Bridge 47 Network

Mathematics

I am open to share ideas on communication and collaboration for sustainable development as well as organizing for change and youth activism.

MEdIES (www.medies.net) is an e-network of educators across the Mediterranean -both formal and non-formal- practitioners in Education for Sustainable Development (ESD), a holistic type of education that equally addresses the economic, ecological and social dimensions of any given topic. We aim to contribute to shaping the responsible, environmentally literate, democratic and ethical global citizen, who makes informed choices and engages in committed actions, based on the values of sustainability.

I led a trainer of trainers programme on Learning Advocacy in Global Citizenship 2005 and 2007, and can share materials or revise and update it: http://bit.ly/UnitingHumanity How Universities Can Make A Difference: bit.ly/3jcjNu8 makes the case for teaching practical politics and campaigning as a core subject for democracy. My book Practical Politics: Lessons in Power and Democracy aims to help students and teachers put political skills on the curriculum: http://bit.ly/2R0zsPl  My book Unravelling Global Apartheid: An Overview of World Politics shows the parallels between minority rule in global governance and South Africa before 1994 I help write and run the Charter 99 campaign for global democracy, which influenced the UN Millennium Summit, Millennium Goals, and 10 year project on accountability in global governance.    

Our current program experience (see www.thirdgenerationproject.org), and our collaborative methodlogy.

Our volunteering and the experience in Algeria.

I do have a funded project on promoting global citizenship in Omani schools.

Social and market research skills: proposal writing, research design, desk review, project management, data collection, analysis, and report writing. Very good knowledge in education and skills development in Ghana, youth and employment in Africa. Good knowledge of social welfare and social protection systems.

Advocacy, partnerships,capacity building and project management e.g health education

Nenhuma 

Localisé en RD.Congo dans la province du Sud-Kivu, le GROUPE SCOLAIRE ETOILE DU MATIN avec deux ans d'expériences dans l'Education fournit au quotidien des efforts pour le changement social en amenant l'élève, qui est son centre d'intéret, à développer de lui-meme ses capacités et aptitudes intellectuelles lui permettant d'acquerir des connaissances et compétences pour promouvoir le développement durable de sa communauté.

development cooperation, sustainable development (and SDGs), GCED, transformative education, life-long learning, cross-sectoral cooperation in the framework of GCED

Design of digital intercultural correspondance programs for kids.  

I was previously heading the Civic Education Programme at the Danish Institute in Cairo for 5 years and have ample knowledge on the situation of CE in Egypt and the Arab world. I am currently an executive board member of NACE, the sister network of NECE. 

La connaissance que je peux partager est les organisations et la diffusion des travaux de recherche

Project management, stakeholder collaboration, partnership building, research and facilitation

Experience in the design and facilitation of participatory processes, organisational development and conflict resolution

As of now, I have no professional knowledge. I just need to learn from other network members.

Designing training programs. Transformational learning methods. Adult Education skills and competencies. Conducting qualitative research around the issue of sustainable development.

Knowledge on how to improve the standard of education and standard within our localities

Wide-ranging experience engaging with community groups, schools, other children's groups (scouts, churches) around issues of social justice and in particular Fairtrade

Incorporating sustainable and citizenship education in to daily school work across curriculum areas. Close partnership working with others to support teachers deliver young people's entitlements through guidance, resources and professional training.

Sexuality education, gender mainstreaming, diversification.

Global citizenship education: Working with younger people / topics: Coffee, Banana, Fair Trade facilitating workshops and processes

non-traditional education methods: collaborating across workfield; nonprofit management; second generation grounded theory methodologies; community resilience

Knowledge based on various methods of informal education especially focusing on the younger generation as our fortress. Also the information and data concerning hate speech, hate crime in its various forms.

how to engage, connect and empower youngsters in 40 countries

ECPM have developed an educational kit over the years (link to our field of expertise, the abolition of the death penalty), along with debate trainings and interactive activities.

Since I am under the Social Science area and a teacher by profession, I am much more willing to be of part in brainstorming and coming up with active pedagogies in delivering the sdg 4.7 to our students nowadays.

