Youth of the World: trasformative power of global education Erasmus Project

Project Title

Youth of the World: trasformative power of global education

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for youth

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: Inclusion – equity; Youth (Participation, Youth Work, Youth Policy) ; Intercultural/intergenerational education and (lifelong)learning

Project Summary

In the first step towards adulthood, and the decisive phase for the development of identity, teenagers face a new self-image that will introduce them to the world of adults. The exploration process, which leads to a confusion of identity, represents a transitional phase aimed investigation of “possible self” within the relational, cultural and labour life that will lead, after taking responsibility in making informed choices, to the adulthood.
In this process, adolescents and young adults tend (Jensen et al., 2011) to use the global media and prefer global brands more significantly than children and adults, as well as developing a global consciousness or awareness. The sense of belonging to the national or local community has thus gradually turn a perception of the world as a whole, which implies ultimately the recognition of belonging to a community of individuals of different nationalities and cultures that adhere to common practices and life styles around the world, such as music styles, film, apparel brands, food chains, technology and mass communication tools.
However, the effects of globalization can also promote the formation of mono-cultural identity unbalanced, that develop a high sense of belonging to the global community that is towards the local community. If globalization can lead, therefore, to the development of bi-cultural or mono-cultural identity, there is also the possibility that increases the risk of generating a state of identity confusion: it is possible, in fact, that people end up feeling excluded from both the global community is than the local currency. This phenomenon appeared important in the case for example of Islamic or ultra right radicalization of European young people (France, Germany, Italy, Belgium, UK etc.)
Nowadays in a dynamic and flexible rapid changes the capacity to adapt is one of the key skills to live in society of the future more and more multicultural and globalized. Educational agencies are called to design educational path to train young people and citizens to act in a local and global context. Global Education (GE) is an area of policy, practice, research and educational advocacy. It is an umbrella term that encompasses a variety of areas with differing terminologies: development education, human rights education, education for sustainable development, education for global citizenship. Global Education has become increasingly central to education policy and practice. (Italian Journal of Educational Research | Year VII | N 12 | June 2014)
The Maastricht Congress in 2002 called on the 40 European countries participating to develop national strategies for the increase and improvement of GE. Since then, the number of countries with national strategies has grown significantly. These strategies could be characterised along a continuum of stakeholder engagement or one of multi-ministerial ownership.
Meanwhile strategies exist in AU,CZ,FI,DE,IE,PL,PT,SK,ES. They are different from each other in process, scope and reach, and have to be understood against their national background and context.

The intention of our project, therefore, was to create non formal educational and training tools for youth workers who can then be able to integrate the GE Prospective in their daily work and organization, the aim was to spread this methodology in different sector of education.

Enhancing Youth workers (educators in general) skills and performance, we want to promote – in particular through innovative integrated approaches – inclusion, diversity, equality, and non-discrimination in youth activities; especially foster the development of social, civic, intercultural competences, media literacy and critical thinking, also combating discrimination, segregation, racism, bullying and violence. Giving particular emphasis to young people at risk of marginalisation and young people with a migrant background, including newly arrived immigrants and young refugee, the aim was to help the development of Youngest personalities taking in account local and global context, avoiding all those situation of marginalization/self marginalization that drive young people to extremist radicalization.
Secondary objective of the project was to pass and share good practices on the use of GE and Global Prospective, especially to involve youth organizations, school, and others stakeholders, in order to spread the awareness on this topic and stimulate the creation of new GE Strategies in the partner countries and all Europe.
The project was to provide a good and bad practices analysis to build a toolkit and tutorials to share among the stakeholders, training and locals events to share the knowledge and build a network of organizations focus on the practice of GE. Our strategic partnership was to engage with various sectors across Europe in order to create its evidence base and educational tools including but not limited to the youth led sector and other civil society and public sector entities

EU Grant (Eur)

Funding of the project from EU: 101240 Eur

Project Coordinator

ICSE & CO & Country: IT

Project Partners

• UNITED SOCIETIES OF BALKANS ASTIKI ETAIREIA
• DEVELOPMENT PERSPECTIVES COMPANY LIMITED BY GUARANTEE
• INSTITOUTO NEUROEPISTIMON KAI TECHNOLOGIAS KYPROU
• EPRALIMA – ESCOLA PROFISSIONAL DOALTO LIMA – COOPERATIVA DE INTERESSE PUBLICO E RESPONSABILIDADE LIMITADA
• MEZHDUNARODEN CENTAR ZA RAZVITIE NAOBRAZOVANIETO I OBUCHENIETO