In order to achieve the project’s objectives, the undertaken activities included 1 Training Course on Sustainability and Community Building and 6 Job Shadowing activities that led to the design of this Training module which incorporates issues of democracy, civic participation and sustainability in a non-formal education format combining experiences from Europe, Africa, Asia and Latin America.
The participants of STEP’s activities explored alternative community models, social and ecological initiatives. Consequently, they used them as inputs to design activities of this training module. The module is available for free to be applied and replicated by educators, youth workers, researchers, project managers, youth organisations, young people, and other interested parties, as long as it is not used for commercial purposes!
The participants of STEP’s activities explored alternative community models, social and ecological initiatives. Consequently, they used them as inputs to design activities of this training module. The module is available for free to be applied and replicated by educators, youth workers, researchers, project managers, youth organisations, young people, and other interested parties, as long as it is not used for commercial purposes!
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STEP project recognises the benefits of empowering youth for the community and the need for increasing active citizenship. However, people, especially the young ones, do not seem to know how to participate in their community. This may be for different reasons, i.e. political, historical, cultural, etc.
It identifies that education, starting from an early age, is based on an industrial model that is highly problematic, hindering the participation of young people in the community by cultivating individualistic and profit-oriented instincts.
STEP project supports the change in educational methods and content. Furthermore, understanding that community sustainability is associated with autonomy and democracy, it is important to integrate the values of sustainability into the educational system and lifelong learning. According to the project, communities should explore a new narrative for sustainability beyond sustainable development, focused on the values of cooperation, solidarity and sharing. Such narrative should be against competitiveness and economic growth-oriented policies, while seeing sustainability as something more than just a trendy lifestyle and a choice of the elitistic “developed” countries.
It identifies that education, starting from an early age, is based on an industrial model that is highly problematic, hindering the participation of young people in the community by cultivating individualistic and profit-oriented instincts.
STEP project supports the change in educational methods and content. Furthermore, understanding that community sustainability is associated with autonomy and democracy, it is important to integrate the values of sustainability into the educational system and lifelong learning. According to the project, communities should explore a new narrative for sustainability beyond sustainable development, focused on the values of cooperation, solidarity and sharing. Such narrative should be against competitiveness and economic growth-oriented policies, while seeing sustainability as something more than just a trendy lifestyle and a choice of the elitistic “developed” countries.
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This module gives the opportunity to different sectors to explore these challenges, confront them and seek for alternatives, where the “students” are participants and agents of social dynamic change, not consumers. The module addresses different learning and institutional levels and settings (schools, universities, NGOs, businesses, youth clubs etc.). It can be adjusted according to the needs of the learner, the educator and the learning objectives. Furthermore, the user, called for simplicity “the facilitator”, may select to work with only parts of the proposed sessions.
The module uses three basic learning approaches :
The module uses three basic learning approaches :
- Holistic for seeing the bigger picture, involving emotions and empathy into the learning process;
- Socratic Method for stimulating critical thinking, analyze complex concepts, explore and question knowledge already existent in the self; and
- Transformative, as a result of the two previous approaches, for re-constructing the learner’s world view
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The educational module starts by setting the learners’ values, relating them with their economic activities and the ecological environment. Then, the bigger picture is emerging, touching upon global issues, and followed by thoughts and critical perspectives of the current system. Finally, it provides alternatives beyond the system, cherishing and sharing them with others. However, this is an ongoing, self-exploratory process, a tool for re-evaluating our imaginaries and lifestyles towards more sustainable communities.
Content
Being Part of a System
Living in an Economic World
Caring about the Natural Environment
Taking Action for Environmental Justice and Equality
Introducing the Concept of Sustainability
Taking a Step towards a more Cooperative Community
Evaluation and Transferability
Content
Being Part of a System
Living in an Economic World
Caring about the Natural Environment
Taking Action for Environmental Justice and Equality
Introducing the Concept of Sustainability
Taking a Step towards a more Cooperative Community
Evaluation and Transferability
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Each activity in the module presented includes the following descriptive elements:
1. Title and Theme of the activity
2. Expected learning goal(s) of the activity
3. Method used in the activity, i.e. peer discussion, group discussion, teamwork, graphic presentation, text analysis, etc.
