National Needs Assessment Reports · and then contacted for the submission of questionnaire. The...
Transcript of National Needs Assessment Reports · and then contacted for the submission of questionnaire. The...
1 MIGRA-TED: Migrations and human rights enhanced though Technology in Education
Agreement number 2017-3008/001-001 Project number 592168-EPP-1-2017-1-IT-EPPKA3-IPI-SOC-IN
National Needs Assessment Reports
Analysis of the Questionnaire:“Migrations and human rights
enhanced through technology in Education”
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Agreement number 2017-3008/001-001 Project number 592168-EPP-1-2017-1-IT-EPPKA3-IPI-SOC-IN
Credits
Coordination
Giorgia Bailo
Texts
Neva Cocchi, Mirca Ognisanti, Simona Bruni, Sandra Oliveira, Marta Branquinho, Fernando
Catarino, Dimitra Ntirogianni, Dora Heracleous, Helene Josephides, Adriana Aralica.
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Contents
Needs Assessment Report of Italy ..................................................................................................................................... 5
Overview ......................................................................................................................................................................... 5
The research ................................................................................................................................................................... 5
Results of the needs assessment .................................................................................................................................... 6
Summary of needs and gaps and recommendations ..................................................................................................... 9
Appendix ....................................................................................................................................................................... 11
Needs Assessment Report Portugal ................................................................................................................................ 15
Overview ....................................................................................................................................................................... 15
Results of the needs assessment .................................................................................................................................. 15
Summary of needs and gaps, recommendations ......................................................................................................... 33
Needs Assessment Report of Greece .............................................................................................................................. 35
Overview ....................................................................................................................................................................... 35
Results of the needs assessment .................................................................................................................................. 36
III. Digital and multimedia tools for education ............................................................................................................. 47
Summary of needs and gaps, recommendations ......................................................................................................... 56
Appendix ........................................................................................................................................................................... 58
Annex 1 - Examples of projects and activities implemented in the institutions mentioned by the responders .......... 58
Annex 2- Specificities of training, projects, activities implemented ............................................................................. 64
Annex 3. Expectations on the training and subjects that the respondents would prefer to analyse ........................... 67
Needs Assessment Report of Slovenia ............................................................................................................................ 75
Overview ....................................................................................................................................................................... 75
Results of the needs assessment .................................................................................................................................. 79
Summary of needs and gaps, recommendations ......................................................................................................... 94
Needs Assessment Report of Cyprus ............................................................................................................................... 95
Overview ....................................................................................................................................................................... 95
Results of the needs assessment .................................................................................................................................. 96
Summary of needs and gaps, recommendations ....................................................................................................... 115
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Needs Assessment Report of Italy
Overview
GCE and ICT in the official curriculum
Following UNESCO guidelines, the introduction of Global Citizenship Education in formal education has been prompted
out by the National Council for Cooperation and Development, a permanent body composed by Ministries, Regions,
Local Authorities, Italian Agency for Development, main networks of CSOs and Universities. The National Council for
Cooperation and Development has suggested the creation of a transversal National Desk leading the development of
the National Strategy for the Education to Global Citizenship. As a direct response, the Ministry for Foreign Affairs and
International Cooperation (MAECI) has nominated a multi-actors work-group appointed to elaborate such Strategy.
The final document has been developed thanks to the involvement of relevant stakeholders, such as the Ministry of the
Environment, the Ministry of Education and Research (MIUR), Ministry for Foreign Affairs and International Cooperation
National, Agency of Italian Local Authorities, Youth National Agency, National Conference of Regions and
Autonomous Provinces, that have involved hundreds of civil societies organisations in the discussion and in the
research process.
The output is a document which provides for the premises for a coordinated development of a National Plan of Action
to promote actions of European Citizenship Education in the formal and non-formal education as well as in awareness-
rising campaigns which identifies goals, targets, actors and criteria to reach the agreed objectives of the International
Community on GCE.
Within this framework, Global Citizenship Education in Italian Secondary Schools is yet to become an existing practice
in day-to-day teaching, though many improvements have been made. The actual stage of implementation of the
National Plan of Action varies a great deal from a school context to the other, making the scenario of GCE in the Italian
school scenario diverse and fragmented, with thousands of good practices existing here and there yet to being included
in an organic system.
MIUR Ministry has actually defined several measures to promote specific actions for Diversity Respect and against Hate
Speech, allocating 6 million euro on 2014-2020, nevertheless the current education system is based on the autonomy
of schools, leaving choice to apply and implement such actions to each institutes’ autonomy.
The same applies for information communication technologies, identified by Law 107/2015 as a pivot of the reform
process named as “The Good School”. In the daily reality, most secondary Institutes do have a curricular class of ITC and
strive for including them in didactic. Nevertheless, the scenario is once again different from one Institute to the other,
changing also in accordance with the course of study.
The research
This analysis has been carried out from April to July 2018 in a two-steps process: a mapping phase and a survey phase.
On the first stage, secondary schools and organisations responsible for non-formal education of the area of Bologna
have been mapped and contacted. This process has been supported by local partners CSAPSA 2 and Cd/LEI, whose
networks have been provided for organisations to be contacted and involved in MigratED project.
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More than fifty organisations have been filed by MigratED, informed about the project objectives and foreseen activities
and then contacted for the submission of questionnaire.
The on-line questionnaire has been translated in Italian; 60 persons filled it, 55 professionals of formal and non-formal
education accurately completed it.
Results of the needs assessment Experience and work of the respondents
A slight majority (52,7%) of the respondents work in in the field of formal education, as teachers of secondary school. In a kind of analogy, we should add to this data the 3,6% of those working as teachers in the CPIA system, that is to say the formal education system for adults. All respondents work in the town of Bologna.
The rest of respondents (45%) is split among a variety of roles belonging to the field of non-formal education (which we
could identify somehow as “social education”):
30,9% of respondents are “educators in informal education contexts”, a category where education projects in
reception centres for unaccompanied asylum seeking and refugees minors is the most represented (18,2%).
Public centres for professional training of youth and public youth centres, with same percentage of 5,5%,
followed by the context of social cooperatives providing services for youth at various levels, of youth centres
in urban and suburban contexts, unaccompanied minors' communities, projects to contrast early school
leaving, social marginalisation etc.
With a total of 55 respondents involved, the desired target of professionals dealing with the education of youngsters has been reached in its different characteristics, including a variety of working positions going from teachers to project managers to social workers and social workers with intercultural skills.
A big part of the teachers that took part in this survey (44%) specialise in humanities disciplines, the rest in foreign languages, informatics and technical sciences. The majority (85,5%) of the respondents are working on a fixed-term contract. The majority of the respondents that completed the questionnaire are women (74%), 31-40 years old with 10 to 20 years of experience in the field (36%). In general the respondents have a relevant number of year of experience, 27,3% has 4 to 10 years of experience while 16,4% more than 20 years of experience. Eleven respondents have less than 3 years of experience, counting as 15%.
