the International Global Citizen's Award is a worldwide, grassroots programme to promote and recognise the development of young people as global citizens. Invovles, research, reflection and action. Programme is run and awards made by centres around the world. Non-competitive programme to work with young people to help them make the world a better place. Can be operated in any language and country.
The one year anniversary forum of Social Enterprise Weekly titled "The Imagination of 500 Seeds for the World" discussed whether society can allow everyone to dream. Francis Ngai, the founder and CEO of the Hong Kong Social Venture Fund, spoke at the event about innovating social change. The Social Venture Fund is Hong Kong's first venture philanthropy organization, founded in 2007. It focuses on providing financial and non-financial support to social purpose organizations through an equity-based model and has mobilized over 35,000 hours of support from 300+ professional volunteers.
This document discusses the challenges of overtourism and the need for more responsible tourism practices. It notes that tourism development has largely failed to achieve true sustainability despite decades of initiatives. Overtourism is a consequence of this failure to move beyond superficial commitments to sustainability. The document argues that responsible tourism requires all stakeholders, including tourists, to acknowledge their role and take meaningful action to address issues like climate change, waste, and impacts on local communities. Certification alone is not enough without transparency around performance. Responsible tourism should focus on priority issues in each local context.
Inclusive Play - Sensory Therapy Gardens ManualKlausGroenholm
Children benefit from inclusive play that allows interaction with the environment and development through play. However, children's environments have become less natural and outdoor play is discouraged more. It is critical for play provisions to be inclusive of all children and consider their diverse needs. An inclusive approach considers the needs of all groups at every stage of development to avoid excluding anyone and encourages participation to create varied opportunities for all to engage.
Ashoka is an organization that supports social entrepreneurs and innovators around the world. It was the first to recognize social entrepreneurship as a field. Ashoka finds the most impactful social change ideas and supports the entrepreneurs behind them through funding, connections, and other resources. Ashoka's Youth Venture program helps young people launch their own social ventures to address community problems. It provides training, funding, mentorship and ongoing support to help teams of youth develop solutions and sustainable social enterprises in areas like agriculture, the environment and more. The goal is to develop a new generation of "changemakers" who will lead social change throughout their lives.
Introducing the RotaryGlobalRun4Water, a fundraiser for Rotary, Rotaract and Interact clubs planned for the week of September 30th, 2012 with the goal or raising awareness and funds for clean water and sanitation. We hope you are inspired to join us. Sign up and learn more at http://www.rotaryglobalrun4water.org
Building your own personal minion with grunt.jsBrent Swisher
Everybody secretly wants to be an evil genius, right? So, what do they all have in common? Minions. In this session, you will learn to build your own little development minion with the grunt.js automation framework. Learn the basics of what grunt is, how it works, and how to make it automate the boring programming tasks that waste your time. Be warned, there will be code involved, and perhaps a little world domination.
The document discusses the proposed OIE Collaborating Centre for Training in Integrated Livestock and Wildlife Health and Management. The Centre aims to build capacity through an online modular MSc in Animal/Human/Ecosystem Health and continuing professional development opportunities focusing on the One Health approach. It will offer training on topics like emerging/re-emerging diseases, wildlife health, zoonoses, and ecosystem health. The Centre is a collaboration between UP and other institutions and aims to train animal, human and environmental health officers through its online programs.
International Global Citizen's Award 2011Boyd Roberts
the International Global Citizen's Award is a worldwide, grassroots programme to promote and recognise the development of young people as global citizens. Invovles, research, reflection and action. Programme is run and awards made by centres around the world. Non-competitive programme to work with young people to help them make the world a better place. Can be operated in any language and country.
The one year anniversary forum of Social Enterprise Weekly titled "The Imagination of 500 Seeds for the World" discussed whether society can allow everyone to dream. Francis Ngai, the founder and CEO of the Hong Kong Social Venture Fund, spoke at the event about innovating social change. The Social Venture Fund is Hong Kong's first venture philanthropy organization, founded in 2007. It focuses on providing financial and non-financial support to social purpose organizations through an equity-based model and has mobilized over 35,000 hours of support from 300+ professional volunteers.
This document discusses the challenges of overtourism and the need for more responsible tourism practices. It notes that tourism development has largely failed to achieve true sustainability despite decades of initiatives. Overtourism is a consequence of this failure to move beyond superficial commitments to sustainability. The document argues that responsible tourism requires all stakeholders, including tourists, to acknowledge their role and take meaningful action to address issues like climate change, waste, and impacts on local communities. Certification alone is not enough without transparency around performance. Responsible tourism should focus on priority issues in each local context.
