DOCSLIB.ORG

Creating a Global Consciousness Through the Driver Model of Curriculum Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Creating a Global Consciousness Through the Driver Model of Curriculum Development Creating a Global Consciousness Through the Driver Model of Curriculum Development Bryce Honsinger, H.B.A., B.Ed. Department of Graduate and Undergraduate Studies in Education Submitted in partial fulfillment of the requirements for the degree of Master of Education Faculty of Education, Brock University St. Catharines, Ontario, Canada © Bryce Honsinger 2010 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de Tedition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-62849-2 Our file Notre r6f6rence ISBN: 978-0-494-62849-2 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non­ support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author's permission. In compliance with the Canadian Conformement a la loi canadienne sur la Privacy Act some supporting forms protection de la vie privee, quelques may have been removed from this formulaires secondaires ont ete enleves de thesis. cette these. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n'y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. 1*1 Canada Abstract The purpose of this study was to investigate the effect a human link through the One World Youth Project has on a global education program, if a human connection through the program enhances a student's ability to develop a critical consciousness of global issues, and the effectiveness of the constructivist-based Driver Model of Curriculum Development, which served as the curriculum model in this study. An action based research cycle was chosen as this study's research methodology and incorporated 5 qualitative data collection instruments: a) interviews and questionnaires, b) artifacts, c) teacher journal, d) critical friend's observation forms, and e) my critical friend's postobservation interviews. The data were collected from 4 student participants and my critical friend during all stages of the action research cycle. The results of this study provide educators with data on the impact of human connections in a global education program, the effects these connections have on students, and the effectiveness of the Driver Model of Curriculum Development. This study also provides practical activities and strategies that could be used by educators to develop their own global education programs. The United Nations drafted the Millennium Development Goals in an effort to improve the lives of billions of people across the globe. The eight goals were developed with the support of all member nations since all human beings are global citizens who have a responsibility to make the world a better place. Students need to develop a critical consciousness of global issues so that they can work with others to eliminate them. Students who are taught to restate the opinions of others will not be prepared to inherit a world full of challenges that will require new innovative ideas to foster positive change. ii Acknolwedgemcnts There are many people who deserve to be recognized for my completion of this Master's degree. First and foremost, to my wife, your support, encouragement and love made this achievement possible. Second, Dr. Dolana Mogadime, my supervisor for this study, was a role model, colleague, tutor, and friend who worked tirelessly to help me along my journey. I also wish to thank Dr. Hilary Brown and Dr. Alice Schutz for their efforts on my thesis committee, for their words of encouragement, and for the guidance they provided me throughout the course of this study. Finally, I would like to thank the student participants of this study and my critical friend. Their participation and hard work enabled me to not only complete this study but become a stronger educator who has developed essential transferable skills that will serve him well in his future endeavours. Table of Contents Page Abstract ii Acknowledgements iii List of Figures vi CHAPTER ONE: INTRODUCTION 1 Statement of the Problem Context 3 Purpose Statement 5 Importance of the Study 6 Philosophy of Teaching: The Driver Model 8 Limitations 9 Outline of the Chapters 12 CHAPTER TWO: LITERATURE REVIEW 13 Defining Global Education 13 Humanization of the Curriculum Expectations 20 The Human Element - The One World Youth Project 24 OWYP: A Canadian Case Study 28 Implementation: The Driver Model 29 Diversity 32 Reflection 36 Interrelations 39 Vitality 42 Enlightenment 45 Recognition 49 Conclusion 53 CHAPTER THREE: METHODOLOGY AND PROCEDURES 54 The Site 57 Case Study Participants 57 My Critical Friend 60 Data Collection 61 Qualitative Instruments 63 Data Analysis 66 Ethical Considerations 69 Dissemination 72 Summary 74 CHAPTER FOUR: PRESENTATION OF RESULTS 75 Section One: Impact of a Human Connection in a Global Education Program 76 The Human Link 76 Engagement and Motivation 83 Section Two: Developing a Critical Consciousness of Current Global Issues 89 Background Knowledge 89 IV Empathy and Critical Consciousness 92 Section Three: Findings on The Driver Model 106 Diversity 107 Reflection 108 Interrelations 114 Vitality 117 Enlightenment 120 Recognition 123 Conclusion 128 CHAPTER 5: SUMMARY, DISCUSSION, AND IMPLICATIONS.. 129 Summary 132 Discussions/Conclusions 134 Implications 138 Final Thoughts 143 REFERENCES 146 APPENDICES Appendix A: The Millennium Development Goals 153 Appendix B: Critical Friend Post Observation Interview Questions 154 Appendix C: Student Interview Questions 155 Appendix D: One World Youth Project Questionnaire 157 Appendix E: Thematic Coding Key 158 Appendix F: Pen Pal Letter Organization Chart 159 Appendix G: Iqbal Chapter 8 Questions 161 Appendix H: What Should Be Done to Achieve MDG #1? 