I have a PhD (Wageningen 2019) in 'Measuring what matters?  Exploring the use of values-based indicators in assessing Education for Sustainability' and have contributed to a number of peer-reviewed publications on values-centred evaluation, most of which were in a previous name.  I am the Monitoring, Evaluation and Learning lead for the £4.5m 'Transforming Education for Sustainable Futures' (TESF) project led by the University of Bristol with partners in Rwanda, South Africa, Somalia/Somaliland and India, and am currently working on a background paper specifically about indicator development for Target 4.7.

Working with a broad range of schools and young with international partnerships.

The position and results of CSOs advancement for SDG 4.7 in our region.

-Longstanding expertise on Global Citizenship Education, Education for Sustainable Development and Global Competencies. We have developed our own didactic framework and are mostly active in the Belgian formal education sector, but we have also worked on international projects.  -We are an accredited NGO of the Belgian development cooperation and education sector. I personally have a deep understanding of politics and policy. 

Experiences and global analysis of the current crisis, challenges and alternatives.

- empowering critical pedagogy for transformative actions and approaches - formal, non-formal and informal lifelong civic education - community education  - advocacy and lobbying for transformative education 

Global Citizenship processes in diferent contexts; Collaboration and networking processes; Methodological approaches; Knowledge co-construction; Colective educational resources construction.

We are finalising a 2Y project, Inno4Div, on teachers intercultural and democratic competence (IDC) development, which has, through literature review and the analysis of 21 innovative practices in EU and beyond, identified the Key enabling components for teachers'  IDC development and the related barriers, the innovation model that takes place in the field, and recommendations for policy makers at EU and national level, for researchers and educational actors and practitioners.

Advice and knowledge

Information about working with groups, share learning, experiences etc

I have recently completed a MA in Development Education and Global Learning with UCL with a particular focus on 21st-century skills.  My experience in education spans two decades, three continents, and diverse educational, socio-economic, and cultural settings.  I have taught geography, geology, history, citizenship, and study skills to middle and high school students in a range of settings: inner-city schools under special measures, exclusive private preparatory schools, large international/IB schools, and small rural schools in LMICs.  I have also worked for a nonprofit in India which is focused on women's empowerment.  One of my specific areas of expertise is in developing new PBL and STEM curricula using evidence-based pedagogies.

Visual facilitation skills, graphic harvesting, exploring GCE with youth and adults through arts in particular street art, stop motion animation, street actions. Digital tools for activism, artivism and online collaboration and facilitation 

GCE, expertise on education, formal and non formal 

I am a teacher educator at the University of North Carolina Wilmington where I specialize in instructional design and global, social studies education. My research focuses on conceptualizing, measuring, and fostering teachers' global competencies in a standards-driven educational climate. I was a 2017-2018 Global Teacher Education Fellow through the Longview Foundation and currently serve as a HundrED Ambassador, a Helsinki-based non-profit that identifies and helps to spread scalable K12 education innovations around the world. My passion is global partnership with educators, faculty, and organizations on shared efforts to achieve the Sustainable Development Goals.

Senzitization of all publics to international solidarity, sustainable development, gender inequalities, world inequalities.
Support for local authorities in France in countries of ADESAF intervention in Africa.

whole institution approach, educational materials author, ESD and GCE, degrowth, sustainable food trainer, bottom-up initiatives for sustainability, urban gardens

Secondary Science teacher for 28 years, so fully conversant with the Scottish Science curriculum.
Development of resources for other teachers and young people

From 2003, I'm part of the pool of trainers of DG Youth and Sports of the Council of Europe : training for trainers in non formal education, in Human Rights education, in Youth Participation, Roma empowerment. I was also part of the editorial team of the manual Compass - Human Rights Education with young people and Composite - Human Rights education with children . Beside, I work also with the Anna Lindh Foundation in trainings fo trainers in Intercultural Citizenship in Euro Med region.

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I'm a specialist in (European) Citizenship Education. My work as a freelance educational developer, trainer and consultant in this field is very diverse. Besides this I recently started teaching Citizenship Education at a vocational school for painters and carpenters in an Urban Area. I have many connections within the (EU) Citizenship bubble. 