Global Citizenship Education: migrations, human rights and sustainable development
Majority of respondents are familiar with the concept of global citizenship education, their vast majority (81,8% of the respondents) say that they are aware of what Global Citizenship Education is. We observe that global citizenship education activities are implemented mostly by “internal staff” (60%), by “external collaborators” at 43,6% (though it is not possible to know more about external staff, i.e. trainers, CSOs...), 11% by partners organisations. In general, we notice that responders declare low-average experience in implementing global citizenship education in all fields, with a high number of them who answer “No Experience” (lev 1) on International Cooperation (28 answers), Education to Global Citizenship (22 answers) and Peace Education (20 answers). “Poor experience” (lev 2) is declared on Human Rights (18 answers), Education to Global Citizenship (16 answers) but also Migrations (13 answers). Some experience is assessed in Migrations (17 answers), in 16 cases on Peace Education and Intercultural Dialogue. Good Experience is reached only by nine answers on Intercultural Dialogue. Considering that in all subjects very good or good experience is hardly declared, it seems that the general level of experience felt by professionals needs to be further improved in all subjects, especially as far as International Cooperation, Education to Global Citizenship and Peace Education are concerned. Examples of projects and activities on GCE implemented
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When asked to indicate examples of projects and activities implemented in their institution focused on these subjects, all 55 respondents provide some examples. Answers are not always detailed; they reflect the variety of respondents of the questionnaire. Concerning formal education, answers list activities such as European Programs (i.e. Amitié Code, Erasmus Plus, Europe Direct, EduChange); exchange programs abroad; internal workshops implemented by groups of teachers on intercultural dialogue, migrations, human rights, peace education through documentaries, open discussions, thematic lessons; initiatives in partnership with CD/LEI and Centre Riesco and relevant CSOs (ie Scuola di Pace di Montesole); but also a variety of not specifically defined activities on gender education, active citizenship, workers' rights, intercultural programs. As far as informal education is concerned, respondents list activities such as trainings of trainers on unaccompanied asylum-seeking minors, psychology, social aspects connected to migrations; activities addressed to beneficiaries such as intercultural events (football tournaments, drama workshops, festivals). To be mentioned, a total of 13 answers declare either they do not know any activity or that no activity has been implemented. 60% respondents have already participated in some activity on above-mentioned issues, but a considerable 40% have not. Only 27 of them provide an answer, though. Open-responses collected list different kind of activities, not always sufficiently detailed, falling under these main categories:
Masters or teaching programs promoted by Universities
European programs (i.e. Amitié Code, Grundig)
Programs that are promoted from organisations managing centres and communities for asylum seekers and refugees where social workers are employed
Programs implemented in collaboration with NGOs According to answers given, respondents' experience of activities on global education varies a lot. Some have implemented important study programs within the context of the school curriculum on their own initiative, such as post degree-studies and masters. Some responders have implemented activities within the context of European Programs such as Amitié Code and Grundig, while some others mentioned training moments promoted by the social cooperative where they are employed. Some answers mentioned one-day meeting with relevant actors of the field (CSOs, NGOs, UNHCR). The majority of respondents feel comfortable addressing complex contemporary issues, and believe these issues are important, nevertheless 37 respondents believe they dont' possess the adequate tools to deal with them.
The majority of respondents understand the purpose and importance of integrating these complex issues in the classroom curriculum. A large number of them believes there are tools available to use.
Evaluation of involvement of students in implementing modules on above-mentioned issues (QII.8)
9%
29%
42%
14%6%
Students'involvement in modules of GCE
Poor Fair Good Very good Excellent
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Among respondents who have implemented modules on above-mentioned issues with young people, 41,8% evaluate involvement of young people as good, and 14,8% as very good. Nevertheless, 9,1% evaluated involvement of young people in these modules as poor.
The majority of the respondents believe that young people are influenced by media and by public discourse. Most of the respondents believe that students can be encouraged to show interest in topics that are out of the school curriculum. 31 respondents declare to have knowledge on these subjects, while 24 do not. The majority of respondents believe they need to be exposed to innovative methodologies and tools in order to further develop their abilities in implementing them in the classroom. Methods used when implementing modules on above-mentioned issues with young people
When implementing activities on above-mentioned issues with young people, 69,1% of respondents used the method of open discussion; 54,5% participatory methods, 50,9% teamwork or working in small groups, 40% digital and multimedia tools. 9 respondents used frontal lessons method. More than one answers were possible.
Identified need for training by respondents (QII.11):
Most respondents recognize the need to strengthen their capacities in ICT and media literacy as tools for addressing above-mentioned themes (75,5%), followed by the field of Education on Global Citizenship (69,1%), Intercultural Dialogue (60%) and International Cooperation and Development.
More than half (50,9%) of the respondents are very interested in participation in a training on above-mentioned issues, followed by 21,8% interested in taking part in the training, and 20% respondents moderately interested in the training. Hence, respondents are interested in participating in the training on above-mentioned issues.
Digital and multimedia tools for education
Among tools most often used by respondents, there are videos, multimedia presentations, web documentaries. Among tools not used by respondents are videogames and QR code readers, and also e-books and cloud services. Applications are also among tools rarely used by respondents, when working with young people.
Respondents believe that use of digital/multimedia tools when working with young people increase interest and motivation of young people, can complement regular lesson, provide opportunity for dialogue, assist in addressing such issues, and are not to challenging to work with.
As far as implementation of digital tools in the work context, 38,2% of respondents assess use of digital tools in their school/organisation as good, followed by 30,9% assessing it as fair; 27,3% respondents evaluate it as poor.
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Majority (69%) of respondents believe that their organizations’ leadership assesses use of digital/multimedia tools as other tools, while 21% believe that it is considered very important.
Trainings on digital tools for education
47,3% of respondents declare they never attended a course on digital tools for education, 30,9% have more than once or once attended a course on digital tools for education. As far as examples provided, open-responses provide with very different answers, difficult to sum up in just one portrait (See Appendix 2)
As far as existing training opportunities on digital/multimedia tools, on a local/national level, 43% of the respondents assess them as fair, followed by 29% who assess the training opportunities as poor and only 27,3% assessing them as good. Difficulties faced by teachers/youth workers/education practitioners in getting specific training on digital/multimedia tools
Respondents recognize time availability as the key challenge in participating in specific training on digital/multimedia tools, and majority of respondents do not consider poor interest in these topics in educational context or low personal interest in these issues, but a considerable number 37 declares poor equipment and connectivity as well as poor opportunities to use them.
36% of respondents is very interested in participation in a free training on ICT and media literacy as didactic tools, and 20% respondents interested. A 32,7% moderately interested. Hence, a big number of respondents are interested in participating in the training on digital/media tools as didactic tools.
Preferences for the training course
38,2% of respondents prefer the training as meetings distributed within a long period of time, while 23,6% prefers lectures by experts with didactical programme for self-study, followed by 21,8% preferring intensive short training. With regards to duration of the training, 45,5% believe that the training, including preparations and research, should take 12-24 hours, while 27,3% of the respondents prefer a duration of 24-32 hours
In case the training is not professionally recognized a 27,3% declare they would not take part to it.