162 Appendix I: International Trade Simulation 163 Appendix J: A Class Divided Video Review and Racism Poster Assignment 178 Appendix K.: Poverty Narrative 181 Appendix L: A&E Essay Outline 183 Appendix M: Clearance from Brock's Research Ethics Board.... 186 v List of Figures Figure Page 1: The Driver Model of Curriculum Development 30 2: The Theoretical Underpinnings of the Driver Model 31 3: Roles in the Driver Model of Curriculum Development 33 4: Dialectic Action Research Spiral Used in this Study 58 5: Triangulation Matrix Used in this Study 62 VI CHAPTER ONE: INTRODUCTION Practicing educators are constantly confronted with the dilemma of which curriculum expectations to focus on so that their students will be successful as they move through the school system and in their careers. While teaching longitude and latitude, the concept of time zones and the trade relationships Canada has with other nations is important, it is also important to teach students to respect diversity in society, develop empathy for others and become advocates for change to improve the quality of life for every person on the planet. What does the future hold for our children? Kirkwood believes that "their daily lives will include individuals from diverse ethnic, gender, linguistic, racial and socioeconomic backgrounds. They will experience some of history's most serious health problems, inequities among less developed and more developed nations, environmental deterioration, overpopulation transnational migrations, ethnic nationalism and the decline of the nation state, (in Burnouf, 2004, p. 1) If the outlook for our children's future is so bleak, full of controversy and strife, then efforts must be made to prepare our children so that they will be able to confront and deal with these issues in a co-operative and effective manner. Theorists like Hanvey (1976) and Merryfield, Lo, Po and Kasai (2008) have developed global education curriculum models that can be utilized by educators to teach global issues in their classrooms. These models focus on enabling students to become conscious of their place in the world, allow them to inquire about current global issues, and promote the development of essential skills that will allow students to advocate for change on behalf of these global issues. Researchers like, R. Gardner (2003), McLean, Cook, and Crowe (2006), Wasyliw, Krout, and MeKernun (2003), and Morris (2003) have reflected on various ease studies where educators have implemented global education programs that enable students to develop empathy for others, gain respect for diversity, examine global issues from multiple perspectives, and develop potential solutions. In this study, I developed a curriculum unit on stopping poverty and hunger around the world based upon the Driver Model of Curriculum Development (Honsinger, 2006) that was administered to a split grade 5/6 classroom of 33 students. The aim of this study was to examine the impact of the human element on a global education program. I based my research design on Mills's Dialectic Action Research Spiral (Mills, 2007) so that the design of the curriculum unit could be dynamic and flow with the interests of the students as determined through critical reflections of the data, artifacts from the participants, and from my own journal.
Load more

Recommended publications
  • E TENSION College of Agriculture and Life Sciences Az1403h 04/07
    ARIZONA COOPERATIVE E TENSION College of Agriculture and Life Sciences AZ1403h 04/07 IDENTIFYING HIGH QUALITY YOUTH PROGRAMS Community Connections and Collaborations Borden, Stuart, Waits, Tessman, Lauxman, Strickland, & Norquest The University of Arizona Overview The purpose of this fact sheet is to introduce key principles including a range of underserved and at-risk populations to building effective community collaborations in order to with special needs. Combining the efforts of youth, families, increase the quantity and quality of youth programs. Youth, schools, and other organizations results in programs parents, and community members will be introduced to that focus on the whole person (Adger, 2001). Indirectly, strategies for establishing key community collaborations collaborations can provide the means for youth to achieve that will promote the positive development of all young academically through the development of competencies in people through the establishment of high-quality youth academic, social, emotional, vocational, civic, and physical programs. domains (Honig, et al., 2001). Collaborative efforts utilize the strengths of all the collaborators and develop strategies Introduction to achieve the goals of positive youth development Community collaborations provide young people with (McLaughlin, 2000). access to a full range of developmentally appropriate youth programs (Honig, Kahne, & McLaughlin, 2001). These Developing Effective Collaborations programs provide the support and opportunities necessary Establishing and sustaining collaborative efforts with and for youth to be able to fulfill their goals (Pittman, Irby, on behalf of young people requires communities to mobilize. Tolman, Yohalem, & Ferber, 2001). In a recent nationwide The first step is creating the conditions that encourage all poll, 94% of American voters agreed that there should be stakeholders (e.g., youth organizations, schools, families, organized after-school programming for youth to attend youth, and others) to work together.