Inclusive Play - Sensory Therapy Gardens ManualKlausGroenholm
Children benefit from inclusive play that allows interaction with the environment and development through play. However, children's environments have become less natural and outdoor play is discouraged more. It is critical for play provisions to be inclusive of all children and consider their diverse needs. An inclusive approach considers the needs of all groups at every stage of development to avoid excluding anyone and encourages participation to create varied opportunities for all to engage.
Ashoka is an organization that supports social entrepreneurs and innovators around the world. It was the first to recognize social entrepreneurship as a field. Ashoka finds the most impactful social change ideas and supports the entrepreneurs behind them through funding, connections, and other resources. Ashoka's Youth Venture program helps young people launch their own social ventures to address community problems. It provides training, funding, mentorship and ongoing support to help teams of youth develop solutions and sustainable social enterprises in areas like agriculture, the environment and more. The goal is to develop a new generation of "changemakers" who will lead social change throughout their lives.
Introducing the RotaryGlobalRun4Water, a fundraiser for Rotary, Rotaract and Interact clubs planned for the week of September 30th, 2012 with the goal or raising awareness and funds for clean water and sanitation. We hope you are inspired to join us. Sign up and learn more at http://www.rotaryglobalrun4water.org
Building your own personal minion with grunt.jsBrent Swisher
Everybody secretly wants to be an evil genius, right? So, what do they all have in common? Minions. In this session, you will learn to build your own little development minion with the grunt.js automation framework. Learn the basics of what grunt is, how it works, and how to make it automate the boring programming tasks that waste your time. Be warned, there will be code involved, and perhaps a little world domination.
The document discusses the proposed OIE Collaborating Centre for Training in Integrated Livestock and Wildlife Health and Management. The Centre aims to build capacity through an online modular MSc in Animal/Human/Ecosystem Health and continuing professional development opportunities focusing on the One Health approach. It will offer training on topics like emerging/re-emerging diseases, wildlife health, zoonoses, and ecosystem health. The Centre is a collaboration between UP and other institutions and aims to train animal, human and environmental health officers through its online programs.
International Global Citizen's Award 2011Boyd Roberts
the International Global Citizen's Award is a worldwide, grassroots programme to promote and recognise the development of young people as global citizens. Invovles, research, reflection and action. Programme is run and awards made by centres around the world. Non-competitive programme to work with young people to help them make the world a better place. Can be operated in any language and country.
The document discusses defining and developing global citizenship. It outlines Mark Gerzon's five stages of becoming a global citizen: from an egocentric Citizen 1.0 view to a geocentric Citizen 5.0 view of the world. The workshop goals are to broaden understanding of global citizenship, explore Gerzon's framework, and apply it to lesson design. Participants are guided through defining characteristics of global citizens, connecting quotes, and designing lessons addressing the four main actions - witnessing, learning, connecting, and geo-partnering - required for developing global citizenship.
The document defines global citizenship and outlines its key dimensions and characteristics. Global citizenship involves being aware of oneself and others in the wider world, taking responsibility, and participating at local and global levels to make the world more equitable and sustainable. It also discusses the need for global citizenship education, which helps students understand world events, develop their values, take learning beyond the classroom, challenge intolerance, and get involved in their communities.
Teaching Toward Global Competence FCTE July 31Honor Moorman
This document discusses the importance of developing global competence in students. It defines global competence as having the ability to understand and address issues of global significance. The document outlines four domains of global competence: investigating the world beyond one's environment, recognizing different perspectives, communicating ideas to diverse audiences, and taking action to address real-world problems. It provides examples of project-based learning approaches like SAGE that can help develop these skills and allow students more choice, authentic work, opportunities to address issues with global relevance, and present their learning to audiences. The goal is to help students develop the skills, knowledge, and mindsets needed to thrive in an increasingly interconnected world.
This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
The Global Citizen program is an opportunity for youth to embark on a cultural exploration of the world. We focus on tackling social issues to benefit future generations.
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
There is a very large and rapidly expanding market offering students a chance to do good through volunteering in low and middle income countries... but are these service learning experiences actually helping poor communities? In this talk, I combine the fields of international education, effective altruism, and international development to offer a critical view of who is served by service learning and how we can help our students do good better.
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING GLOBA.docxarnit1
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4
WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR 6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8
APPENDIX A – STUDENT OUTCOMES TRACKING SHEET 9
APPENDIX B – SUMMATIVE QUESTIONS AND REFLECTIVE EXAMPLES 13
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will
document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in ...