Respondents’ expectations on the training and preferred subjects are listed in open-response. Answers mention all topics, mostly migrations and interculture, global citizenship education, peace education, international cooperation. Respondents point out expectations in learning new methods, new tools for education (i.e. up-dated databases, cartographies, video-docs, web-sources), digital tools and multimedia to deal with these issues and to enhance active critical thinking among youngsters, new strategies to involve youngsters, not only multimedia but also information by experts on these subjects, up-dated and in-depth information on contemporary phenomenon to promote involvement.
The wide majority of respondents left their contacts to take part to project MigraTED
Summary of needs and gaps and recommendations
Our main public is quite balanced between formal educators and non-formal educators, with a slight majority of the former category. They are mainly women, aged about 31-40 with lengthy experience of work in the sector.
When asked, they declare non-existent or poor experience in all subjects of Citizenship Education, especially on International Cooperation, Education to Global Citizenship, Peace Education, Human Rights, although more than a half of them did some kind of experience to get in touch with these subjects through curricular or extra-curricular activity. They consider these issues very important and say they are not uneasy to deal with them, though a considerable number don't feel to possess the adequate tools to do it and wish to strengthen his/her ability through innovative methodologies. On the other side, when these issues happened to be addressed, the youngsters' reaction was positive.
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A lack of familiarity is also declared when coming to the use of media and ICT, with nearly half of respondents having never took part in a training on media and digital education, above all for lack of time, and seldom using them.
Nevertheless, they are keen to take advantage of digital tools to tackle Citizenship Education, as they believe these tools can support traditional lesson-methods, facilitate dialogue opportunities, and arise youngsters' interest and involvement. For these reasons, respondents are interested in taking part to a training on the use of media and digital tools.
The expectations expressed are high, as they look for new teaching methodologies and approaches to deal with contemporary issues, in the framework of social, economic and political fast changes. Hence, the training in the use of digital tools and ITC is useful if it can provide for tools for addressing above-mentioned themes, enhance active critical thinking among youngsters and provide for up-dated knowledge of migrations.
Actually, migration is not the subject most addressed in direct questions, as respondents declare needs for training mostly in Global Citizenship Education and Intercultural Dialogue but in open-response where expectations are expressed, most answers point out migrations as the topic to develop further.
Recommendations for trainings
Training needs to develop methodologies also for non-formal education context, as nearly half of respondents don't work in a classroom
Training should provide for knowledge and tools to understand and investigate controversial issues of the contemporary society
Training should focus both on contents of Global Citizenship Education (all subjects) as well as on methodologies and tools
Training should try to provide for methodologies of didactic and education through media and ITC to be used to deal with Global Citizenship Education
Training should develop familiarity with the use for educational purpose of common digital tools and media, which are available and easy to access but are little used
Training should provide examples for practical use in daily contexts where equipment and connectivity are rated as poor
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Appendix
ANNEX I
Answers by respondents: examples of projects and activities on GCE issues in your work-place
Nessuno
Non so
Progetto Amitie Code a.s. 2016/17; collaborazione con i progetti del centro Riesco e Cdlei
?
Non li ho realizzati nella scuola in cui lavoro ora
Diritti umani: lezioni curricolari nella materia di diritto. Dialogo interculturale: lezioni interdisciplinari storia-diritto su
Cristianesimo e Islam; lezioni interdisciplinari scienze umane-diritto su aspetti socio-economico contemporanei di alcuni
paesi musulmani
Non li conosco direttamente.
Approfondimenti didattici durante le ore curricolari di storia\scienze umane
collaborazione con Europe Direct (progetto Coloritura Europea); progetto extracurricolare pomeridiano di Intercultura.
Educazione alla pace in Bosnia - Progetti ASL in centri di accoglienza per migranti - Laboratori su questioni di genere con
migranti - Visite di centri di accoglienza e SPRAR - Attività di volontariato
Educhange, scambi, esperienza all'estero
Attività laboratoriali per approfondire le varie culture di provenienza dei ragazzi attraverso racconti immagini e oggetti e
così fatto anche nelle scuole
Lezioni tematiche, visioni film
Progetto "Oltre le Frontiere"
Progetti di sensibilizzazione e informazione sui e temi delle migrazioni e dell'accoglienza
Scuola di italiano per richiedenti asilo. Progetto concluso nel 2017
accoglienza msna
Immigrazione, educazione alla pace, alla cittadinanza globale,dialogo interculturale
NESSUNA
ASL in collaborazione con SPRAR del territorio; accoglienza in una classe di alunno NAI; Attività svolete in passato con la
Scuola di Pace di Monte Sole...
progetti di inclusione sulla diversità
Tornei sportivi e eventi interculturali
Presso l'ente in cui lavoro sono stati attivati progetti di alternanza scuola-lavoro finalizzati all'incontro e scambio tra e fra
culture agevolando il dialogo interculturale; è istituito un tavolo intercultura e accoglienza per attività nelle scuole.
non ne conosco
Laboratorio sui diritti umani, Laboratorio sulla Costituzione, Laboratorio sulle emozioni (in chiave di educazione alla
pace), approfondimento e analisi di alcuni periodi storici particolari (Guerre nelle ex Jugoslavia, Questione israelo-
palestinese, Argentina e Desaparecidos, mafie italiane), interviste e sondaggi sul tema delle migrazioni e partecipazione
a concorsi
Didattica improntata sull'inclusione e diversi progetti che mirano al dialogo interculturale
Attività di conoscenza e integrazione fra cittadini italiani e migranti (entrambi minorenni); Teatro "Cantieri Meticci"
Diritti e lavoro.Diritti alla cittadinanza attiva. educazione di genere
Laboratori Amitie Code A.S. 2016/17
Progetti di intercultura
Progetto ITALSTUDIO presso l'IIS Serpieri di Bologna (in cui ho lavorato nell'a.s. 2016/17): gli studenti immigrati in Italia
da meno di 2 anni, oltre al corso L2, seguivano un corso specifico per l'apprendimento delle discipline scientifiche e
tecnologiche.
Amitie Code
insieme ad un piccolo gruppo di colleghe abbiamo organizzato una giornata interculturale sul tema della musica dei
paesi di origine di alcuni studenti: Romania, Filippine, Marocco e Cina. Abbiamo ascoltato e commentato alcune canzoni
in un gruppo di circa 30 alunni; poi abbiamo messo a confronto i testi delle canzoni con canzoni italiane. Inoltre abbiamo
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letto alcuni piccoli brani tratti dal "Piccolo Principe" di Saint Exupery in varie lingue, in particolare i testi che facevano
riferimento all'amicizia. A conclusione della giornata abbiamo organizzato un bellissimo pranzo con pietanze
multietniche.
nessuno
Attività del centro riesco: progetti di Summer school
non so
Accoglienza classi prime, educazione alla legalità.