    [Show full text]
  • Takingitglobal Educator's Guide to the Millennium Development Goals
    Taking Action on Global IssuesYELLOW 2 TakingITGlobal Educator’s Guide to the Millennium Development Goals Educator’s Guide to the Millennium Development Goals Introduction: About the Project This guide aims to orient teachers to the issues, resources, and possibilities for youth action around the Millennium Development Goals. It is a companion to both the Millennium Development Goals Youth Action Guide (published by TakingITGlobal, the Global Youth Action Network, and the United Nations Millennium Campaign) and the curriculum and resources produced by One World Youth Project. One World Youth Project is a global sister-school initiative linking middle and high schools in the United States/Canada with schools from around the world together in learning partnerships. The Project builds and connects communities through cultural understanding, youth leadership training, and community service. Currently, One World Youth Project involves over 2,000 young people in 17 countries and 11 U.S. states. The Project allows youth to experience cultural exchange through internet message-board communication, pen pal letters, film, and monthly curriculum. Youth work directly with their sister-school on the United Nations Millennium Development Goals. Each sister-school pair focuses on one of the goals and then over the course of the year designs and implements a collaborative service project that helps to meet this goal. In addition to sister-school relationships, One World Youth Project also includes the MDG-er Network, a community of people, young and old, who are committed to taking action for the MDGs. One World Youth Project is entirely run and operated by a volunteer staff of university students from the United States, India, Morocco, Ethiopia, Ghana, Zimbabwe, and Sri Lanka.
    [Show full text]
  • 25 Years of Visionary Leadership
    SEEING AROUND CORNERS BIONEERS YEARS 25 OF VISIONARY LEADERSHIP YEARBOOK BIONEERS YEARBOOK: 25 YEARS OF VISIONARY LEADERSHIP TABLE OF CONTENTS Creation Story. 2 Seeing Around Corners . 8 PROGAMS: Media Outreach. 19 Bioneers Conference . 26 Resilient Communities Network. 34 Everywoman’s Leadership . 43 Indigenous Knowledge . 49 Restorative Food Systems . 56 Youth Leadership . 62 TOPIC TRACKS: Ecological Design . 69 Restoring the Biosphere . 73 Ecological Medicine . 78 Eco-nomics . 81 Edited by Kenny Ausubel Justice: Human Rights, Equity and the Rights of Nature . 86 Designed by Diane Rigoli, www.RigoliCreative.com Nature, Culture and Spirit . 91 Editorial Assistance by Shannon Biggs and Mia Murrietta Cover “Emergent” painting by Isabella Kirkland Photos by Sarah Cavanaugh, Jennifer Esperanza, Louis Acknowledgements . 97 Gakumba, Ira Garber, Scott Hess, Ana June, Rosemarie Lion, Jan Mangan, Doug Mason, Tim Porter, Republic of Light, Cara Romero, Seth Roffman, Genevieve Russell, Zoe Urness 1 BIONEERS CREATION STORY: HE SAID/SHE SAID Bioneers Creation Story: He Said/She Said Kenny Ausubel founded Bioneers with Nina Simons, his business partner and wife. From its origins, the Bioneers creation story has been a co-creation story. He Said By Kenny Ausubel ioneers was born in the water. Specifically in a hot tub at Ten Thousand Waves in the mountains above my home of Santa “THE MOST PROFOUND INSIGHT OF B Fe, New Mexico. I was visiting with Josh Mailman, a friend modern science is that every one of us and visionary leader in social finance. Of course, stories don’t al- is the universe becoming aware of itself ways begin at the beginning. Creation has ancestors.