This is a partnership proposal for NGO to partner with "GoodFellas - Ambassadors of Change" program.
"GoodFellas" is an 8-week long pan India student outreach program, to provide students an opportunity to play their role in discussing and solving issues that matter.
As part of the this, a group of selected campus ambassadors will organize multiple online and offline activities such as volunteering drive and online writing competition. We have planned to reach 25+ campuses and 100k+ students across India.
The document discusses the International Young Professionals Foundation (IYPF) and its activities. It announces that IYPF has been selected as a Global Youth Service Day 2013 Regional Partner for South America and North Africa Middle East regions. As a Regional Partner, IYPF will coordinate Global Youth Service Day celebrations in these regions, engage at least 10,000 youth volunteers, and promote the event through media and public officials. The document also provides information on other IYPF initiatives like the Humanitarian Technology Implementation Program and Sustainable Cities 2030 program.
The document outlines strategies for Nourish International chapters to conduct initial publicity and outreach efforts at the start of each academic year, with a focus on raising awareness of the General Interest Meeting and flagship Hunger Lunch event through personal networks, listservs, collaborations with other student groups, guerrilla marketing tactics, classroom announcements, and engaging department heads. The goal is to welcome new students and rebuild the membership and customer base after annual turnover by creatively spreading information about NI's mission and upcoming opportunities to get involved.
The document outlines strategies for Nourish International chapters to conduct initial publicity and outreach efforts at the start of each academic year, with a focus on raising awareness of the General Interest Meeting and flagship Hunger Lunch event through personal networks, listservs, collaborations with other student groups, guerrilla marketing tactics, classroom announcements, and engaging department heads. The goal is to welcome new students and rebuild the membership and customer base after annual turnover by creatively spreading information about NI's mission and upcoming opportunities to get involved.
TakingITGlobal is an online platform that connects youth from around the world to discuss global issues, take action through projects, and share media. It aims to inspire, inform, and involve youth. The site has over 200,000 members from over 200 countries. It provides opportunities for cross-cultural learning and awareness through discussion boards, blogs, articles, and moderated content. Educational resources include lessons, activities, and virtual classrooms. The organization is supported by research and the New Zealand Ministry of Education to implement skills like collaboration in the national curriculum.
Scouting offers young people opportunities to learn leadership skills and values through fun activities and programmes to become active citizens. This document discusses various ways that Scouts around the world are making a positive impact in their communities through initiatives focused on issues like food scarcity, creating better learning environments, promoting peace and saying no to xenophobia. Examples are provided from Africa, including a food production project in Ethiopia, building a playground in South Africa, participating in peace talks in Kenya, and addressing xenophobia. The overall message is that Scouts globally are working to establish peace and make a difference through community service projects.
Students Going Global is a 501(c)(3) nonprofit organization that aims to increase global education and awareness for high-achieving students in underserved cities. Its goals are to create global citizens prepared for the 21st century economy and to equip students with knowledge and experiences to succeed globally. It offers global literacy training, educational tours abroad partnered with EF Educational Tours, and youth development programs that provide opportunities for international travel. Students Going Global also runs community outreach projects and partners with high schools and community organizations.
Introduction
The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.
Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
Specific Objectives of the Policy
The policy stated a clear vision as:
“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”
The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self reliant individual, capable of analytical and original think
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
This is a guidebook about AIESEC's Global Volunteer Program. If you are young person looking to volunteer abroad then this guidebook provides you information on why, how and what of volunteering.
This document discusses ways to improve global competency among high school students. It defines global competence as having the knowledge, skills, and disposition to understand and act on global issues. The document notes that global competency is important for students' future careers and lives in an interconnected world. It outlines strategies for schools to bring the world to students through activities like international speakers and exchange programs, and to bring students to the world through trips abroad. For the English department specifically, it proposes developing a world literature course and incorporating more global texts into existing courses to expose students to diverse perspectives and cultures.
The document discusses defining and developing global citizenship. It outlines Mark Gerzon's five stages of becoming a global citizen: from an egocentric Citizen 1.0 view to a geocentric Citizen 5.0 view of the world. The workshop goals are to broaden understanding of global citizenship, explore Gerzon's framework, and apply it to lesson design. Participants are guided through defining characteristics of global citizens, connecting quotes, and designing lessons addressing the four main actions - witnessing, learning, connecting, and geo-partnering - required for developing global citizenship.