Abbiamo partecipato a diversi scambi europei, all'interno dei quali sono state affrontate diverse tematiche: traffico di
esseri umani, diritti umani, situazioni che hanno permesso di conoscere migranti parlando con loro della condizione di
vita e del percorso affrontato. Gli scambi si sono dimostrati un'ottimo contesto interculturale.
Corsi di alfabetizzazione, diritto allo studiopercorsi sportivi volti all'inclusione sociale.
Parlez voiz global, sei piu'', amitie
documentari incentrati sui diritti umani e sulle autobiografie dei ragazzi/e; attività sportive basate sull'integrazione;
percorsi interculturali informali organizzati all'interno di interventi di educativa di strada; laboratori nelle scuole
Corsi di alfabetizzazione di italiano L2 e avviamento alle altre materie; percorsi di integrazione
Erasmus plus
Rispetto dell’ambiente, tolleranza per le religioni, integrazione sociale
-
Non ne sono a conoscenza
Ultimo incontro sul tema, 15 giugno: Cooperazione sociale nella accoglienza e inclusione degli ultimi
Formazione su MSNA, focus su viaggio e approdo/adattamento, ripercussioni psicologiche post traumatiche ecc..
progetti di scambio attraverso l'organizzazione del tempo libero degli ospiti della comunità con altri coetanei (uscite sul
territorio, gite, cinema, tornei di calcio, pizzeria, etc...) percorsi di gruppo con una counselor specializzati in cooperazione
internazionale
Progetto scambio europeo adolescenti "Another point of view to Europe“ a Neuroppin (Germania), gennaio 2016
Progetti di inclusione sociale con minori di diverse nazionalità
"#Cittadine alla conquista del voto" per citarne uno ma anche altri che non riesco a indicare adesso
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ANNEX II
Answers by respondents: examples of trainings attended on GCE
Master organizzato da Amitie Code per insegnanti autunno 2016 presso Golinelli, Bologna
Dipende, dal ciclo di seminari su più mesi, ai convegni, all'incontro di due ore con personalità di vario tipo
Master in Organizzazione e gestione delle istituzioni scolastiche in contesti multiculturali (60 CF- UNIBO)
Global Citizenship Education (Alma Mater Studiorum, MIUR) 2 giorni
Save the children (4 ore a incontro) Unhcr (4 ore a incontro) OIM (4 ore a incontro)
Non riesco a ricostruire
16 ore, organizzazione non profit , programma interculturale
Organizzatori interni all'ente - 12 ore divise in tre incontri strutturati
Università di Firenze, Associazione Giovanni Paolo II, Ufficio Scolastico Regionale, Istituto Storico della Resistenza in
Toscana, Società italiana delle Storiche; i corsi vanno da 12 a 40 ore. I programmi sono vari e numerosi
Laboratorio neoassunti, 4 ore
Medici senza frontiere
Migrazione sviluppo e diritti umani-Opificio Gilinelli-Amitie Code
Master in Contesti Scolastici Multiculturali
Corso presso Fondazione Golinelli settembre 2016 (Progetto AMITIE CODE)
Migrazioni 3 giorni
Corsi presso il CDLei molti anni fa (non ricordo il numero di ore) - Seminari di Intercultura - Incontri con Servas e Amnesty
International
Non ricordo in dettaglio, formazione su fenomeno immigrazione e anche diritti umani tenuto dall'università di <Bologna
docente antropologo, una decina di anni fa
Corso di formazione permanente “Migrazione, sviluppo, e diritti umani tra scienze umane e scienze naturali. 45 h Golinelli
corso annuale di specializzazione post laurea in psicologia dell'emergenza ; Grundtvig 2 - Actiz 2008: “Cittadinanza attiva
attraverso l’apprendimento interculturale attivo”
45 ore Opificio Golinelli
Percorso "W l'amore" sulla educazione all'affettività. Formazione interna alla cooperativa sui disturbi da stress post
traumatico.
8 ore, organizzata da ANCI
Sono state alcune ore all'interno della formazione generale del Servizio Civile Nazionale, proposto da ARCI.
Organizzato da Csapsa, 12ore, oratori Psicologi ed operatori della NeuroPsichiatria Infantile di Bologna, ricercatori sul
tema migrazioni
incontri organizzati da Camelot Csapsa Asp della durata di un giorno (solitamente 4 ore mattutine) con scambi e
riflessioni condivise con altri attori, quali cittadini accoglienti, colleghi, utenti, formatori.
Corso di promozione educativa: "UNIVERSIDAD Y COOPERACION AL DESARROLLO" 40 ore totali (dal 5 al 16 marzo anno
2017. Università di Murcia (Spagna).PROGRAMMA (in spagnolo): 1. La cooperaciòn al desarollo (1,5 ore) 2. Economìa
del desarrollo (1,5 ore) 3. Economìa de la igualdad y la redistribuciòn (1,5 ore) 4. Geografìa del desarrollo (1,5 ore) 5. La
cooperaciòn agropecuaria (1,5 ore) 6. Antropologìa del desarrollo (1,5 ore) 7. Cooperaciòn en salud (1,5 ore) 8.
Educaciòn y cooperaciòn al desarrollo (1,5 ore) 9. Trabajo social y cooperaciòn al desarrollo (1,5 ore) 10. Etica del
desarrollo (1,5 ore) 11. Derecho Internacional humanitario (1,5 ore) 12. Ecologìa y cooperaciòn al desarrollo (1,5 ore) 13.
Cooperaciòn econòmica (1,5 ore) 14. Elaboraciòn, ejecuciòn y evaluaciòn de proyectos de desarrollo (3 ore) 15.
Pràcticas extracurriculares en Iberoamèrica (1,5 ore) 16. Pràctica del curso (16 ore)
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ANNEX III
Examples of trainings attended on ICT applied to education
Ho fatto parte dei formatori pon per la la didattica digitale e ho dovuto seguire decine di ore di formazione, che sarebbe
troppo lungo elencare
Usp Bologna 4 h (uso qrcode in didattica - tecnologie inclusive) Istituto Bentegodi (VR), 10 h (la Lim)
Aule digitali; 2 ore; Spaggiari/Alatin; 2 ore; Maieuticalab
US 4 ore e-twinning; MIUR+IC n. 2-Bologna 25 ore "Ambienti di Apprendimento e didattica Innovativa"
Mai
20 ore su e-learning sulle app usate per la didattica
Corso di Formazione "Ambienti di apprendimento e didattica innovativa" Ambito territoriale ER001 - Bologna rivolto a
docenti degli Istituti di scuola primaria, secondaria di I grado e biennio della scuola secondaria di II grado della Città di
Bologna. Informazioni di dettaglio Direttrice del corso: dirigente scolastica Giovanna Cantile Sede del corso: scuola
secondaria Il Guercino Formatrici e formatori: Agostini, Berardi, Marcato, Leone, Pezzi,Valentini,Vignola Ore complessive
del corso: 25 (comprensive di attività in presenza e attività in Istituto)
autoaggiornamento interno sull'uso di LIM e ambiente CLASSROOM; formazioni di istituto sull'uso di registro elettronico,
aule virtuali, ecc; credo altro ma non ricordo con precisione
Youthwork associanimazione di Parma convegno di due giorni
Tavolo Intercultura e accoglienza per attività nelle scuole - 12 ore
Corso tenuto dall'Indire di un pomeriggio a Firenze, credo di 4 ore
Laboratorio neoassunti, 4 ore
didattica a distanza 10 ore. piattaforma moodle 3 ore
Utilizzo della LIM - Unipegaso - almeno 4 ore
3 giorni
Corso su google apps di circa 20 ore
G suite for education: Metodo per la condivisione 9 h Utilizzare la suite Google nella didattica 3 h
6 ore corso piattaforma
Scuola (10 ore circa), Indire (10 ore circa), altri corsi molti anni fa (100 ore)
2 ore, organizzato da Csapsadue, presentazione, discussione e lavoro di gruppo.
