic to apply across contexts.
Compensating students: It is essential that students are not seen as ‘free or cheap labour’ to work on particular projects
Working w1%' Childr!n
with children for example.
This guide focused on a number of key points:
Dialogue in teaching and learning: The construction of curriculum should be a mutual process that sees both teacher and student
Balancing participation and protection:
in a reciprocal relationship of learning and respect.
Children are emotionally vulnerable. We want them to play active roles in society but this must Ensuring particular needs are met:
be done so as to protect them at the same time.
Student with disabilities, older students or those with specific caring responsibilities Targeting positively:
in the home will have distinct needs. Meeting them is a duty not an option.
Identifying those from excluded groups and focusing on them specifically is essential if inequalities are to be addressed but this means others will be left out. There needs to be clear, context based rationales for how and why different groups are targeted.
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for more info visit
www.siscatalyst.eu/ethics
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How do you shap! a+d chang! policy?
A classical “low-tech” procedure:
The SiS Catalyst Declarations Booklet
Was applied during the shaping of the Lodz-Declaration. A huge poster wall was set up with
Essential to advocating for change is developing techniques
building blocks of a draft declaration, where all conference participants could write on or draw
to distill the views of the community or group into succinct
on their comments, thoughts, disagreements – and stand in front of it to debate phrasing or
messages for policymakers that include clear messages of
emphases with other participants.
what needs to be done and how, with realistic, achievable ways of realizing change. The aim of the SiS catalyst approach was to raise awareness regarding engaging with children in a non-
A ‘state of the art’ synopsis:
traditional dialogue with higher education establishments and other science organisations. A
The Vienna-Declaration was produced by an experts group formed by project partners
series of ‘declarations’ was developed via different consultative techniques. All four declarations
deliberately considering the subject from their particular perspectives and agreeing on a final
reflected the particular overall topics of the annual conferences delivered through the project
version after numerous meetings and online consultations.
by Vienna University Children’s Office. The declaration were intended to support and be one element within a “pan-European mutual agreement process” and a vehicle to foster a common understanding of children as partners in the development of policies at the European level.
The importa4ce of the dec"✄r☎%1ons All declarations were placed online for sharing and endorsing– either as an individual, or as an institution. It was difficult to get as broad an ownership of the declarations as would have been
The declarations themselves are summarized in the boxes below.
desirable. Practitioners can find it difficult “to speak in the name of an institution”. University managers and other decision/policy makers can doubt the added value of just endorsing a declaration. These challenges show again that achieving change requires coordinated effort
How they w!re prepared
across a range of areas. Practitioners and managers both need other forms of support and engagement alongside something like the declarations to give them the legitimacy to endorse
Several different techniques were used to prepare the declarations.
them.
The full day moderated workshop:
The SiS catalyst experience provides important pointers to the need to address this challenge
In Ankara experts and practitioners reflected on a pre-arranged base structure of the declarations
despite the difficulties associated with it. The power of belief in the rights of children and the
which were thoroughly analyzed and considered before achieving consent on a final version.
imperative of overcoming social injustice provides the energy that drives forward those across the world who subscribe to the change agency agenda. However, this belief is not shared by
The online method:
everyone. There has to be ways of engaging those who are not ‘bought in’ to the agenda to the
In Porto, initial input to form part of a final declaration was set up in a collaborative online
same extent or not at all. The declaration approach is one way of trying to do this, whilst at the
document and all conference participants were invited to comment, add, re-arrange orders etc.
same time as the Catalyst experience has shown, strengthening practice.
so that eventually a mutually developed version of the declaration was produced.
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for more info visit
www.siscatalyst.eu/declarations
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Ankara Declaration From the earliest age possible, ALL children should have the chance to be in touch with academic thinking, to engage with scientists, artists, practitioners, researchers, students and research institutions. Children and young people are particularly open-minded and creative and are the best witnesses of their hopes, as well as their difficulties. They are the catalysts for change; it is time for all of us to learn from them, and with them.