The document defines global citizenship and outlines its key dimensions and characteristics. Global citizenship involves being aware of oneself and others in the wider world, taking responsibility, and participating at local and global levels to make the world more equitable and sustainable. It also discusses the need for global citizenship education, which helps students understand world events, develop their values, take learning beyond the classroom, challenge intolerance, and get involved in their communities.
Teaching Toward Global Competence FCTE July 31Honor Moorman
This document discusses the importance of developing global competence in students. It defines global competence as having the ability to understand and address issues of global significance. The document outlines four domains of global competence: investigating the world beyond one's environment, recognizing different perspectives, communicating ideas to diverse audiences, and taking action to address real-world problems. It provides examples of project-based learning approaches like SAGE that can help develop these skills and allow students more choice, authentic work, opportunities to address issues with global relevance, and present their learning to audiences. The goal is to help students develop the skills, knowledge, and mindsets needed to thrive in an increasingly interconnected world.
This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
The Global Citizen program is an opportunity for youth to embark on a cultural exploration of the world. We focus on tackling social issues to benefit future generations.
This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.
This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
There is a very large and rapidly expanding market offering students a chance to do good through volunteering in low and middle income countries... but are these service learning experiences actually helping poor communities? In this talk, I combine the fields of international education, effective altruism, and international development to offer a critical view of who is served by service learning and how we can help our students do good better.
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING GLOBA.docxarnit1
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING
GLOBAL CITIZENSHIP & EQUITY PROGRAMS
Student Manual · 2011
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 2
TABLE OF CONTENTS
THE SIGNATURE LEARNING EXPERIENCE: GLOBAL CITIZENSHIP & EQUITY 3
GCE LEARNING OUTCOMES 3
WHAT IS GLOBAL CITIZENSHIP & EQUITY 3
HOW WILL A GCE PORTFOLIO BENEFIT ME? 4
WHAT IS A GCE PORTFOLIO? 4
ELECTRONIC PORTFOLIO 5
GCE PORTFOLIO DEVELOPMENT PROCESS 5
WHAT IS AN ARTIFACT? 5
Possible Artifacts 5
HOW DO I WRITE A REFLECTION FOR MY GCE PORTFOLIO? 5
Things to Consider for Reflection 6
SUMMATIVE REFLECTIONS 6
ROLE OF MY GCE PORTFOLIO LEARNING ADVISOR 6
ASSESSMENT OF PORTFOLIO 7
GCE PORTFOLIO CHECKLIST 7
GCE PORTFOLIO RESOURCES 7
REFERENCES 8
APPENDIX A – STUDENT OUTCOMES TRACKING SHEET 9
APPENDIX B – SUMMATIVE QUESTIONS AND REFLECTIVE EXAMPLES 13
CENTRE FOR ORGANIZATIONAL LEARNING & TEACHING 3
THE SIGNATURE LEARNING EXPERIENCE:
GLOBAL CITIZENSHIP & EQUITY
The Signature Learning Experience (SLE) reflects Centennial
College’s commitment to an educational process that
focuses on global citizenship, social justice and equity. The
SLE is a unique educational experience. It is a promise
made to students that you will learn something valuable for
your career success and possibly participate in
transforming lives and communities through this learning.
As a student you will have opportunities through classroom
and co-curricular activities to participate in meaningful
projects that will help you gain an understanding of global
citizenship, social justice and equity issues. You will
document your growth in learning through assignments
and reflections that will result in the development of an
artifact. This collection of artifacts will make up your Global
Citizenship & Equity Portfolio.
You will create a portfolio that will address Centennial’s
Global Citizenship & Equity (GCE) learning outcomes. In
programs where a portfolio is already a requirement, you
will simply add the selected pieces related to global
citizenship, social justice and equity to your existing
portfolio. Upon completion of your GCE Portfolio, you will
receive a Statement of Recognition acknowledging
Centennial’s Signature Learning Experience: Global
Citizenship & Equity.
GCE LEARNING OUTCOMES
The overall goals of the GCE Portfolio requires you to
develop global citizenship and equity knowledge, skills and
experiences as it relates to sustainability of resources,
individual and community identities, critical social analysis,
and enhanced personal and social responsibility. These are
the learning outcomes that you will address when selecting
artifacts for inclusion in ...
This is a partnership proposal for NGO to partner with "GoodFellas - Ambassadors of Change" program.
"GoodFellas" is an 8-week long pan India student outreach program, to provide students an opportunity to play their role in discussing and solving issues that matter.
As part of the this, a group of selected campus ambassadors will organize multiple online and offline activities such as volunteering drive and online writing competition. We have planned to reach 25+ campuses and 100k+ students across India.