Convegno Internazionale "Supereroi Fragili", Palacongressi di Rimini, 5 e 6 Maggio 2017. Programma:
https://eventi.erickson.it/supereroi2017/Programma?miu38l.icp100l=pcu6f&miu38l.icp101l=Il+programma&nav=page1
7l.15&var68l=Il+programma&link=oln459l.redirect&cbck=wrReq9923
Non possibile ricostruire
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Needs Assessment Report Portugal
Overview
The research
The launch of the Needs Assessment took place in May 2018 through the network of contacts and relationships of
4Change and U. Lusófona/COFAC. The approach used to involve relevant stakeholders in the research process envisaged
bilateral meetings with schools or civil society organisations already cooperating with the two organisations.
The questionnaire completely filled-in were 43 complete answers, with a biggest slice of respondents belonging to
formal education system teachers (44.2% from basic and secondary education and 23.3% from university), mainly
coming from educational institutions with which the Portuguese partners maintain closer or even direct relations (I.e.
ULHT, AERestelo, EB2+3 de Paula Vicente).
The direct approach paid off and more involvement from some teachers towards the next phase of the project was
achieved - supporting the agenda of the Training of Trainers. On the other hand, direct contact with some teachers
made it possible to acknowledge a few important issues: namely related with the timeline, to support the direct work
with students and make possible to accompany the groups of students for two years (I.e. in Paula Vicente and
Secundária do Restelo). Another important issue the team acknowledged was that the project generates expectations
among the teachers and educators regarding the multimedia tools and skills to be acquired with the training; as well as
new ideas for working these themes in other channels eg. TEDtalks produced by students & teachers and targeting the
whole school community.
The dissemination of the project also led us to establish partnerships with other institutions working directly with
migrants and refugees (I.e HOPEN) that can enrich local work with students and teacher training, as well as give voice
to the MigratED campaign on its platforms.
Another issue arose during these months - with other applications approved (Erasmus+ and national funds) it will be
possible to create synergies with MigratED project, enriching the implementation and making it possible to reach more
schools and more associations without increased expenses of the project.
Results of the needs assessment
The majority of the participants in our survey questionnaire are Portuguese women, living in Portugal, with more than
41 years old (72,1%), working in formal education (58,2% from basic/secondary schools and university) with a
permanent contract (65,1%) and a large experience of working with young people (69,8% have more than 11 years).
The majority of respondents have already some knowledge of “Global Citizenship Education” concepts (86%) and have
experience on working with its approaches (30 out of the total 43 responses) - although the most commonly worked
concepts are “Human Rights” themes and approaches, that gathers more experiences (34 responses), followed by the
theme “Intercultural Dialogue” (29 of the respondents).
Curiously, the educators have the least experience in the “Migration” thematics (13 respondents don’t have any
experience on this theme) - although when asked about their willingness to learn about new thematics, “Migration” is
also one of the least interesting. We can find among the educators a broad range experiences of work/training with
these thematics: some of the teachers work these issues with their students on the “Citizenship Education” classes; on
the experiences concerning Migration, we can find experiences with student host families or migrant entrepreneurship,
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as well as campaign and advocacy work/activism with Amnesty International or the High Commission for Migration,
among others institutions.
55,8% of the respondents never had any training on these themes and there is a demonstration of interest on receiving
it (62,8% are “very interested” and 23,3% are “interested”) - the majority is interested in ”Intercultural Dialogue”
(72,1%); followed by “Global Citizenship Education”, “International cooperation and development” and “Peace
education” (62,8% each); “Migration” and “TIC and Media Literacy” present the lowest interest rate (46,5 each), but
when the same direct question was addressed (“Would you be interested in participating to a free course on ICT and
media literacy as didactic tools?“) 51,2% of the responders affirm to be very interested and 23,3% are interested.
Regarding the resources to work these thematics, 74,4% of the respondents are used to work with internal resources -
and this percentage includes 23 respondents that only work with internal staff and other 9 respondents that occasionally
work with the internal plus external partners.
Working on these themes with young people is something that almost all respondents consider important (93%, 40
responders). Circa 69% of the respondents feel comfortable or very comfortable working with the thematics - and the
two more popular methods or approaches are “Debate and discussions” (93%) and “Working in small groups /
cooperative methods” (74,5%). “Participatory methodologies” were already used by half of the educators (48,8%) but
less than these (44,2%) are already used to employ “Digital and multimedia tools”.
From the educators' experiences, there seems to be a good engagement of young people with these thematics - 48,8%
of the respondents find the involvement reasonable and 44,2% find these thematics provoke a very good or excellent
involvement.
Concerning the educators' analysis about the role of mainstream media and public discourse, 72% agree these have
quite a big influence on young people. 53,48% of the educators do not feel it’s difficult to get young people’s interest in
a topic that is not evaluated by the school formal evaluation system.
More than half of the respondents (55,81%) agree there is a need to improve their ability to use innovative
methodologies and tools. On the digital and multimedia tools for education, more than 70% never used QR Code Reader,
Virtual reality or Video games to work with young people. The e-learning, e-books, and APP are also tools that educators
rarely use. The respondents seem more familiar with Videos & Online and multimedia presentations, followed by web
documentaries as well as blogs/sites.
When asked about any training with digital tools for education, 51% never attended - and among those who had at least
one training, some do not remember which type or identify (Microsoft) “Word” as a digital tool - and a few had only
training on specific software for teachers/educators. 53.5% consider the existent training opportunities on these topics
on a local level to be quite poor and the kind of difficulties that teachers face in receiving specific training on these
topics are linked to a few different reasons but time availability (90,7%) and lack of equipment (83%) are the most
common.
Educators consider these tools to be very important to elicit the curiosity and interest of young people (55,8%); to
establish debates (53,48%) and enrich classes (48,8%), but for almost 70% the use of these tools in their institution is
not good - two thirds consider it less than sufficient (37,2% poor and 32,6% only reasonable). Nevertheless, the head
Teacher or Director of 44,2% of the respondents' institutions consider these activities as important as other school
activities...
Regarding the MigratED training courses, 37,2% consider the most adequate format would be an Intensive short training
and only 9,3% agree with meetings distributed over a long period of time. For 27,9% it could be done with Lectures
from experts with the didactical programme for self-study, or, for 25,6%, in a Online training, with periodical meetings.