    [Show full text]
  • An Avalanche Is Coming Higher Education and the Revolution Ahead
    AN AVALANCHE IS COMING HIGHER EDUCATION AND THE REVOLUTION AHEAD ESSAY Michael Barber Katelyn Donnelly Saad Rizvi Foreword by Lawrence Summers, President Emeritus, Harvard University March 2013 © IPPR 2013 Institute for Public Policy Research AN AVALANCHE IS COMING Higher education and the revolution ahead Michael Barber, Katelyn Donnelly, Saad Rizvi March 2013 ‘It’s tragic because, by my reading, should we fail to radically change our approach to education, the same cohort we’re attempting to “protect” could find that their entire future is scuttled by our timidity.’ David Puttnam Speech at Massachusetts Institute of Technology, June 2012 i ABOUT THE AUTHORS Sir Michael Barber is the chief education advisor at Pearson, leading Pearson’s worldwide programme of research into education policy and the impact of its products and services on learner outcomes. He chairs the Pearson Affordable Learning Fund, which aims to extend educational opportunity for the children of low-income families in the developing world. Michael also advises governments and development agencies on education strategy, effective governance and delivery. Prior to Pearson, he was head of McKinsey’s global education practice. He previously served the UK government as head of the Prime Minister’s Delivery Unit (2001–05) and as chief adviser to the secretary of state for education on school standards (1997–2001). Micheal is a visiting professor at the Higher School of Economics in Moscow and author of numerous books including Instruction to Deliver: Fighting to Improve Britain’s Public Services (2007) which was described by the Financial Times as ‘one of the best books about British government for many years’.
    [Show full text]
  • UN Youth Flash, Vol
    Youth and the United Nations: UN Youth Flash, Vol. 6, No. 6, July 2009 Page 1 of 14 UN YOUTH FLASH Vol. 6, No. 7, July 2009 WELCOME to the UN Youth Flash, a service of the United Nations Programme on Youth to keep you informed about the work of the UN on youth issues. You are encouraged to use and forward the information below to other networks. This update is prepared with input from UN offices, agencies, funds and programmes, and from youth organisations around the world. In this issue: Feature: Focusing the Youth Agenda: Youth and the Environment International Youth Day 2009 - Sustainability: Our Challenge, Our Future. International Youth Day at UNHQ, New York News from UN Agencies Youth in Action Publications Calendar of Events 2009 JULY | AUGUST | SEPTEMBER | OCTOBER | NOVEMBER | DECEMBER FEATURE: Focusing the Youth Agenda: the World Programme of Action for Youth The World Programme of Action for Youth (WPAY) is a useful tool for local and national Governments, IGOs, and NGOs championing youth issues around the globe. To assist with its implementation, the United Nations has worked with its partners and Member States to develop a set of goals and targets that can help to shape youth-targeted interventions. This month’s feature is the third in a 10-part series that will familiarise our readers with the WPAY and its related goals and targets. To read more about the WPAY and to access the full text, please visit http://www.un.org/esa/socdev/unyin/global.htm. Focusing the Youth Agenda: Youth and the Environment With the recent crisis in food and energy, and the ever growing global concern with climate change, increased attention is being given to our relationship to the environment.
    [Show full text]
  • Helping Youth Take Action Locally and Globally
    MODULE 5 helping youth take action locally and globally HOW TO USE THIS MODULE odule 5 will provide afterschool staff with tools and strategies Mto empower young people to take action on the global topics they have begun to learn about in their programs. Staff will learn to define the various ways in which young people can have a positive impact both on their local communities and on the larger world around them. Strategies for brainstorming project ideas, creating project plans, and making connections between local and global communities and issues are also provided. We recommend that all participants first complete module 1, “Under- standing Global Competence and Its Value,” and module 2, “Developing an Effective Global Learning Environment,” in order to gain a strong understanding of global competence and how to support global learning throughout the program environment. COPYRIGHT © 2011 ASIA SOCIETY | http://asiasociety.org/expandedlearning ACTIVITY TIME: 15 minutes considering what it TYPE OF ACTIVITY means to “take action” Discussion ACTIVITY CATEGORY procedure Activity Planning Program Planning INTRODUCTION Relationships/Partnerships Review the “Global Leadership Performance Outcomes for Youth” handout with participants and point out that a key aspect of global competence is the ability to take action. TARGET AUDIENCE Line Staff key point Discuss with the group that the first step toward enabling young people to make OBJECTIVES an impact on the world around them is to empower them to see themselves as • Participants will understand “actors” on the world stage. Encourage participants to reinforce this concept the importance of empowering with youth in every aspect of global learning activities and plans.