The document discusses the International Young Professionals Foundation (IYPF) and its activities. It announces that IYPF has been selected as a Global Youth Service Day 2013 Regional Partner for South America and North Africa Middle East regions. As a Regional Partner, IYPF will coordinate Global Youth Service Day celebrations in these regions, engage at least 10,000 youth volunteers, and promote the event through media and public officials. The document also provides information on other IYPF initiatives like the Humanitarian Technology Implementation Program and Sustainable Cities 2030 program.
The document outlines strategies for Nourish International chapters to conduct initial publicity and outreach efforts at the start of each academic year, with a focus on raising awareness of the General Interest Meeting and flagship Hunger Lunch event through personal networks, listservs, collaborations with other student groups, guerrilla marketing tactics, classroom announcements, and engaging department heads. The goal is to welcome new students and rebuild the membership and customer base after annual turnover by creatively spreading information about NI's mission and upcoming opportunities to get involved.
The document outlines strategies for Nourish International chapters to conduct initial publicity and outreach efforts at the start of each academic year, with a focus on raising awareness of the General Interest Meeting and flagship Hunger Lunch event through personal networks, listservs, collaborations with other student groups, guerrilla marketing tactics, classroom announcements, and engaging department heads. The goal is to welcome new students and rebuild the membership and customer base after annual turnover by creatively spreading information about NI's mission and upcoming opportunities to get involved.
TakingITGlobal is an online platform that connects youth from around the world to discuss global issues, take action through projects, and share media. It aims to inspire, inform, and involve youth. The site has over 200,000 members from over 200 countries. It provides opportunities for cross-cultural learning and awareness through discussion boards, blogs, articles, and moderated content. Educational resources include lessons, activities, and virtual classrooms. The organization is supported by research and the New Zealand Ministry of Education to implement skills like collaboration in the national curriculum.
Scouting offers young people opportunities to learn leadership skills and values through fun activities and programmes to become active citizens. This document discusses various ways that Scouts around the world are making a positive impact in their communities through initiatives focused on issues like food scarcity, creating better learning environments, promoting peace and saying no to xenophobia. Examples are provided from Africa, including a food production project in Ethiopia, building a playground in South Africa, participating in peace talks in Kenya, and addressing xenophobia. The overall message is that Scouts globally are working to establish peace and make a difference through community service projects.
Students Going Global is a 501(c)(3) nonprofit organization that aims to increase global education and awareness for high-achieving students in underserved cities. Its goals are to create global citizens prepared for the 21st century economy and to equip students with knowledge and experiences to succeed globally. It offers global literacy training, educational tours abroad partnered with EF Educational Tours, and youth development programs that provide opportunities for international travel. Students Going Global also runs community outreach projects and partners with high schools and community organizations.
Introduction
The National Education Policy (NEP) 2009 is the latest in a series of education policies dating back to the very inception of the country in 1947. The review process for the National Education Policy 1998-2010 was initiated in 2005 and the first public document, the White Paper, was finalized in March 2007. The White Paper, as designed, became the basis for development of the Policy document. Though four years have elapsed between beginning and finalization of the exercise, the lag is due to a number of factors including the process of consultations adopted and significant political changes that took place in the country.
Two main reasons prompted the Ministry of Education (MOE) to launch the review in 2005 well before the time horizon of the existing Policy (1998 - 2010)1 : firstly, the Policy did not produce the desired educational results and performance remained deficient in several key aspects including access, quality and equity of educational opportunities and, secondly, Pakistan’s new international commitments to Millennium Development Goals (MDGs) and Dakar Framework of Action for Also the challenges triggered by globalization and nation’s quest for becoming a knowledge society in the wake of compelling domestic pressures like devolution and demographic transformations have necessitated a renewed commitment to proliferate quality education for all.
Specific Objectives of the Policy
The policy stated a clear vision as:
“Our education system must provide quality education to our children and youth to enable them to realize their individual potential and contribute to development of society and nation, creating a sense of Pakistani nationhood, the concepts of tolerance, social justice, democracy, their regional and local culture and history based on the basic ideology enunciated in the Constitution of the Islamic Republic of Pakistan.”
The major objectives of the policy arc as under:
• To revitalize the existing education system with a view to cater to social, political and spiritual needs of individuals and society.
• To play a fundamental role in the preservation of the ideals, which led to the creation of Pakistan and strengthen the concept of the basic ideology within the Islamic ethos enshrined in the 1973 Constitution of Islamic Republic of Pakistan.