Porto Declaration ICTs have the potential to make knowledge about science much more accessible. However, we must consider the ethical issues they raise, the implications they have for the rights of the child, how children and young people can use ICTs safely and digital literacies. We must also consider equality of access, for while digital access will foster opportunities, digital gaps will contribute to disadvantage.
Lodz Declaration Children shall be encouraged to understand the importance of co-operation and persistence: That scientific progress owes more to collective work rather than lonely genius and to long, hard slog rather than sudden brilliant ideas. To achieve a responsible and reflective approach, those who organize and deliver science in society programs for children and young people require specific skills in discussing controversial and difficult topics effectively. They need targeted training to ensure they are able to empower young participants to engage with challenging ideas, to listen to the views of others and share their own in a safe, respectful and supportive environment. They also need to be aware of the importance of presenting a diversity of backgrounds and views in discussions, for it is imperative that children and young people do not come to see science as the sole preserve of a single or elite group.
Vienna Declaration Higher education institutions worldwide have a responsibility to contribute to greater equality, social mobility and well-being in their societies. We urge them to recognise and foster the dreams and aspirations of children for higher education as early as possible. This especially applies to children from groups currently under-represented among their students and staff, i.e. “locally defined minorities” (LDM). All human beings are potentially able to excel in environments that allow them to prosper. Creating these environments requires innovation in academic teaching and learning and in public engagement. Higher education institutions that commit this change will also reap internal benefits through organizational learning. Opportunities for systemic change leading to more inclusive higher education will be unleashed through Children’s Universities and other new approaches.
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for more info visit
www.siscatalyst.eu/declarations
The full text of all four declarations was compiled in a printed booklet. It is available via the European Children’s Universities Network (EUCU.NET). It can serve as a powerful vehicle when handed over to stakeholders, decision makers, experts and practitioners as a message to share - and to show and seek commitment. For more info about how to get copies of the Declarations Booklet, please see www.eucu.net.
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Cro3sing sci!nce in society a+d social i4clusion a/e4das: Engaging the academ2c co(munity Engagement with the academic community is a fundamental part of engaging children in the processes of change. While there may be dispute regarding the extent to which academics,
The cha5l!ng!s a+d the o;portun1%1es of le>ting childr!n have th.ir say Soci☎@5y i4clusive sci!nce co(mu+2c☎%1on
particularly in the field of science, are themselves marginalised from the policy process they remain the architects of the evidence base and the shapers of knowledge. While it differs much across countries (and within them) they also retain significant autonomy within higher education enabling them to structure how HE engages with all young people, and particularly
T7✄in2+g a+d p7✄cti9e in "2st!ning a+d empow!ring
those from marginalized groups or different forms of minority. The SiS Catalyst project from the outset ensured that the academic community were part of the
‘When we talk about science we are talking about the future, thus about something that affects
change ecosystem. The project produced a series of reflective papers (see bibliography) and
the child. In this context, listening to children and empowering them is not just a choice, but an
a collection of these was collected in a book: Merzagora M, Mignan V, Rodari P (Eds) Listening
obligation for all states who signed the UN convention on the rights of the child. Indeed, article 12
and empowering: Crossing the social inclusion and the science in society agendas in science
states that we “shall assure to the child who is capable of forming his or her own views the right to
communication activities involving young people. SISSA Medialab (2014) (16).
express those views freely in all matters affecting the child, the views of the child being given due
The field of ‘science communication’ was where the project devoted its energies. The objective was to develop and disseminate approaches to science communication which include children as protagonists in the communication process, embody within the socially inclusive work and practice which empowers children.