Teacher preparation, curriculum design and development, participatory action research methodology

Over 30 years experience in development and global education in a variety of contexts, including 20 years working in higher education. I have extensive facilitation, teaching and lecturing experience in a range of areas of relevance to the SDGs and global development theory, research and practice. I have undertaken Doctoral research of discourses of development and global education in Ireland and on the power relations shaping practice and have published on the connections important for transformative global education, i.e., between the past, present and future; the local and the global and the personal and the political. I have a particular interest in discourses of development as well as in NGO representations of global development and have been active in promoting ethical communication practice in this area over many years.  

Our organization is well aware of how to organize local government simulation sessions, such as the operation of a regional or municipal council.

Experience in a public policy programme linked to the SDG’s, understanding of a whole systems approach to policy making.

I am an educator and researcher and am developing skills in participatory leadership and global social witnessing.

* Developing campaigns and projects
* Building networks
* Advocacy

I have been investigating post-humanism and people’s relationship with the environment since 2011. I have been a lead-researcher at the environmental attraction and education charity, the Eden Project, for climate change education programmes. My research examines how environmental crisis is both driven by human relationships with the natural world and identifies effective formal and informal pedagogies (known as ecopedagogies) that raise consciousness of this relationship to strengthen nature connectedness. I also conduct research on the effects of participation in Citizen Science projects.

I am an experienced GCE trainer with nearly 15 years of experience. I have a post graduate qualification as a Global Trainer from the University of London. Most of my work has been focussed on delivery in formal education settings.

- Sistematization of actions in the creation of transformative methodologies - Building dialogue between different Organizations and movements at national and international levels -  Facilitating cooperative learning using Freirean approaches  

I have 10 years of experience in news producing with Japanese Television through the Middle East and North Africa region, then I came to Finland to do my masters in peace, mediation, and conflict research.  My goal is to eliminate violence and to educate people that peace is achievable. inclusive societies without hatred or violence should be our aim target that I would like to work with 47 bridge team on it.   

Ispecialize in health and disability sociology. I've worked as a researcher in the central administration and the National Board of Education as a special education planner and a producter of learning materials. I have long experience in lobby work in NGOs. 

Pass it on project - a platform that was formed for trainers to train more people to become trainers.

We have built networks and knowledge about the Latin American educational ecosystem, and know-how about the creation of computer systems for educational collaboration, classroom pedagogical innovation, school change management and 21st century skills for change.

Design and implementation of development education and awareness raising projects with a focus on non-formal education and knowledge campaigns, trainings and events in youth and adult education

Transformative aspects of international higher education and student mobility, applications of the human development and capability approach in education, critical perspectives on conceptualizing and evaluating quality education, qualitative research, proposal writing, connections and networks in the EU and the Philippines

Education project planning and evaluation, Facilitation of workshops and meetings, Global Learning project, programme and team management

We are currently developing a policy paper on our members' work for achieving SDG Target 4.7 and, in general, SOLIDAR's advocacy sound and long-standing expertise

Current work consists of assisting and supporting refugees through the resettlement process and helping with citizenship in the Netherlands. I work with local, regional national and international partners across countries and cultures. Previous work has included: Trustee with Getting Heard; Director with Oxfordshire Advocacy; Lay Observer with Oxford University Hospitals Trust (OUH) at John Radcliffe Hospital; Lay Member with the All Party Parliamentary Group (APPG) at UK Parliament; Director with CODA International at South African NGO Network (SANGONET); Director with CODA International at South African National Civics Organisation (SANCO); Country Manager with Romanian Orphanages Trust (Oradea); Director and Trustee with Parent Advocates Together.

We support trainers in designing courses for formal, informal and non-formal adult education settings;
We work with NGOs to design toolkits to monitor the situation with the right to education in the country.

I have a keen interest in technical education and currently I am the director in a technical and business training college (TVET). I would be delighted to discuss the challenges of youth unemployment and technical skill levels in Kenya

Our strength in capacity-building in particular for adult learning and education trainers and facilitators; advocacy training and network building

Coming from a background in development management, a postgraduate qualification in development and global citizenship education, the network provides a stage to share my experience and gain new insights.  

Based in Japan and Indonesia, Earth Company is an impact-driven social enterprise that offers transformational support to change-makers, delivers inspiring educational programs, provides professional consulting services, and manages a next generation eco hotel in Ubud, Bali.  Earth Company has been running educational programs on global citizenship, sustainability, and social innovation based in Bali and online since 2015.  We'd love to learn from and share with similar program implementers and explore collaboration!