• To create a sense of unity and nationhood and promote the desire to create a welfare State for the people of Pakistan
• To promote national cohesion by respecting all faiths and religions and recognize cultural and ethnic diversity.
• To promote social and cultural harmony through the conscious use of the educational process.
• To provide and ensure equal educational opportunities to all citizens of Pakistan and to provide minorities with adequate facilities for their cultural and religious development, enabling them to participate effectively in the overall national effort.
• To develop a self reliant individual, capable of analytical and original think
2nd eflm resilient leadership for the futures of learning and education_ossia...EbbaOssiannilsson
Today I present at the 2nd EFLM Online Postgraduate Course – Leadership Skills on Resilient leadership for the futures of learning and education2nd EFLM online Postgraduate Course14 September 2021 http://acclmu.org.ua/en/2nd-eflm-online-postgraduate-course-leadership-skills/
This is a guidebook about AIESEC's Global Volunteer Program. If you are young person looking to volunteer abroad then this guidebook provides you information on why, how and what of volunteering.
This document discusses ways to improve global competency among high school students. It defines global competence as having the knowledge, skills, and disposition to understand and act on global issues. The document notes that global competency is important for students' future careers and lives in an interconnected world. It outlines strategies for schools to bring the world to students through activities like international speakers and exchange programs, and to bring students to the world through trips abroad. For the English department specifically, it proposes developing a world literature course and incorporating more global texts into existing courses to expose students to diverse perspectives and cultures.
Similar to International Global Citizen's Award 2011 (20)
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Promoting and recognising development
as global citizens:
The International Global Citizen's Award
Boyd Roberts, 16 November 2011
国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
3. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
An international programme to
promote and recognise
development of (young) people,
aged 11 and above, as better
global citizens
4. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
A framework within which existing
work and activities in schools can
be included and shaped, but
focusing on the development of
individual students.
5. You
• A teacher
• B school administrator
• C work for NGO or other
organisation
• D consultant
• E other
6. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
Thinking behind the Award
Comments, questions etc etc
The IGC Award – an outline of the
structure
Comments, questions etc
The IGC Award in practice
Final questions, comments etc.
7. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
Basic thinking behind the Award
8. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
1. In our interconnected global world
we are affected by and have impact
upon the environment and people on a
global scale
although we may not be aware of this.
9. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
In our interconnected global world
the global
is in is in
the local
10. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
We can get a sense of the global by
examining the local with an informed
“global gaze” (Harriet Marshall).
We don’t fully understand the local
without an informed sense of the global.
11. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
2.
Teachers doing is not the same as, and
does not always lead to students
learning.
When it comes to our global work, what
do we expect, and how do we know it’s
working?
12. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
3. There are different levels of
engagement with our global world.
13. ACT Practical engagement
Now what?
CARE Attitudes and values
about
So what?
Knowledge
AWARE
What?
Levels of engagement with global issues
14. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
4. In our interconnected global world,
we all have global impact,
but we are not all good global
citizens.
15. ACT
CARE
about
Global
citizenship
AWARE Global
awareness
15
16. good
A / global citizen is…
• informed
• principled
• active
on issues from local to
global levels
17. Levels of global engagement
Global citizenship
Informed Be aware Head
Principled Be moved Heart
Active Be involved Hands
Oxfam Montessori
18. Oxfam sees the Global Citizen as
someone who…
is aware of the wider world and has a
sense of their own role as a world
citizen
respects and values diversity
has an understanding of how the
world works
19. Oxfam sees the Global Citizen
as someone who…
is outraged by social injustice
participates in the community – from
local to global levels
is willing to make the world a fairer
and more sustainable place
takes responsibility for their actions
20. Aspects of the Global Citizen
KNOWLEDGE
can be taught or learned
21. Aspects of the Global Citizen
SKILLS
can be taught or learned
22. Aspects of the Global Citizen
ATTITUDES
& VALUES
“caught not taught”
23. Aspects of the Global Citizen
ACTION /
PARTICIPATION
can be led or facilitated
24. Aspects of the Global Citizen
KNOWLEDGE
KNOWLEDGE ATTITUDES ACTION &
& VALUES PARTICIPATION
SKILLS
SKILLS
Traditional Ethos
curriculum Experience
realm Impact
Teacher Role model Leader
Instructor Mentor Facilitator
25. Subject Classes
• Focus on “content” – knowledge
and skills
• Often form an induction to an
established discipline
• Led / taught / assessed by
experts
• Prepare for the future
26. Global citizenship
should…
• emphasise attitudes and values
• emphasise action and
participation
• recognise that students, like
adults, are co-equal citizens now
• set aside traditional ideas of the
teacher as “expert”
28. Not education for …
but
real, authentic engagement in
global citizenship
29. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
working alongside and with young people
to help them
• become more aware of themselves
as global citizens
• become better informed
• change their lives for the better
• make the world a better place
31. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
An international programme to
promote and recognise
development of (young) people
as better global citizens
32. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
A framework within which existing
work and activities in schools can
be included, shaped and extended,
but focusing on the development of
individual students.
