Topic: Activism and ownership Who: Sebastian, Corinna, Max, Alina, Laura, Diana Activism – participation, engaging 1) On your own (individually) – creating 2) Involve different people – implementing Inspiration, Motivation from within – through input information Important to be clear about goals Not to manipulate Support ideas of people What’s the goal? To raise activism Do we have to motivate them? There is right to be positive Cohesion between civil society sector – activists? How to create communication between civic education and society? Voluntarily – discovering themselves Motivational approach – bring right people to the right target Discovering themselves^ challenges like internships abroad or project with the impactful result Develop the strategic thinking Group working is working! – Building a team 1 Topic: Assessment of CE Who: Lana, Davit, Oksana, Naila, Julian Oksana: For an adequate assessment it is important to put accurate results Naila: Each organization does an assessment for itself. Majority of actions are of short-­‐term, pilot character Oksana: Sometimes we do an assessment in some months after the project Naila: In Azerbaijan we submit the report to the Ministry Lana: A problem is that it is very difficult to see the effect, not because we aren't able to assess but because changes are long-­‐term and some time is needed for them to become visible Yulian: We in our organization make 1 and 3 years strategical planning. It is important for us to unify the vision Oksana: It is important to accustom people to an assessment, to give them tools for it Naila: We need to make a research on business tools of assessment Lana: It is important to fix successful stories (practices, books, websites, etc.) and to show them to wide audience. It is also important not to put the overestimated expectations. Naila: Is it possible to make something for all of us to estimate results? Maybe some basic questions. One more moment: in the reports the organization aren't always honest, cause they are afraid to describe their problems (and to lose prestige). 2 Topic: Civic education in Belarus and Ukraine Who: Yaroslav, Volkha, Oksana, Vital -­‐ Critical thinking as important component of civic education -­‐ Lessons from Ukraine: what is important to teach citizens for prevention of Ukraine story? -­‐ Symbolism: what role do symbols and symbolism plays in civic education? -­‐ What to do in Belarus: A) Citizens understanding occurring processes (knowledge as opposition) B) The Russian world, the Belarusian world, the European world – understanding of processes 3 Topic: Clarification of terms: Who: Sebastian, Lena R., Tatevik, Laura Non-­‐formal Education Formal Education Citizenship VS Civic Education Political – Civic? Informal -­‐ Daily life -­‐ Learning by yourself Formal -­‐ Organized by state -­‐ School, university -­‐ Structured academic learning process -­‐ Degree, document -­‐ Changings in formats -­‐ Teacher knows and shares his knowledge Non-­‐formal -­‐ Organized -­‐ Can be initiated by everyone -­‐ Everyone can get involved -­‐ Life-­‐long learning -­‐ Curriculum is being by the organizer\trainer developed -­‐ Flexible, addressed to the needs of participants -­‐ Eye-­‐level (subject-­‐
subject) -­‐ No clear standards (no grading, no exams) -­‐ No formal education for non-­‐formal educators -­‐ Civic = Citizenship Education – means educating and encouraging citizens to actively participate in society life and democratic processes. 4 Topic: Cloud talk Who: Sebastian, Svetlana, Elena Bobr., Julian, Lana, Michalina How do we go on? How do we fill the cloud? RU: rise if demand and offer of project management, but where does the idea come from? Armenia and Moldova has the same tendency – there are many trainings, but no further support. There is no holistic approach, which is a chance for us with our critical thinking and visual working In Armenia there is a lack of intersectoral cooperation, as a result there is less impact and less broad discussions There is no holistic approach, “Nothing for us without us!”, stakeholder dialogue, common goals, interpersonal overlaps 5 Topic: Effective Intercultural Communication Who: Maria, Nastya, Egor, Svetlana, Nastya, Tatev, Anush, Lilit, Elena Working with different target groups •
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Students and schoolchildren Parents Teachers Administrators Creating specific situations for intercultural communication/ simulations/real encounters Developing analytical and critical thinking since early age Topics: •
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Discrimination Online learning Hatred Stereotypes Diversity Immigrants Generalization Minorities Conflicts Experience sharing Teacher Training courses/ Qualification raising seminars 6 Topic: Formal and non-­‐formal Education Who: Eka, Anastasia, Arabela, Alexander, Nastia, Diana, Davit, Lana, Alina, etc -­‐
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Why is formal education so boring? How to transform formal to informal Teachers don´t know how to make it less formal (we need to attract children) Why is the curriculum so limited? We need students government We need to let children and parents decide how extracurricular activities will look like School psychologist should be also coach and trainer Program for teachers – new methods and good cases Gamification – learning by doing (quests) and motivational system (get points) Trust box, call and Email for children who have experienced violence 7 Topic: Future projects – collaboration blacksmith Who: Tatev, Lilit, Corinna, Naila, Laura, Vasily, Olga, Michelina, Oksana -­‐
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Have an online-­‐platform to communicate Come up with common topics to think of possible project ideas Find existing groups, which have similar purposes and cooperate Open a google doc or some other place where we can share useful links or info Find financial support sources Possible topics: Youth participation Refugees and immigrants Conflict resolution and extremism Stereotypes Social entrepreneurship Sustainability 8 Topic: improving formal and non-­‐formal education Who: Anush, Alina, Eka, Diana, Arabela, Nastia, Lilit -­‐
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The teachers are not qualified as civic teachers Cooperation between NGOs who can provide non-­‐formal education to the formal strategy Changing the methods of delivering and assessment of the courses Events, organized by students -­‐ experience for those who want to study social science Community work to understand and value things Make students to go out and communicate Develop projects with teachers Make a partnerships with other schools to co-­‐conduct the lessons ICT usage in teaching process Gamification Qualifications for teachers Work with students, teachers, parents, practitioners and policy developers 9