Move the World prides itself on its ability to form community. Our facilitators are part of the team- an essential part of the team and hierarchy is not looked upon favourably unless its something we can learn from  We are passionate about experiential education - allowing students and people alike to learn through doing and reflection 

I can share my experience in the implementation of projects on the ground

I have knowledge and know how about: interdisciplinary project management (fields: culture, music, and arts; acting; urban planning and participation) volunteer management leadership and co creational learning structures strategic management and planning (stakeholder management) programm (curriculum / activity) development and project development psychological counseling (social work)  

Potential collaboration on criticial theory of GCE in post primary sectors

hands on experiences with transformative learning approaches with special focus on ecovillages and lived best practises for sustainability

My core knowledge and know-how are facilitation and education for sustainable development, change leadership, sustainable leadership, environmental and quality management systems, quality assurance, consultation, project management, applying for external funding, communication, editing, public speaking, networking, and transdisciplinary applied action research. I especially enjoy keeping workshops, live or online, with the aim to engage people to develop, network and think forward. I am also familar with enhancing SDG 4.7 in higher education. My Ph.D. study was a cross-sectoral and interdisciplinary action research study done in a network of 11 universities in three countries about enabling change in universities: enhancing education for sustainable development with tools for quality assurance., finished 2014.

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I can lecture on why growth based economic system and environmental sustainability can't go hand in hand. Insights into oil shale production and development in Estonia. Using zoom for webinars, marketing online events. As I'm climate activist, I'm part of Fridays For Future and help to build the movement. I can share insights on what the activists think and believe.  

As National Coalition, we have research, advocacy and network capacity which can be shared through this network. 

Knowledge of and experience with development processes in organisations, leaders and people. Knowledge of and experience with transforming digital learning that will facilitate changes in behaviour and praxis.

In Azum Institute we enhance creative and innovative approaches to advocate, teach and educate youth about peace, non-violence, human rights, gender equality ... using integrative methods of expressive arts therapy, drama and movement therapy, music therapy and drama in education.

Our extensive experience in non-formal education and experiential learning in youth projects and advocating on the rights of young people with regards to having voice in the Cypriot society and beyond.

- exchange of good practices in using the "Our Rights"  human rights education teaching  tool  for children aged 10-12

Nagrik Open Civic Learning produces audio- and video-based learning materials for civic and political participation, and places them in the public domain.

We organize activities according to the natural cycle, listening to people's strengths and valuing their resources. Everyone can suggest an event or create a circle about an exciting subject or activity. One of the most powerful resources is the dreams of people. We encourage people to dream, visualize, be creative, play, and strengthen the connection with yourself and the area that surrounds you. An important part of activity is the gathering and preservation of natural resources; wild food, berries, herbs etc. Also community workshops related to gardening, for example. Not forgetting culture, music, singing and crafts.. and sauna of course!

I possess experience of having been a teacher at a Danish Folk High School, the courses I have taught have primarily been aimed at promoting global active citizenship. I also possess experience in programme management.

academic research on global citizenship education, including literary studies and global citizenship education as well as climate change education; experience with international collaborative online education projects around global issues

Our organization is focusing mainly on SDG 11 and housing issues, so we are focused on this field and can share this point of view on education.

we have a subject "Global perspectives and project work" where we teach the students SDGs and research skills. The students ned to select one problem connected with SDGs and research it. I could share that.  We also have MUN club where students learn how to write position papers about global problems.

European perspective of adult learning and education: experience of our members at the national and regional levels

Education for Sustainable Development

As a well trained professional with a rich and varied background in rural development and governance, has 8 years of work experience in the areas of rural and urban development, livelihoods, entitlement of marginalized communities for education.