weight in accordance with the age and maturity of the child”. Which links do or shall exist between these fundamental principles endorsed by our governments and science communication activities addressing children?’ M. Merzagora and T. Jenkins (2013), “Listening and empowering: children and science communication”, JCOM 12(03): C01 (17)
The ‘Listening and Empowering’ book confronts some of the assumptions embedded in the relationship that children have with science and those who communicate it. It argues that while children are one of the main target groups for the communication of science, they are positioned as recipients of knowledge excluded from the dialogic approach that aims to ensure that scientists listen and have a dialogue with the public, or excluded altogether from science by their economic or social backgrounds. In this sense, the book directly addresses the interest of crossing the science communication and the social inclusion agendas. It brings together examples of how to confront this exclusion by providing spaces where dialogue with children can be developed, and how these spaces can be used to open up the potential for institutional changes. It encompasses three parts:
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for more info visit
www.siscatalyst.eu/crossing-agendas
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Convi4cing Policy Mak!rs Making collective impact happen
Select the audience carefully
The children as change agents agenda is an unashamedly
The SiS Catalyst project developed a concept of ‘key players’. They are those responsible for
ambitious one. It requires fundamental change, not the
change. Two types of key players were identified: enabling key players and hands-on key
tinkering around at the edges that characterises much of
players. Enabling key players are the one who facilitate or block change, while hands-on key
what passes for educational reform. But to achieve this
players are making things happen locally. Both types of key players are needed to implement
change takes a whole series of smaller steps. There is no big
change and both groups should be present at policy seminars.
bang solution. The SiS Catalyst policy seminar series was an attempt to develop a model that could move us along the road of change. The aim was to bring
Invest the time
policy-makers together with a range of other stakeholders to develop a shared agenda. The
These events need careful crafting and attention to the details of the agenda, the location
thread running through the ecosystem that SIS catalyst laid the foundations for was that impact
and the invitation list are crucial. For these events to be worthwhile there must be appropriate
can only be achieved collectively and this requires a shared agenda to work from. The policy
staffing resources and expertise devoted their organisation and delivery. There is no quick and
seminars were an explicit attempt to build this agenda at the strategic level.
easy route to influence here.
How to deliver policy seminars SiS Catalyst delivered policy seminars in 8 different countries testing different ways to bring
Making change happen in Egypt
stakeholders together, in particular implementing seminars as stand-alone events or as an
The Egyptian policy seminar led to amazing developments: According to the Egyptian co-
annex to other bigger events.
host the event “made a significant impact and created a high interest of policy makers who participated”. As a result of this interest several follow-up meetings took place and the President
Type of event
of the Academy of Scientific Research and Technology announced to fund another 10 children
The smaller and more targeted stand-alone events were more successful. Mixed but focused
universities. This support provided by ASRT and the government of Egypt is the first of its kind to
participant groups in smaller rather than bigger events allowed better opportunities for
support informal science education.
reflection, the building of trust and the exploration of more delicate issues.
Length of event These were half-day to a day-long events where several stakeholder groups were participating alongside with policy makers.
A flexible agenda The best agenda provides short input presentations with sufficient space to elaborate and discuss the input.
A clear message This has to be sensitive to the audience but most importantly everyone must understand it. Why are you doing this? What do you want to achieve? Who do you want to influence? What do you want them to do? And finally how does it fit with your overall strategy for policy influence?
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for more info visit
www.siscatalyst.eu/policy
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The Pri4cip"#s of Chang! Ag!4cy The attempt to construct a children as change agency eco-system was a wide ranging exercise. It was only made possible by significant funding from European Commission. It is likely that across the world other changemakers will be working in their own specific contexts and with diverse levels of funding building on contrasting foundations. What then are the principles that have emerged from the SiS Catalyst project that those across the world can apply to their work as they build their own ecosystems?
Breadth of activity in any ecosystem is good
What has not featured in this book is the role
funding aggressively – but ensure you are
but these activities must support each other.
of the central team and the European Access
fighting the right battles.
There needs to be ‘organic design’, where
Network (EAN) as the communications/
there is space for creativity but not chaos.
dissemination lead for this project. Problems
Policy seminars should build on academic
in communication are the greatest barrier to
work, which informs training that then
the success of complex change projects. But
shapes practice.
it does not happen on its own. Dedicated
B.ing fear@e3s a+d taking risks anarchy (!), but unless the possibility that
What constitutes success in any public policy
something will fail is allowed there cannot
arena is contested. Too often those trying to
be innovation. Not every aspect of the SiS
deliver change defer where defining success
Catalyst project was a runaway success. It
is concerned to policymakers. It is bad
was from these aspects though that we may
strategy to be blind to what policymakers
goal of creating a shared and global agenda.