33. The IGC Award encourages young people
to become better global citizens by:
finding out more about other
cultures and outlooks
34. The IGC Award encourages young people
to become better global citizens by:
finding out more about how their
everyday lives affect the
environment and the lives of
others
35. The IGC Award encourages young people
to become better global citizens by:
taking small actions to make the
world a better place
36. The IGC Award encourages young people to
become better global citizens by:
reflecting on change - their
developing
knowledge, awareness, perspecti
ves and experience
37. International
GLOBAL CITIZEN’S AWARD
The Award
• affirms that students are not future
citizens but citizens now.
• involves students in all aspects
• promotes authentic engagement and
personal experience
38. International
GLOBAL CITIZEN’S AWARD
• is a voluntary programme
• starts with students’ everyday lives
• concentrates on values, attitudes and
action, all related to global citizenship
39. International
GLOBAL CITIZEN’S AWARD
• promotes and recognises
change and development
– not the “standard” reached
• is locally awarded by authorised
centres – with involvement of
participants
40. International
GLOBAL CITIZEN’S AWARD
Encourages wide participation of
students
• no limits on numbers
• wide age range (11+)
• non-competitive
• suitable for wide
ability range
but voluntary
41. International
GLOBAL CITIZEN’S AWARD
Think globally ….
act locally
42. International
GLOBAL CITIZEN’S AWARD
Promoting individual development
by active, informed community
participation at all levels from the
local to the global.
44. International
GLOBAL CITIZEN’S AWARD
1. UNDERSTANDING
OTHER CULTURES
AND OUTLOOKS
45. International
GLOBAL CITIZEN’S AWARD
2. PERSONAL
GLOBAL
FOOTPRINT
46. International
GLOBAL CITIZEN’S AWARD
3. INFLUENCE &
INVOLVEMENT
WITH OTHERS
47. International
GLOBAL CITIZEN’S AWARD
4. RECORDING
AND
REFLECTING
ON CHANGE
48. International
GLOBAL CITIZEN’S AWARD
Understanding other cultures
and outlooks
Reading, Films, TV programmes etc
BUT must include
DIRECT PERSONAL ENGAGEMENT
with person(s) of different outlook
49. International
GLOBAL CITIZEN’S AWARD
Personal Global Footprint
Individual impact on the world –
people and environment – directly
and indirectly
50. International
GLOBAL CITIZEN’S AWARD
Personal Global Footprint
–Being good with money
–Environmental responsibility
51. International
GLOBAL CITIZEN’S AWARD
Being good with money
• Helping things to happen by giving it
away
• Ethical spending
“Buying products or services which
were ethically produced or
delivered and/or which are not
harmful to the environment and
society.”
• Background research, and action
52. International
GLOBAL CITIZEN’S AWARD
Environmental responsibility
• Research and review of personal
environmental impact
and
• appropriate action
53. International
GLOBAL CITIZEN’S AWARD
Influence & involvement with
others
• Personal community service
• Advocacy, Persuasion or
Promotion
• Active decision-making
54. International
GLOBAL CITIZEN’S AWARD
Recording and reflecting on
change and development
“Diary” / “log” in any format and language
allowed by the school; records changes in
knowledge, action and awareness
Reflection individually or with peers, or
mentor - in writing / orally
55. International
GLOBAL CITIZEN’S AWARD
Time involved
- approx 2 hours per week
- 50 total hours
• Understanding other cultures and outlooks
10 – 15 total hours
• Personal global footprint
10 - 15 total hours
• Influence and involvement with others
15 – 20 total hours
• Recording and reflecting on personal change
and development 5 – 10 total hours
(Note: All times include associated research)
56. International
GLOBAL CITIZEN’S AWARD
Awards made at
• Bronze level (6 months min.)
• Silver level (12 months min.)
• Gold level (18 months min.)
57. International
GLOBAL CITIZEN’S AWARD
Why an award?
• It shows the school takes it all
seriously – that it matters
And we should assess and recognise
what we value.
• It recognises and encourages
development of individual students
• It encourages and motivates
participation
58. International
GLOBAL CITIZEN’S AWARD
Why a local award?