    [Show full text]
  • Risingtalents
    Rising Talents by the Women’s Forum for the Economy & Society Partners of the 2019 Rising Talents Initiative am very proud and honored world of tomorrow and have a to continue our 10 years old positive impact on our com- tradition of promoting the mon future. During these years Inetwork of talented young wo- Eurazeo have been involved in men – they truly are Rising Ta- creating and maintaining this lents. Being a sponsor of such plentiful and diverse network of an event presents a unique women, which I am convinced opportunity to promote women would flourish in the next years from various landscapes and and aspire a new wave of Rising with different profiles which we Talents. trust can change the economic Virginie Morgon CEO Eurazeo he Women’s Forum is an believe that it has become outstanding global platform key to identify, support and that gives women visibility promote the next generation Tfor their ideas and drives change of global talented women with in society and in the workplace. remarkable skills, courage and Lazard is proud to sponsor the leadership. We are very pleased Rising Talent initiative, which fits to see how these Rising Talents well with our ongoing effort to have succeeded in their fields improve gender balance, and and how each of them has promote diversity and inclusion. tremendous positive impact in As a trusted advisor to many their communities. Isabelle Xoual business leaders globally, we Managing Director Lazard e are delighted to These 13 talented women from co-sponsor the 2019 around the world have used their Rising Talents initiative, dynamic leadership abilities to Wand to help identify and cele- make a difference in many walks brate these highly impressive of life.
    [Show full text]
  • E TENSION College of Agriculture and Life Sciences Az1403e 04/07
    ARIZONA COOPERATIVE E TENSION College of Agriculture and Life Sciences AZ1403e 04/07 IDENTIFYING HIGH QUALITY YOUTH PROGRAMS Information for Parents Strickland, Norquest, Borden, Lauxman, Stuart, Tessman, Waits and Stone The University of Arizona Overview Participation in community programs can make a positive • Are program information and emergency procedures difference in the lives of youth as they cope with physical, provided in writing to youth and parents? psychological, social, and academic changes during the • How long have staff worked with the program? What teenage years (McLaughlin, 2000). The purpose of this fact kind of training did they receive? Do they receive sheet is to introduce parents and youth to the features of training updates on a regular basis? community programs that best serve youth by enhancing positive life skills. These eight features (see insert, right) are • Do youth feel safe from bullying and violence? based on the research discussed in the National Research • Do the participants receive an orientation to the Council’s 2002 report, Community Programs to Promote program? Youth Development. Appropriate Structure Physical and Psychological Safety Rules and expectations should be clear, communicated “Safety First!” is a common motto. This is especially regularly, and consistently enforced. Research has shown appropriate for youth programs since ensuring a safe that youth benefit from an environment with clear rules, environment is the first step to creating a quality youth discipline, and consistent limits on behavior (Roth & development program (Eccles & Gootman, 2002). Brooks-Gunn, 2000). A quality youth program will actively A quality youth program includes having procedures and involve the youth participants in the decision-making policies in place to maintain a physically safe environment process of the program, including planning activities and and to ensure effective action in case of emergency.
    [Show full text]
  • Educator's Guide to the Millennium Development Goals
    Educator’s Guide to the Millennium Development Goals Introduction: About the Project This guide aims to orient teachers to the issues, resources, and possibilities for youth action around the Millennium Development Goals. It is a companion to both the Millennium Development Goals Youth Action Guide (published by TakingITGlobal, the Global Youth Action Network, and the United Nations Millennium Campaign) and the curriculum and resources produced by One World Youth Project. One World Youth Project is a global sister-school initiative linking middle and high schools in the United States/Canada with schools from around the world together in learning partnerships. The Project builds and connects communities through cultural understanding, youth leadership training, and community service. Currently, One World Youth Project involves over 2,000 young people in 17 countries and 11 U.S. states. The Project allows youth to experience cultural exchange through internet message-board communication, pen pal letters, film, and monthly curriculum. Youth work directly with their sister-school on the United Nations Millennium Development Goals. Each sister-school pair focuses on one of the goals and then over the course of the year designs and implements a collaborative service project that helps to meet this goal. In addition to sister-school relationships, One World Youth Project also includes the MDG-er Network, a community of people, young and old, who are committed to taking action for the MDGs. One World Youth Project is entirely run and operated by a volunteer staff of university students from the United States, India, Morocco, Ethiopia, Ghana, Zimbabwe, and Sri Lanka. TakingITGlobal (TIG) is an international organization led by youth and empowered by technology, providing youth around the world with the information they need to understand global issues, and opportunities to create change and interact with other cultures.