have learned the most.
want, but equally the ‘story’ needs to be
You cannot compel young people, teachers
The n!ed for backbone organis☎%1ons
The work that has emerged from the SiS Catalyst project embraces a wide range of themes. However, it is underpinned by the
or politicians to make children societal actors. You have to craft an agenda that enables disparate actors to find something in change agency that meets their existing goals.
different narrative.
of risk-taking described above. The University
Funding alone will not make better public
of Liverpool and EUCU.NET provided this
policy outcomes. It is easy to get sucked into
backbone for the SiS Catalyst project.
chasing money and lose any idea of why
to
be
some
institutional
www.archive.siscatalyst.eu
between funder and fundee. Fight for
recommend workshops’ gave a glimpse of a
activity to take place. Stability allows the kind
has
commitment to act as a platform for new
as argued above there was a shared agenda
told by those who are in it. The ‘What we
L)ok for the ri/0t money
There
‘right’ money – it was allocated flexibly and
its delivery is a pre-requisite.
barriers to innovation. We are not advocating
Asking permission is one of the greatest
unlikely. SiS Catalyst benefitted from the
investment in a communication strategy and
Own the naAr☎%1ve of su?ce3s
The importa4ce of a shared a+d global a/e4da
62
you are chasing it, but without it change is
Cre☎%1ng mutu☎@5y r.inforcing activ1%1es
K!ep co4nected throu/0 co$%14u)*s co(mu+2c☎%1on
63
The 7 Steps for chang! scientific communities, and by individuals
and given status, they cannot be seen to
Step 2
and organisations taking responsibility for
represent all children.
change.
Governments and public institutions
The public funding of learning and teaching
must develop ‘children as change agents’
project. But it is only a first step. To confront
Genuinely listening to children includes
providers should be directly linked to the
strategies which enable an emancipatory
the 21st Century Dilemma and unlock the
empowering children’s autonomy in order
identification of the composition of the
dialogue between young people as voices
power of children to meet the challenges
that they can make the most informed
social background of student populations,
of the future and policy makers as the
of the next century then a number of things
choices about their present reality and their
and the active commitment of institutions
decision makers of today.
need to happen, and happen quickly. The
future.
to the promotion of greater equity in the
SiS Catalyst Project focused on the ‘informal’
Teachers and those working directly with
composition of these populations.
education sector. It is argued here this is the
children must be supported to engage
Step 7
space where innovation can be developed
with young people in a way that empowers them and if necessary receive appropriate
Step 5
Key players have the responsibility of
which can then change how the ‘formal’ sector works and what the boundaries
training.
In order for science education to be a means
opinions of children within their own sphere
to make change happen the curiosity, interest
of influence, locally, nationally and beyond.
and desire of children needs to be recognised
Networks should be established and
from the earliest age, and cherished through
supported at both national/international
The evolving technology, global connectivity
the process of their learning.
levels to enable key players to develop
and unprecedented access to knowledge
Governments need to make long term,
their capacity to understand their sphere
will require new educational systems.
ring-fenced investment in both formal,
of influence and their potential to enhance
Children need to be actively involved in the
and
the role that children play as change
development of these.
provision which fosters the self belief
What We Recommend type consultation
and resilience required to enable young
events should form a mandatory element
people to take ownership of their own
Schools and teachers must ensure that all
of public policy design processes.
learning journey.
curriculum must go through a mandatory
Step 4
Step 6
Unlocking the full potential of all children
Engaging
requires
The SiS Catalyst Project was truly the mass learning experience envisaged by the European Commission when they funded this
between these two sectors are. How we unlock these changes are summarised in our 7 steps for change.
Step 1 Children have rights and adults need to engage with them in order to include their voices and opinions in decisions about both the present and the future.
process of engagement and consultation with children and young people before it is delivered in the classroom.