Research: Doing research on how target 4.7 is integrated in different countries. (I am a human geographer and a teacher.) Lecturer: Holding lectures for school sector On Global Edu, ESD, GCE Author: Writing books on ESD/GCE didactics in schools Policy maker formal sector: Change of curricula I have been working hands on with changing norwegian curricula - mainstreming ESD/GCE into every subject and every level in the public schools,  for the Norwegian Directorate of Education/ MoE Practitioner formal sector: Been working as a teacher in primary, seccondary and upper seccondary--teaching ESD+GCE.  Practitioner non-formal sector: 15 years in non-formal sector, coordinating NGOs campaigns on Global Edu + the topics incl 4.7. Working on getting target 4.7 into the SDGs from 2013-2015. Creating a political space for ESD/GCE trough non formal edu. Also coordinating the Norwegian Folk High schools movements work on ESD/GCE  ("pedagogy for the rich"). Activist: for 20 years - taught by cooperating with social movements in Latin-America.        

1. Methodology and approach 2. Experience and research capacities from Western Balkan, EU and Caucasus countries   

Theatre for social change is a very vital tool in creating awareness and sensitizing the community on various matters affecting them.With Vast Knowledge and Experience in storytelling through performing arts and media to influence mindset on how people view things,because it speaks to both mind and soul.With prowess in script writing and event management and community organizing i would be at will to help at any level that i can.

Education through sports, importance of health education

Library information knowledge and skills, team teaching, reading strategies, diverse literacy, didactics of teaching with the library.

Teacher education, training, career education

Having worked in the advertising and P.R. industry , my expertise lies in ideation and promotion strategies  which I can bring to the table towards achieving goals and bringing about mindset perceptions specially in the space of education, empowerment and the environment. 

sk.linkedin.com/in/martinkustek Mostly youth work, marketing and grant advisory

I am a professional facilitator that focus on Global Education and Intercultural Dialogue. 

Knowledge and experience of social movement building and community development.

Insights into European policy developments, contribution to common and public positions, access to a network of European NGOs in the field of education and training. 

Our programs focus on furthering Global Citizenship practice. (link: https://meltonfoundation.org/)

Interest on iraq

I have much experience in fundraising and advocacy

I pushlished a book on transformative pedagogic practice where I develop a framework and methods on how to integrate ESD in curricula, textbooks and teaching at secondary schools, with the example of India, but applicable elsewhere: https://www.springer.com/de/book/9789811323683 I also pulished a paper on the same in Vietnam: https://www.tandfonline.com/doi/abs/10.1080/13504622.2021.1879732 I further developed a participatory gender training for community groups in agriculture, irrigation and rural development: https://wle.cgiar.org/solutions/participatory-gender-training-community-groups

Several pedagogies for learning.  

Primary Constituent Accountability - What it is and how to go about improving it Best practices in Comprehensive Sexuality Education Working with very young adolescents (ages 10-14)

I consider myself a driven human rights activist and  have been working as a researcher, trainer, consultant, workshop and group facilitator within the Civil Society Sector in Cyprus. I am passionate about issues pertaining to diversity and inclusion, human rights education, children’s rights, youth empowerment, gender equality, gender based violence, violence against women, domestic and child abuse, LGBTIQ+ rights and sexuality. I have been the author or co-author of academic articles and various training manuals implementing critical pedagogy, feminist pedagogy and transformative learning in the topics of sexuality and sexual rights, sex education, human rights education, gender equality, gender based violence, intimate partner violence, teenage relationships and youth empowerment.  I work with a wide variety of audiences, including children, teenagers, young people, parents, educators, psychologists, social workers and other professionals and policy makers. My vision is a world that embraces diversity, justice and equality and where all people are empowered to stand up and assert their rights.

Mapping content to the learning outcomes and teaching and learning in the post primary curriculum.

experience in GCE in formal and non-formal education, teachers' training etc.

cultural education, culture-awareness campaign

My mission is to foster global citizenship in and outside of the classroom. In my role as adjunct professor, I integrate Global Citizenship Education (GCE) into curriculum across disciplines. I bring my passion for GCE to the community as a consultant to help schools, businesses and organizations integrate global citizenship into their work to enhance impact. My focus area is helping to create more welcoming communities. By applying a community engaged teaching pedagogy, I cultivate partnerships with refugee organizations all over the world to help learners of all ages explore and understand the challenges of a globalized world through the lens of migration. Through course design, workshops and engagement initiatives, I aim to inspire positive change by helping learners of all ages apply components of global citizenship into all facets of life.               

PARTAGE is coordinating an international network of local actors in France and in 19 other countries. Many of these local actors have a long experience in developping and implementing GCE activities in their various local context.  We believe this diversity of experiences, visions, approaches, and values on GCE can be very valuable to the Bridge 47 network. 