4. Materials required for the implementation of the activity
5. Estimated time required for the activity which may vary according to the number of participants. In any case, if the space and the available number of facilitators allows it, a very big group of people can be divided from the beginning in sub-groups and have different facilitators assigned in each sub-group. It should be noted that the “learning hour” has been considered to be 45 mins, in order to be consistent with the formal education standards.
6. Level of difficulty implementing the activity by the facilitator, as well as the participants. Level 1 refers to simplicity to understand and implement activity, suggested for earlier stages of education and younger participants. Level 2 refers to activities that could be easily applied by young educators or during workshops of non-formal learning, addressed to high school students and adults with basic analytical skills. Level 3 activities are a bit more demanding with regards to the implementation by the facilitator, since she should be on the one hand experienced in group facilitation and on the other hand familiar with the theoretical background of the activities. For Level 3 activities, participants should have analytical skills and basic understanding of the complexity of things.
7. Description of the activity, including required theoretical context for further exploration and reference of the facilitator. Each activity is described in a way that could be adjusted to the needs of the participants and the needs of the facilitator.
8. Suggested further reading materials and other sources
Please note that some of the activities may require further reading and preparation from the facilitator. Preparation is essential for delivering successful sessions and learning experiences to your participants!
1. Title and Theme of the activity
2. Expected learning goal(s) of the activity
3. Method used in the activity, i.e. peer discussion, group discussion, teamwork, graphic presentation, text analysis, etc.
4. Materials required for the implementation of the activity
5. Estimated time required for the activity which may vary according to the number of participants. In any case, if the space and the available number of facilitators allows it, a very big group of people can be divided from the beginning in sub-groups and have different facilitators assigned in each sub-group. It should be noted that the “learning hour” has been considered to be 45 mins, in order to be consistent with the formal education standards.
6. Level of difficulty implementing the activity by the facilitator, as well as the participants. Level 1 refers to simplicity to understand and implement activity, suggested for earlier stages of education and younger participants. Level 2 refers to activities that could be easily applied by young educators or during workshops of non-formal learning, addressed to high school students and adults with basic analytical skills. Level 3 activities are a bit more demanding with regards to the implementation by the facilitator, since she should be on the one hand experienced in group facilitation and on the other hand familiar with the theoretical background of the activities. For Level 3 activities, participants should have analytical skills and basic understanding of the complexity of things.
7. Description of the activity, including required theoretical context for further exploration and reference of the facilitator. Each activity is described in a way that could be adjusted to the needs of the participants and the needs of the facilitator.
8. Suggested further reading materials and other sources
Please note that some of the activities may require further reading and preparation from the facilitator. Preparation is essential for delivering successful sessions and learning experiences to your participants!
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The educational material was developed and edited by Amerissa Giannouli, Project Manager at Inter Alia (Greece) and Certified Trainer for Adults of non-formal education based on previous academic experience, experience of Inter Alia’s projects and that of their partners in “Sustainable and Transformative Education for Participation in Democratic Life” project: Solidarites Jeunesses Vietnam (Partner) - Hanoi, Vietnam; Sedarvp Ghana (Partner) - Tamale, Ghana; Asociacion Projuven (Partner) - Malaga, Spain; Brigada de Voluntarios Bolivarianos del Peru (Partner) - Lima, Peru; Resource Hub for Development (Partner) - Nairobi, Kenya; and Xeracion Valencia (Partner) - Gandia, Spain
Contributors: Arpine Galfayan (Armenia), Sebastian Wehrsig (Germany), Lena Marinou (Greece), Vivanco Parada (Spain, Argentina), Nikolaos Papachristodoulou (Greece), Maria Pilar (Spain), Natalia Vazquez Gutierrez (Spain), Abdul Muumin Sualihu (Ghana), Ion Lera Sanchez (Spain), Mohammed Andani (Ghana), Vy Thi Khanh Nguyen (Vietnam), Shaibu Abukari Niendow (Ghana), Jorge Martinez Lopez (Spain), Do Thi Phuc (Vietnam), Sintosis Georgios (Greece), Panagiotis Axelis (Greece), Despoina Tsireka (Greece), Marilena Maragkou (Ghana, Greece), Konstantinos Maragkos (Ghana, Greece), Sil Van de Velde (Ghana, Denmark), Yota Chartofylaka (Greece), Nguyen Thi Minh Phuong (Vietnam), Boyka Boneva (Greece, Bulgaria), Ines Garcia Montero (Spain), Enrique Carlos Sanchez Ochoa (Spain), Ruben Cazebas (Spain), Maria Konstantinidou (Greece), Ingri Allkushi (Greece, Albania), Thanassis Tzanis (Greece), Betsabe Torres (Peru), Jose Antonio Ayquipa Rosas (Peru), Fred Deya (Kenya), Maritza Betsabet Medina Ramos (Peru), Jesus Carrido (Spain), Christos Zisis (Greece), Tram Nam Khanh (Vietnam), Jorge Galiano Bravo (Peru), Peter Kosgey Okeyo (Kenya), Arvanitidi Kynthia (Greece), Estela Pellicer (Spain), Luca Ruberto (Spain, Italy), Do Minh Duc (Vietnam), Luis Blanco (Peru), Juan Taboada Garcia (Peru), Torg Quang Nam (Vietnam), Miguel Rosas (Peru), Samson Ochieng Obonyo (Kenya), Benjamin Omondi (Kenya), Onyango Benjamin (Kenya), Reagan Otieno (Kenya), Amos Okech Odera (Kenya), Odhiambo Akuma (Kenya)
Proofreading: Pasamitros Nikolaos, Kalfanti Melina
Graphics design and layout: Inter Alia
Special thanks to professor Dr. Luis (Iñaki) Prádanos-Garcia from Miami University for providing feedback to the content and structure of the module.