    [Show full text]
  • YOUTH Servlce
    U.S. CENTER FOR U.S. SUMMIT & INITIATIVE CITIZEN DIPL MACY FOR GLOBAL CITIZEN DIPLOMACY NOVEMBER 16–19, 2010 | WASHINGTON, DC YOUTH SERVICE TASK FORCE Innovative practices that engage youth as citizen diplomats through service and learning initiatives EVERY CITIZEN A DIPLOMAT 2Cover: YVC volunteers from HandsYOUTH On MiamiSERVICE help TASK to plant FORCE native vegetation TASK FORCE PROCESS The work of the nine Task Forces began in the fall of 2009, each one representing a specific area of international activity and citizen diplomacy. Each Task Force is led by two co-chairs and made up of members selected by the chairs themselves. These nine groups met periodically throughout the year to determine guidelines for selecting proposals from organizations vying for a top ten best practices slot, the format and content of their presentation at the Summit, and drafting three measurable outcomes that will allow the U.S. Center for Citizen Diplomacy to monitor each Task Force’s progress during the ten-year Initiative for Global Citizen Diplomacy – which aims to double the number of American citizens engaging in international activity and address the global challenges of the 21st Century. The co-chairs were given complete control over the Task Force, including decisions that needed to be made regarding the process to solicit, accept and select the top ten proposals from organizations in their field. (*Note: If a Task Force member’s organization submitted a proposal, that member was removed from the selection process to avoid conflict of interest.) The U.S. Center for Citizen Diplomacy has not and will not receive any compensation, monetary or in-kind, from the organizations or individuals on the Task Forces or organizations or individuals whose proposals were selected for the top ten.
    [Show full text]
  • Istanbul Bilgi University United Nations Global Compact Communication on Engagement 2014-2016
    Center for Civil Society Studies (CCSS) The main purpose of the Center for Civil Society Studies (http://stcm.bilgi.edu.tr), established in 2008, is to support the development of a civil society both in Turkey and in the world. The Center aims to contribute to this progress by means of conducting scientific research, application and training programs, publications and documentation on the social, economic, and cultural dimensions of this development. Working in cooperation İSTANBUL BİLGİ UNIVERSITY with official and private institutions, and non-governmental organizations, it strives to contribute to the accumulation of knowledge in related UNITED NATIONS GLOBAL COMPACT fields. The center encompasses three separate units - the NGO Training and Research Unit, the Youth Studies Unit, and the Child COMMUNICATION ON ENGAGEMENT Studies Unit. It also includes the Bilgi Incubation Center and the Master’s Program in Social Projects and NGO Management. In addition, 2014-2016 it offers courses and conducts studies related to civil society in various undergraduate programs. The relatively new BİLGİ Social Incubation Center conducts workshops for civil society initiatives working on rights in the city (e.g., CSOs, initiatives, platforms, informal groups) in order to build their institutional capacities by providing them with various learning opportunities. CCSS stands out with The Social Incubation Center, located on Istanbul Bilgi University’s santralistanbul Campus, established in December 2014. It was designed as a resource center that could be used to meet the changing needs of civil society, particularly in İstanbul. The center is engaged in activities for grassroots organizations that need assis- tance in developing their organizational capacity in a particular area.
    [Show full text]
  • UN YOUTH FLASH Vol. 5, No. 5, May/June 2008 WELCOME to The
    UN YOUTH FLASH Vol. 5, No. 5, May/June 2008 WELCOME to the UN Youth Flash, a service of the United Nations Programme on Youth to keep you informed about the work of the UN on youth issues. UN Youth Flash can also be read on-line at: http://www.un.org/esa/socdev/unyin/flash.htm. In this issue: - Feature: Furthering the youth agenda through International Youth Day - Highlights from UN Headquarters - Highlights from UN agencies around the world - Calendar of Youth Events - On the Internet FEATURE: Furthering the youth agenda through International Youth Day International Youth Day (IYD) is now less than two months away! What are your IYD plans for 12 August this year? What are Governments, UN agencies, NGOs, youth organizations and young people doing to use the day to further the youth agenda? Is this just another day of the year? Can one day make a difference? Yes IYD can make a difference! From small grassroots projects to large national commemorations involving Governments, UN offices and major institutions, every effort can make a difference. Seminars, workshops, public rallies, street fairs and sports tournaments have been organized in local communities to draw attention to prevalent youth issues. 12 August was declared as International Youth Day by the United Nations General Assembly in 1998. Since then, around the world, 12 August has been commemorated as International Youth Day. At all levels, international, regional, national and local levels, people around the world have been celebrating young people and the importance of their role in society. The United Nations promotes the importance of this Day around the world to showcase the difference young people make in the lives of their communities and also to highlight issues of concern to them.
    [Show full text]