We stand on a platform of "folkbildung" in Denmark which is quite unique. Our history of cooperatives and cooperative ways of organising youth and adult learing that lies besides the formal education is long and traditional.

Education and migrant family students.

Design Thinking strategies on drafting an inclusive educational curriculum.

Good Laboratory Practices Document Control Biosafety and Biosecurity

One thing in particular we could share is how to offer quality education in the digital realm in an engaging and effective manner. 

I am working in two fields that are not directly related to GCE. At Agora, I am working on the international development of higher education in Asia and the Mediterranean Area and at COSP Verona I am collaborating for the development and delivery of local career guidance services. I am doing my best to include SDGs and GCE in my everyday job, and I would like to share and develop new ideas on how to make it. Both the international development projects and career guidance services are in line with the neoliberal framework, and I would like to open them up to a more critical perspective. 

Campaigning, see above. Create concepts together, e.g. recently we've applied for European funding regarding digital readiness. We've now created the proposal with our clubs in eastern europe. But for a next round, we can also partner with organizations from the Bridge 47 network. We can share best practises from all over the world (40 clubs) of training youngsters to become active citizens.

I have been working (teaching at school and tertiary levels, working in the not-for-profit sector, and researching) in the field of education for global citizenship for nearly two decades.

Network building; Gender analysis; Evaluation/ Theories of Change for youth-focused education, employability and civic engagement interventions

expert in educational management | teacher trainer/ coach | expert in global education | I am involved in Global Education projects, co-autor of the first GE Guidelines of North-South Center of Council of Europe | co- coordinating the Global Education Week in the network of schools in Romania | trainer in GE  

Many countries have yet to understand the difference between the MDGs and the SDGs, particularly their universality, the huge potential of new data methods to help with their implementation, and the systems thinking that is needed to deliver the vision. The danger is that individual goals may be prioritized without an understanding of the potential positive interactions between goals. Growing points: There is an increasing understanding that sustainable development needs a paradigm shift in our understanding of the interaction between the real economy and quality of life.  Please visit my blog here? https://wildhub.community/users/ussi-abuu-mnamengi

Advocacy at regional and international levels, communication and campaigns, participatory-research.

As per above. I am very much embedded in my indigneous community in NZ and have extensive experience of also working in the South Pacific which has its own unique experiences

Gender related issues in Education.

Design and facilitate trainings on GCE and transformative education, facilitate and organise group learning processes and multi-stakeholder dialogues, working with concept of systemic change.  

Missions, Health and Humanity

Experienced educator with a demonstrated history of working in the primary/secondary education industry. Strong interest in I.C.T and educational development. Highly skilled in school facilities/HR management, lesson planning, educational technology, and differentiated instruction; Passionate about SDG, ESD and GCED Campaign and Advocacy.

As an academic in higher education, I’m passionate in Global Citizenship Education (GCED) and some other goals of SDGs. At the same time, I'm a PhD candidate and my research is related to GCED also. I had contributed 1 topic related to GCED in my university’s academic module and is currently co-writing on the training module related to SDGs for primary and secondary school’s teachers.

Multi-media communications and content

ICT

Critical global education, lifelong learning, creating materials for all levels of education, from interactive games to substantive publications, focus on autoreflexion

Mostly around the methodologies and practices of non formal education and environmental education, mainly focus with youth, but not strictly, and the approaches of making it complement with the formal education (schools and other similar educational systems).

My educational background is in international and global politics as well as in intercultural encounters, I also have teacher qualifications and I have experience in teaching HEI students intercultural learning including global citizenship aspects

Intercultural learning and encountering,
Using stories and storytelling to form reciprocal relationships,
Storycrafting method,
Developing global citizenship education with primary school aged children,
Children's perspectives and participation,

We will be able to share the results of the action-research at work on our migration education programme "One world Citizen". This action-research studies cooperative multi-actor governance (State, ministries, experts, financial donors, NGOs) designed to deploy the societal impact of this educational programme. The aim is to share the methodology at work within the movement and with our partners in order to initiate this cooperative process. Translated with www.DeepL.com/Translator (free version)

Role of Community Broadcasting in SDG: 4.7

TRAINING SCHOOL TEACHERS TRAINING YOUNG SCHOOL PRINCIPALS CONNECTING THE CURRICULUM WITH SCIENTIFIC TEMPER AND RESEARCH MINDSET

Transformative learning as pedagogy and design thinking as tool to enhance artistic social entrepreneurial mindset Empathetic Entrepreneurship Transformation of HEI (Societal Engagement) - strategies and reforms for implementation of Sustainable Goals in HEI's development programs. 