Regarding the length, 46,5% of respondents consider the adequate length around 24-32 hours - and 32,6% agree on
circa 16-24 hours. Timing: during September-December (55,8%) or January – March (41,9%) not after April. In terms of
scheduled time, after working hours (33,3%) or between 16-19h (21,4%) receives the majority of votes.
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One positive aspect is that even if the training course is not certified and has no professional recognition - and to achieve
this is quite a bureaucratic process in Portugal - 88,1% of the respondents consider attending.
Regarding MigratED training, there are some common preferences and expectations: to receive new tools and to
broaden the pedagogical approaches to work these themes with young people, using multimedia/new
technologies/social networks and non-formal tools for this (“Improve interaction with young centennials. Answer this
generation’s need for an instant response at the same time as developing critical thinking and reflexion using digital
tools, creating for eg. interactive games that "compel" them to think intuitively on the answer”).
The importance of media influence is also mentioned as a motivation for these preferences and expectations - eg.
“Knowing how to read the media is fundamental and still more so to transmit this skills to young people, that are
dominated by their [media] culture”.
The 43 responses to the survey are summarised below - with the numbered questions, the graphic of the whole set of
answers and a brief, clear description of the main results.
I - Your experience and work
1. You are working in:
Graphics description: 44,2% Basic/Secondary school; 23,3% University
2. Name and complete address of the institution you are working in:
Graphics description: 11 respondents from Agrupamento Escolas do Restelo (EB 23 Paula Vicente Basic School and
Restelo Secondary School); 7 from ULHT (Lusófona University); 4 from Colégio São João de Brito - and surprisingly 2
respondents from an evangelical church outside of Lisbon area.
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3. Your Role
Graphics description: 44,2%Teacher Basic/Secondary school; 18,6% Educator/mediator on a non-formal context; 14% University Teacher
4. Area of education work
Graphics description/notes:
Portuguese,
Artistic,
Gender Equality,
Religion,
Human rights
Geography
Sociology
Creation and implementation of community intervention programs using participatory video methodology
Philosophy
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Mathematics and natural sciences
Social service
Ecology, Communication Studies, Society, Culture and Technology
Management
Social Area
Local Development and Coordination Projects
Educational and social psychology
Personal and community development
Cultural mediation
Tourism
Physical education
Mathematics
Biology
Philosophy, Psychology, and CLIL
5. You have a degree in:
Graphics
description/notes:
Arts ( Plastic arts, Theatre, Music, Dance, Design, Cinema),
Management (2)
History (4),
Psychology (3)
Human rights (2),
Philosophy (3),
Religion (Psychology of Religion; Philosophy of Religion, Science of Religions),
Sociology (2),
Geography (2)
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Mathematics (2)
Architecture and professionalization as a teacher, Lyrics - Portuguese/Spanish Studies on Women, Portuguese/Social Sciences Education sciences Interculturality Community Mediation, Human Ecology, Religion, Communication social Sciences International Relations / Development Cooperation Human Resource Management Modern Languages and Literatures Portuguese Studies Social service Graduate in Project Management and Economics and Social Investment Law Physical education Modern Languages and Literatures Cultural Sciences, Arts Education, Theater in Education Anthropology and Teaching of Portuguese Teaching of Biology and Geology Post-graduation in School Administration Management Information Systems Natural Sciences Teaching of Physics and Chemistry Social and cultural communication
6. You have a:
Graphics description: 65,1 % long term contract; 34,9% short term contract
7. Years of professional experience in the sector where you work with young people
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8. Age
9. Gender
Graphics description: 74,4% female; 23,3% male;
10. Country of origin
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Graphics description: some of the respondents wrote Portugal or Portuguese in different ways, so the graphics system assumed different nationalities, although 40 respondents are Portuguese and only 3 have Portuguese/Brazilian dual nationality.
11. Country of current residency (as of June 2018):
Graphics description: same issue before, although 100% of the 43 respondents live in Portugal.
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II - Global Citizenship Education: migrations, human rights and development
1. Have you already heard about Global citizenship education?
Graphics description: 86% yes ; 14% no
2. In the institution you are working with, activities focused on global citizenship education, migrations, human rights, international cooperation, peace education, interculturality, are implemented by:
Graphics description: 74,4% Internal staff; 30,2% Partner organisations; 20,9% External collaborators; 14% either do not work these themes at all or do not have such categorisation. Nevertheless, the 74% includes 23 respondents that only work with internal staff, and the other 9 respondents work with internal but also with external staff or partners.
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3. Do you have experience on working with these themes?
(From 1: no experience to 5: very experienced)
Graphics description: Global Citizenship Education; Migrations; Human rights; International cooperation; Peace education; Intercultural Dialogue.
Graphics overview: the most commonly worked concept are “Human Rights” themes and approaches, that gathers
more experiences (34 responses), followed by the theme “Intercultural Dialogue” (29 of the respondents). The
educators have the least experience in the “Migration” thematics (13 respondents don’t have any experience with this
theme).
4. Please indicate examples of activities you have participated in:
- “Faz-se Luz” project using participatory video, Neighbour Day celebrations, diverse community work in the
neighbourhood, CLS Project - Together We Are More - holiday camps and youth sessions”.
- “Educational project for Equality between 2008 and 2015 in the framework of the IGC, POPH-NSRF, and ESF.
Trainer/educator for equality in intercultural contexts, with immigrant communities in Greater Lisbon. Since
2016, she has been a programmer for “Flirting with Flair Play”(a gender violence prevention programme).
- “Child Friendly Cities”
- “Awareness-raising and advocacy campaigns on human rights and development and, more recently, on
migration; non-formal education actions in educational institutions (development education)”
- “World Interfaith Harmony Week”
- “International Partner / Workshop Meeting”
- “Class Project on Human Rights”
- “Themes developed in Education for Citizenship”
- “Organization of events with students, within the scope of these themes”
- “In the three subjects that I teach these are themes that I always develop and work with students. In the
projects in which I am involved (National Cinema Plan and Erasmus+), the subjects in question are developed
in cycles of cinema and celebrations of important dates (eg. Peace, racism, wars, discrimination)
Last year the students' work focused on discrimination, Human rights and racism with the celebration of the
50th anniversary of Martin Luther King's speech, plus works on the scourge of war and the memory of the
100th anniversary of the end of World War I - always using films, documentaries and TED talks. With
documentaries about Helen Keller, Stephen Hawkings, in the previous year celebrating the liberation of
Auschwitz with exhibitions, lectures, and remembrance of the pro-refugee action of Aristides de Sousa Mendes
and using films and documentaries on the various tolerance figures. During one year I was a member of the
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Foreign Exchange Center at Restelo High School, which took dozens of students abroad for several years, so I
have experience in this area”.
- “Entrepreneurship project with migrants - FAMI and ACM (science of religions and OLAE)”.