All correspondence related to this module should be addressed to Inter Alia, www.interaliaproject.com
E-mail: [email protected]
Telephone: +30 2155 45 11 74
Address: 50-52, Valtetsiou str. , 10681 Exarcheia, Athens, GREECE
Contributors: Arpine Galfayan (Armenia), Sebastian Wehrsig (Germany), Lena Marinou (Greece), Vivanco Parada (Spain, Argentina), Nikolaos Papachristodoulou (Greece), Maria Pilar (Spain), Natalia Vazquez Gutierrez (Spain), Abdul Muumin Sualihu (Ghana), Ion Lera Sanchez (Spain), Mohammed Andani (Ghana), Vy Thi Khanh Nguyen (Vietnam), Shaibu Abukari Niendow (Ghana), Jorge Martinez Lopez (Spain), Do Thi Phuc (Vietnam), Sintosis Georgios (Greece), Panagiotis Axelis (Greece), Despoina Tsireka (Greece), Marilena Maragkou (Ghana, Greece), Konstantinos Maragkos (Ghana, Greece), Sil Van de Velde (Ghana, Denmark), Yota Chartofylaka (Greece), Nguyen Thi Minh Phuong (Vietnam), Boyka Boneva (Greece, Bulgaria), Ines Garcia Montero (Spain), Enrique Carlos Sanchez Ochoa (Spain), Ruben Cazebas (Spain), Maria Konstantinidou (Greece), Ingri Allkushi (Greece, Albania), Thanassis Tzanis (Greece), Betsabe Torres (Peru), Jose Antonio Ayquipa Rosas (Peru), Fred Deya (Kenya), Maritza Betsabet Medina Ramos (Peru), Jesus Carrido (Spain), Christos Zisis (Greece), Tram Nam Khanh (Vietnam), Jorge Galiano Bravo (Peru), Peter Kosgey Okeyo (Kenya), Arvanitidi Kynthia (Greece), Estela Pellicer (Spain), Luca Ruberto (Spain, Italy), Do Minh Duc (Vietnam), Luis Blanco (Peru), Juan Taboada Garcia (Peru), Torg Quang Nam (Vietnam), Miguel Rosas (Peru), Samson Ochieng Obonyo (Kenya), Benjamin Omondi (Kenya), Onyango Benjamin (Kenya), Reagan Otieno (Kenya), Amos Okech Odera (Kenya), Odhiambo Akuma (Kenya)
Proofreading: Pasamitros Nikolaos, Kalfanti Melina
Graphics design and layout: Inter Alia
Special thanks to professor Dr. Luis (Iñaki) Prádanos-Garcia from Miami University for providing feedback to the content and structure of the module.
All correspondence related to this module should be addressed to Inter Alia, www.interaliaproject.com
E-mail: [email protected]
Telephone: +30 2155 45 11 74
Address: 50-52, Valtetsiou str. , 10681 Exarcheia, Athens, GREECE
The educational module is published under the terms of the CC BY-SA 4.0 license, so it is free for you to reuse and adapt it to the needs and background of your target group(s).
The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views
only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.