Finnish experiences on critical GCED in practice, the use of values and systemic thinking in GCED and transformative learning, future thinking and foresight practices.

Experience of leading GCE workshops for teachers

Cosmas is a holder of a Master’s Degree in Development Studies; certificate in working with Children and youth, Certificate in Education, Certificate in Systemic Counseling, Diploma in Project Management and various development and other educational certificates. He is a development Practitioner and Educationist with more than 10 years’ experience in teaching development programs , HIV and AIDS, Education / training, advocacy, Basic health Care, gender, counseling, psychosocial support and workshops and managing development projects in various vulnerable communities. He mentors emerging and youth-led organizations in fields of corporate governance and fundraising. His major interest in the Education space lies in life- long Learning and Engagement approaches. Over the years he has built the capacity of partners, led and coordinated different projects, working for both National and International Non-Governmental Organizations. Experienced Research Officer with a demonstrated history of working in the nonprofits sector. Skilled in Project Management, Strategic Planning, Health Education and Learning Facilitation. Strong community and social services professional. Cosmas has acquired extensive management skills encompassing- capacity building and strengthening, documentation, leading project teams, budget management and report writing. . Passionate about international education exchanges programs. He founded of Shanduko Yeupenyu Child Care, a nonprofit promoting girls education and empowerment among young people in Zimbabwe through developing academic and digital educational products and content.

I am experienced facilitator, trainer and visual practitioner. I also have worked in the youth work and civil society sector with a focus on project management and communications. My facilitation practice is based in Non-formal, Human Rights and Global Education as defined the Council of Europe. For more information check my website http://www.affectivefacilitation.com

Using the Global Goals for teaching (www.verdensmaalene.dk)

Knowledge in combining creativity and innovation with the SDGs in education. See https://aktionverdensmaal.net/english/

A key feature of the work of ZIP Institute are detailed, encompassing analyses, initiatives and actions on local, national and regional levels, as well as connecting the processes of research and analysis with tangible solutions to the most pressing problems and contributing to policy-making processes. Our organization has conducted many workshops, desktop and field research projects, round table discussions, seminars and projects against corruption and violent extremism, as well as campaigns for promotion and protection of natural resources. 

Building networks, creating new methodologies and transformative ideas, combining global education with theatre, photography, puppetry, street actions, campaigns etc.

Education for Global Citizenship

I am an SDG advocate and the Founder of Better Future for All Association and has been a volunteer African coordinator with Youth Human Rights and Citizenship Development Initiative and Youth for Human Rights International for promoting entrepreneurship, and SDGs in Cameroon. I am currently a UN Sustainable Development Solutions Network Local Pathways Fellow. Leadership experiences I had gained working with young people and as a community leader will be shared with other members to make our world a better place for all. 

I’m a psychologist, specialist in active learning and socio-emotional learning, I’m a HighScope certified trainer and I’m implementing the HighScope approach for more than 20 years in several Portuguese speaking countries.

My research area is Adult Education & Lifelong Learning, I specializes in indigenous Education. In this context, I use the tools of storytelling to convey messages & knowledge in global citizenship education with stories from all nations.

Critical and analytic skills for philosophical reflection. Making scientific research accessible to non-experts.

I've worked for 3 years in an alternative international boarding school (Brockwood Park School) teaching Humanities and Human Ecology. I've run and facilitated workshops in Degrowth and Environmental Justice and currently am co-coordinating a masters in Political Ecology, Degrowth and Environmental Justice in which we strive to provide the tools for systemic change and explore alternative pedagogies and horizontal decision-making processes. Currently also helping out on an Erasmus+ project looking at how to enhance education for the social and solidarity economy in Europe. 