5. Have you ever attended a course on the above-mentioned issues?
Graphics description: 55,8% no ; 44,2% yes
6. If yes, please specify (number of hours, organisers, program):
- MOOC To Accept, Form and Include Refugees in Portugal (School of Education Santarém - (10 October to 20
November 2016); Elearning Course on Asylum and Refugees (Portuguese Council for Refugees, 30h / 2009);
- 80 hours, Amnesty International and Political Observatory, Human Rights.
7. As a professional, what are your feelings about dealing these issues with students/young people? (totally disagree; disagree a little; agree a little, agree; totally agree; I’m not sure)
Graphics description: I don’t feel comfortable discussing these complex themes of the day with young people; I would
like to do it, but I have no tools to use; feel comfortable with these issues; I do not think these topics are important.
Graphics overview: Working these themes with young people is something that almost all respondents consider
important (93%, 40 responders). Circa 69% of the respondents feel comfortable or very comfortable working with the
thematics.
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8. If you have already tried modules on the above-mentioned issues in your work with young people, how do you evaluate the involvement of students? (poor, reasonable, very good, excellent)
9. Please describe how much do you agree with these sentences
(totally disagree; disagree a little; agree a little, agree; totally agree; I’m not sure)
Graphics Description: Youngsters are conditioned by mainstream media and public discourse; It is very difficult to get
their interest for a topic that is not assessed at school; I have little knowledge of these subjects; I would need to improve
my ability to use innovative methodologies and tools.
Graphics overview: Concerning the educators analysis about the role of mainstream media and public discourse, 72%
agree these have quite a big influence on young people. 53,48% of the educators do not feel it’s difficult to get young
people’s interest into a topic that is not evaluated by the school formal evaluation system.
More than half of the respondents (55,81%) agree there is a need to improve their ability to use innovative
methodologies and tools.
10. If you have already tried modules on the above-mentioned issues in your work with young people, which methods did you use?
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Graphic description:
93% debate, open discussion; 74,4% Working in small groups, cooperative methods; 48,8% participative methods;
44,2% Digital and multimedia tools; 34,9% Expositive and interrogative methods in the classroom/training;
2,3% for cinema/ Dynamics such as role-playing, theatre forum and other activities in collaboration with other entities
such as the creation of graffiti, music, etc. / sharing of expert testimony /we are planning to launch creative contests on
the topic of Migration and Development, which we intend to culminate in an exhibition and a session of discussion on
the theme; we also have an awareness campaign on social networks/ none.
11. In which of the following subjects you would like to receive training?
Graphics description:
72,1% Intercultural dialogue; 62,8% Global Citizenship Education /International cooperation and development/Peace
education; 55,8% Human rights; 46,5% Migrations/ ICT and Media literacy.
12. How much are you interest in having training on these themes?
(nothing interested, not very interested, a little interested, interested, very interested)
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III - Digital and multimedia tools for education
1. What kind of digital/multimedia tools do you use in your work with young people and how often? (From 1: never to 5: always)
Graphics description 1: Online platforms and blogs; Social networks; E-books; E-learning; App; Cloud services; Online
and multimedia presentations;
Graphics description 2: Videos; Web documentaries; Audio and video editing; QR Code reader; Virtual reality; Video
Games; Others.
Graphics overview: On the digital and multimedia tools for education, more than 70% never used QR Code Reader,
Virtual reality or Video games to work with young people. The e-learning, e-books, and APP are also tools that educators
rarely use. The respondents seem more familiar with Videos & Online and multimedia presentations, followed by web
documentaries as well as blogs/sites.
2. According to your experience, these tools are important (1: not important; 5: very important)
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Graphics Description: To motivate and arouse interest in young people; Can complement a class; provide opportunities
for dialogue/debate; Very difficult to work; Doesn't help to approach these issues.
Graphics overview: Educators consider these tools to be very important to elicit the curiosity and interest of young
people (55,8%); to establish debates (53,48%) and enrich classes (48,8%);
3. How do you evaluate the use of these tools in your school/institution? (poor, reasonable, good, very good,
excellent)
4. How does the Head Teacher or Director see the use of these tools in educational activities?
Graphics description: 46,5% As other ones; 44,2% Very important; 9,3% Less important than other tools
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5. Have you ever attended a course on digital tools for education?
Graphics description: 51,2% never; 27,9% Yes, once; 20,9% yes, more than one.
6. If yes, please specify (number of hours, organisers, program):
-Working in Word (hours?);
- I do not know at the moment to give this indication;
- 25 hours;
- Undetermined number of hours in I.P.D.J.(Portuguese Youth Institute) in Santarém on using Office Tools Windows;
- Moodle.
7. How do you consider the existent training opportunities on these topics on a local level? (poor, reasonable, good, very good, excellent)
8. What kind of difficulties do teachers face in getting specific training on these topics? (from 1 not relevant; to 5 very important)
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Graphics Description: Time availability; Poor consideration within school context; Low personal interest in these topics;
Lack of equipment; Few opportunities to implement.
Graphics Overview: the kind of difficulties that teachers face in receiving specific training on these topics are linked to
a few different reasons but time availability (90,7%) and lack of equipment (83%) are the most common.
9. Would you be interested in participating in a free course on ICT and media literacy as didactic tools? (nothing
interested, not very interested, a little interested, interested, very interested)
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IV - Your preferences for the training course
1. Please indicate a preferred schedule for the foreseen training course within the project:
Graphics description: 37,2% Intensive short training; 27,9% Lectures from experts with a didactical programme for self-study; 25,6% Online training, with periodical meetings; 9,3% Meetings distributed during a long period of time.
Graphics description: 88,1% yes; 11,9% no
6. Expectations on the training and subjects that you would prefer to analyse, among the above-mentioned ones:
- “Improve interaction with young centennials. Answer this generation’s need for an instant response at the same time
as developing critical thinking and reflexion using digital tools, creating for eg. interactive games that "compel" them to
think intuitively on the answer”.
- “Knowing how to read the media is fundamental and still more so to transmit this skills to young people, that are
dominated by their [media] culture”.
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Summary of needs and gaps, recommendations
One previous note to the following list of recommendations deriving from the survey/Needs assessment questionnaire:
a few of the respondents, with whom we have direct contact and who are very keen on being selected to participate in
the project, feel the need to start involving their students already this year (2019/2020) in the thematics with some
practical component, some degree of our guidance and input. Namely, because a few of these teachers already include
such themes in their classes, because directly linked to the curricula (eg. on “ Citizenship and Development” classes).
The re-planning and anticipation of activities are being considered at this moment (September) when schools and other
organisations are starting their activities.
● Design, time and application of questionnaire - As referred before, the questionnaire was launched on a bad
timing for Portuguese stakeholders - and this was a public communication, so required some sort of image and
institutional project information ready.
have at least the logo ready in the first months of a project, especially before any public
communication as a survey.
take in account the dates of the school year if one of the main stakeholders are
teachers/students/schools - the adequate timing is October to April, at most - and this is supported
by questionnaire results regarding the best period chosen for the training - also for answering
questionnaires, May is not a good option.
the last slot of questions, regarding preferences for the training: the questions about time and
availability should be more clear, and not mix two subjects in one (eg. number of hours and modalities)
as with the data received is not possible to distinguish which are the preferences of the educators.