Step 3
ensuring that they include the voices and
particularly
with
informal
children
learning
provides
an
defined
opportunity to hear authentic voices and
minorities: recognising that inequalities exist
opinions which are less corrupted by society
and are deeply rooted within society and
and freer from adult fears. However whilst
identifying
locally
agents in 21st century society.
the individual child should be acknowledged 64
www.archive.siscatalyst.eu
65
Co4clusion currently are. The recognition that children are societal actors is the first step. Putting this into action will depend on where you are,
The ideas contained within Children as
Catalyst, which we called Global Thinking,
paradigm shift that can only be embedded in
Change Agents for Science and Society are a
enabled us to see that all our journeys took
our societies through education and learning. â&#x20AC;&#x153;
first attempt to find practical ways to include
us to the same place - to the top of the
children as societal actors in the solutions
mountain. Though we recognised that all our
of the grand challenges that we collectively
routes were individual and that we had all
face.
started from different places. However, from
The funding from the European Commission gave the SiS Catalyst consortium the gift of time, for which we are very grateful. It was a
66
the risks and opportunities we face call for a
the vantage point of the mountain summit we saw that that our shared agenda is no less than the survival of humanity
In order for this paradigm shift to occur - we recognised that we need to find different
This
future, and the world we want to bequeath
recognising and embracing the global
our children. We proposed that we do
changes that are occurring. The time has
this in partnership with the future i.e. in
come to lose our fear by recognising that not
collaboration with our young people.
only MUST we do this, we CAN do this - but we
As
from very different backgrounds and from
UNESCO says in the UNESCO Roadmap for
across the world, to work together over four
Implementing the Global Action Programme
years, in order to reflect on how children can
on Education for Sustainable Development
be change agents for science and society.
(November 2014). (18)
We imagined the global challenges that our
â&#x20AC;&#x153;Todayâ&#x20AC;&#x2122;s interconnected global challenges
Like all journeys, climbing a mountain starts
world faces as mountains that together we
demand responses that are rooted in the
by taking a first step from our own personal
needed to climb. The mutual learning of SiS
spirit of our collective humanity. I believe that
location i.e. from the place where we
Bokova
Director-General
of
www.archive.siscatalyst.eu
started!
way of thinking about ourselves, our shared
unique opportunity for a large group of us,
Irina
and what you do, but the journey has already
The concept that children are societal actors is a simple one. To recognise them as stakeholders in a shared future is not difficult, and once this idea is genuinely absorbed and acted upon, the paradigm shift has started.
book
is
about
looking
forward,
will have to do it together with our children as it is their future we are co-creating!
Tricia Alegra Jenkins MBE Principal Investigator SiS Catalysts: Children as Change Agents for Science and Society
67
R!f!r!nces
Biblio/raphy
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(2) McKinsey Global Institute (2012) The world at work: Jobs, Pay and Skills for 3.5 billion people, McKinsey Company
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(14) Araujo, R. (2014) Science Communication and Critical Pedagogy – A pathway to include children as subject of rights, politics and knowledge, PCST 2014 conference proceedings (www.pcst-2014.org) (15) Welty, E and Lundy, L (2013), “A children’s rights-based approach to involving children in decision making”, JCOM 12(03): C02. (16) Merzagora M, Mignan V, Rodari P (2014) (Eds) Listening and empowering: Crossing the social inclusion and the science in society agendas in science communication activities involving young people. SISSA Medialab (2014) (17) Merzagora, M and Jenkins, T. (2013), “Listening and empowering: children and science communication”, JCOM 12(03): C01. (18) UNESCO (2014) UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable Development Paris: UNESCO
(10) UNESCO (2013) Education Transforms Lives Paris: UNESCO (11) UNESCO (2014) Education for All Global Monitoring Report Teaching and Learning: Achieving quality for all Summary Paris: UNECSO http://unesco.org.pk/education/documents/2014/ launch_gmr/GMR_Summary.pdf
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Emily Dawson (2014), “Reframing social exclusion from science communication: moving away from ‘barriers’ towards a more complex perspective”, JCOM 13(02):C02
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Barbara Streicher, Kathrin Unterleitner, Heidrun Schulze (2014), “Knowledge rooms science communication in local, welcoming spaces to foster social inclusion”, JCOM 13(02):C03
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