We can share our knowledge of utilising DevEd/GCE, ESD and the SDGs as an education tool to enact local change. In addition we can share our learnings from utilizing key community members to help enable community action through a multiplier effect.

Adult and youth GC Education Programs. 

In August 2020, I have started my PhD research on global citizenship in upper secondary vocational education in Finland. In this qualitative, empirical research, I will examine how global citizenship education is understood and enacted in the context of vocational education and training. A particular focus of my research will be on exploring the pedagogical potential of controversial issues (eg. extremism, climate change or migration) when developing global citizenship competences among young vocational students.

Knowledge about Fair Trade education and campaigning.

The civic role of universities and third level civic engagement policies and practices. 

Course design / Facilitation / Systems thinking / Systemic constellations / Group hosting / Creative & Critical writing / Decolonial & Social justice practices

Community building for third age learners.

- knowledge of the development of GE/GCED in the last 7 years (I have been active in the DARE forum and then in the HUB 4 working group at Concord), I was also coordinating the GE working group in Slovenia - Learning approaches to GE, combining GE and awareness raising on the streets (association Lojtra won the APCEIU- UNESCO world award in 2019 for the project GEAgora, would be happy to share the methodology), I am active as a trainer in Global education - permaculture, outdoor approaches to learning- my wish is to bring the learning outside, physically remove the structures which limit us- I am involved in projects which experiment with this.

skills in advocacy

Community engagement.

We can share our expertise in working with the impoverished South.

Ker delam na OŠ Livada, na kateri je večina učencev ali priseljencev-migrantov  ali 1., 2. generacije priseljencev, Romov, učencev s posebnimi potrebami,...lahko nudim znanja, ki sem jih pridobila na področjih dela s priseljenci, Romi, posebne potrebe in tudi z učenci prostovoljci, inkluzivna znanja in še kaj, kar sem pridobila v 20 letih dela na tej šoli. Vsa ta področja vedno povezujem z likovno umetnostjo, tradicijo, kulturo in naravo iz pogleda multikulturnosti.

I am an educator with many years of experience internationally. I am also a teacher trainer and I help teachers include SDG lessons in their classroom activities.

Global education, communication, campaigning, social media, fake news.

Possibly sharing information on how we advance Technical Vocational Education and Training (TVET) towards facilitating access and prompting life long learning.

Info available here https://www.gla.ac.uk/schools/education/research/students/garywalsh  

I have been a professor of adult and continuing education for 35 years and have spent my professional life as an activist scholar in the interests of socio-economic-ecological justice.

SEEKEP within FSEV Comenius University in Bratislava with AMPRELA

Our expertise is engaging people who normally never show up for civic education and action. We do it using very unique and creative approaches. Our model is called a Civic Health Club.

localizing SDGs in science learning communities; decolonizing education; leading for equity and teaching for change; science and sustainability education specialist

Global Education/ political education

I am a professional individual concerned with  creating and rebuilding of sustainable communities in Cameroon.  My approach to these issues is too fold, combining sustainability and education. To me sustainability means being able to support your own health and the health of your community in a way that is long term. Central to this is access to food, clean water, suitable homes and freedom from violence. Education means that the techniques and lessons needed to support this way of life are transmitted successfully to the people of the community, such that a balanced life can be achieved, and the means to acquire it are not forgotten. ​​​​​I am very good at Networking, running children Education programs, a strong activist on Gender and gender base violence, Women empowerment programs and menstrual hygiene campaigns. For more information visit : https://www.facebook.com/mbiamenewvision/

Over 15 years experience in Global Education, development of educational resources, design&implementation of GCE Trainings, Workshops, Research related to GCE, sustainable development, global food systems, experience in developing and management of CSO platform/ networks; advocacy experience (local and European level)

Past experience for Bridge 47
Natinal level advocacy strategies
Experience with regional GCE networks (NSC of CoE, GENE? Bridge 47, CONCORD HUB4)

GCE advocacy, digitalization of education, educational games, partnerships with public institutions, partnerships with private sector companies.

I can share a recent policy proposal presented by Values Unite on how to enhance citizenship education in the EU. 

We have achieved good organizational techniques and teamwork management. We have also, experience in making graphics (infographics, leaflets, presentations) and have increased soft skills, as far as youth work and workshops are concerned.