Bridge 47 Network

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.

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

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.

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

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

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

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.

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

-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.

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

Advice and knowledge

Information about working with groups, share learning, experiences etc

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.

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.

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.

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  

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

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.

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

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)  

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.

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.

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.        

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. 

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

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)

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.

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

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.

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

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

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

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. 

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. 

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.

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.

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

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

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.

Global Education/ political education

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

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.