• Gives centres “ownership”
• Allows for responding to the local context
with local variations and interpretations
• Enables participants to use any language
• Keeps down bureaucracy and costs
• How could something like this ever be
credibly awarded centrally and
internationally?
59. International
GLOBAL CITIZEN’S AWARD
Key features
• Participants involved in operation of the
Award
- including the Award process
• Participants guided by “mentors” –
including some older participants
• Flexible within a common structure
• Can embrace existing programmes and
activities
60. International
GLOBAL CITIZEN’S AWARD
Key features
• Low cost / low bureaucracy
• Centres only need a computer / Internet
access to take part
• Travel not required
• Minimal global footprint to set up, operate
and run the Award
• Centres share in development of the
Award
61. International
GLOBAL CITIZEN’S AWARD
International aspects include
• Same model offered internationally
• Can be conducted in any language
• International networking / discussion
• International centres contribute to Award
development
62. International
GLOBAL CITIZEN’S AWARD
Assessment / Award
• Fulfils time and participation requirements
– record
• The “diary” / “log” / sequence of
reflections – evidence of change and
development of an appropriate extent
(subjective)
• Group review with peers, adults etc
63. International
GLOBAL CITIZEN’S AWARD
The Award
• Personal development and satisfaction
• Recognition
• Certificate
• Commissioned artefact from another
country – produced in an ethical project
• Donation to a nominated charity
64. International
GLOBAL CITIZEN’S AWARD
Set-up
• Not-for-profit
• Currently operating on voluntary and
unfunded basis
• Centres pay modest contribution
• Low cost (to enable access)
65. Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
The IGC Award in action
www.globalcitizensaward.org
66. International
GLOBAL CITIZEN’S AWARD
Centres
• Centres in 13 countries
• Schools and colleges
o Different curricula
o State and independent
o National and international
67. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
St Timothy’s
School, Stevenson, MA, USA
Older, able students
Announce the Award
requirements, and invite individuals
to compile evidence that they fulfil
these. Provide mentor support.
68. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Academia Británica Cuscatleca, El
Salvador
Operate as an after-school club, with
opportunities for activities within the
regular timetable
69. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Lifehub LLP, Singapore
Independent organisation offering
out of school activities and
programmes
70. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Collège
Champittet, Lausanne, Switzerland
Modify the curriculum to incorporate
elements of the Award for all
students, with voluntary participation
in certain aspects (e.g. on lifestyle).
71. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Sotogrande International School, Spain
Amman Baccalaureate School, Jordan
Incorporate existing curricular and
service work within the Award
framework, with additional elements
72. International
GLOBAL CITIZEN’S AWARD
But remember the IGC Award is an
Award for development and progress of
individual students,
not for group work (although it includes
an element of this), and not simply for
participation.
81. International
GLOBAL CITIZEN’S AWARD
In its first four years,
Over 900 Awards – at bronze and silver levels
$15,000 donated to charities in the name of Award
recipients
Additional funds for charities raised as part of the
programme
First Fair Trade event in Qatar
One of the first Fair Trade events in Hungary
Lots of families changing transport, energy use
Lots of actions by participants – small and large scale
Changes in perceptions
82. Do your little bit of good
where you are; it’s those
little bits of good put
together that overwhelm
the world.
Desmond Tutu
83. “Education is the most powerful
weapon you can use to change the
world.”
Nelson Mandela
83
85. Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
Thank you for your
time and interest
www.globalcitizensaward.org
86. International
GLOBAL CITIZEN’S AWARD
Interested in joining?
Further information at:
www.globalcitizensaward.org
E: boyd.roberts@globalcitizensaward.org
Editor's Notes
I’m suggesting, along with Oxfam, that awareness – knowledge- is not enough.We need to be developing a capacity to care.In part we can do this by encouraging the development of empathy, for instance through fictional literature. But it also needs to be applied to real life situations.And the purpose of this is to develop caring about.Not enough in itself – needs to have some practical implications – some manifestations.It needs to be reflected in action.And that is the purpose of developing the awareness.Of course this is not a simple linear model, but a self-reinforcing spiral.
After this introduction to set the stage, let’s get to some practicalities.I’m looking at ways in which schools can work with students to enable them to develop a better, more grounded, better informed, more ethical sense of place and position within our global world. I’m suggesting that, whatever your titles or the Awards you’re working towards, it is responsible global citizens that you should be working to develop. And I reckon this is a pretty important and central part of our work.So the first suggestion is giving it this sort of recognition within the school.