● Time constraints - ‘Lack of time’ was already mentioned by some of these teachers in the questionnaire - this
lack of time is sometimes linked with the lack of time for preparation of classes and special sessions - and from
our experience and knowledge of school processes, is also linked with lack of time to work the thematics along
with the mandatory curricula and imperative students’ results. Surprisingly, although affirming the best training
approach would be an intensive and short course (37,2%), there are a majority of respondents (46,5%) that
consider a course of 24 to 32 hours the most adequate length but including online training/research. The
format of these questions, joining both number of hours and modalities of learning, makes it impossible to
determine what is in reality the adequate duration for the training.
Thus, there will be a need to assess again with the educators participating in the project, the adequate
length and format of the training
regarding lack of time of teachers, starting the cooperation already in this school year, with the
possibility (in some cases) of accompany these students for two years, can be a good solution for
better MigratED project results.
the direct contacts with schools done so far have recommended other possibilities - to delivering of
training during the teacher vacations - this was a possibility we could have included in the
questionnaire.
● Thematics: Migration - In terms of the themes, it was surprising to find that “Migrations” was not only one of
the least addressed themes, but also that in their willingness to learn about new thematics, “Migrations” is one
of the least interesting. This can be because there is a saturation of information about the subject in the media;
also because this thematic has already been approached by educators; and also because this thematic can be
included in other themes presented, being more specific.
continue to include the thematic into broader thematics, as global citizenship education and human
rights.
diagnose this specificity with the schools and organisations we are going to work with.
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● Migration stakeholders - There were very few respondents related to associations /institutions working
directly with migrant communities or with refugees. Though there are not so many organisations in Portugal,
still it is important for MigratED objectives
to reinforce these contacts and partnerships, to have the previewed exchange of know-how among
institutions dealing with migration and a diverse input into the project, and not relying only on the
migrant and ethnic constituency of our target group (young people and students in institutions and
schools).
there is the need to further reach out and not stick only to 4Change/Lusófona partnerships and
manifestations of interest received through the questionnaire.
● Technology - Concerning the tools, we need to be aware that there is a lack of technology means and
equipment in most of the public schools in Portugal. The main tools used are presentations and videos.
there is the need to design and adapt the training (ToT and National Trainings) to the reality of
educators and students. This is also one of the reasons why 83% of respondents identify as one of the
main difficulties the lack of equipment - and 37,2% feel there is a poor utilization of technology tools
in their institutions.
The second important recommendation is the need to diagnosis the existing equipment and find
alternatives in the schools and institutions with whom we are going to work directly.
The third recommendation is the need to articulate and complement - even to cooperate - with ICT
classes/teacher: Portuguese basics schools have already ICT classes, even if sometimes the equipment
is not sufficient. MigratED training must bring new approaches, be an update of the already existing
tools for both educators and young people use.
one last recommendation derives from the title and the part of the questionnaire that insists on the
wording ‘use of technologies’: in Portuguese and from our experience of the target groups, the use of
the word ‘technologies’ creates expectations in the teachers and educators regarding the multimedia
tools and skills to be acquired with the training. Teachers can expect that in the training we will give
then technical training (eg. in code programming for blog building or in ‘premiére’ software for video
editing) and somehow we must be aware not to raise their expectations as this type of technological
training it is not included in MigratED objectives and actions.
● Approaches and methods - Teachers and educators that have answered the questionnaire and are interested
in participating in the project are comfortable in discussing complex thematics and difficult subjects.
so the recommendation is not to avoid the difficult issues but use them to trigger more interest of
young people.
as the main tools that educators normally use are videos and presentations, the approach should not
only be to introduce and propose innovative tools, other tools - but also to provide innovative uses
for both videos (online and offline) and for multimedia presentations, adequate to reality
● Synergies - The questionnaire brings us potential new partnerships and contacts, also out of our area of work
- Lisbon’s area. But in our experience, we can also draw synergies with 4Change/lusófona new projects. These
are the final recommendations:
reinforce practical / non-formal classes or sessions with young people with other perspectives from
other partners - in this case, we have the eg. of HOPEN, an NGO working with refugees, with whom
4Change will work already this school year. Other examples are a new Erasmus project and Mobility
that 4Change will be implementing with youth workers and young people, in mapping their territories
and needs.
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Needs Assessment Report of Greece
Overview
GCE and ICT in the official curriculum
In Greece formal secondary education curriculum includes a mandatory ICT lesson in all Secondary School grades. In
addition during the 1st grade of High School ICT is an option. However, in the other lessons, following a thorough
research on the secondary school curriculum and books, ICTs are only referred once: photocomic “Camera, Video,
Computer / Digital Multimedia Image” are mentioned once in the Art class curriculum.
(http://www.pi-schools.gr/programs/depps/6deppsaps_Eikastikon.pdf)
ICTs are poorly used in Greek education, even when there are good conditions for their exploitation (equipment, library,
teachers training, etc). What usually seems to be the problem is the one-sided orientation of teaching, that mainly aims
to equip students for succeeding in the entrance exams for university. Another reason is the predominance of the
teacher-centered teaching model, that does not allow students to collect, process and publish data on joint activities,
and last but not least, the absence of clearly defined pedagogical framework in which ICT would fit. (http://www.pi-
schools.gr/paideia_dialogos/analitika-programata.pdf )
Human rights and immigration are confronted in the same manner. Although they are referred often due to the
immigration background in Greek history, the approach is similar. In the Greek formal secondary education curriculum,
lessons on human rights are included in the subject of Social and Civic Education which is taught only in the 3rd grade
of Gymnasium (14 - 15 years old). This subject is divided in thematic units that are proposed to be taught in 51 didactic
hours within the school year and can be supplemented by suggested projects on various themes. In general, human
rights, immigration and other global issues that fall under GCE, are usually superficially touched within the main subjects
(languages, history) and are usually developed as separate projects that teachers incorporate voluntarily. In addition,
the main focus of the last three grades of secondary education curriculum is the preparation for the exams to enter the
universities and less time is allowed for projects that are implemented up to 2 hours a week and many after school.
Although the Greek context in education has been significantly affected by globalization and the migration crisis, and
the Ministry of Education encourages schools to adapt their curricula to respond to current global issues, the
development of such projects lies on the initiative of teachers. There is also insufficient teacher training and lack of
experience on how to teach these issues and on the methodology. Secondary school teachers are trained on their
subjects of discipline and have less experience on pedagogical and methodological approaches and also how to develop
and implement a project.
The research
This analysis has been made thanks to a close collaboration of the two Greek partners of the project MigratED, which
combined their respective expertise:
KARPOS is a Center of Education and Intercultural Communication that develops local and European projects
encouraging expression and the exchange of views and creative ideas through the use of media. They specialize on how
media, image and sound can develop narratives and how they can be introduced in educational environments. Karpos
was founded in Athens, Greece in 2008 to gather competencies and ideas in the field of Media and Education. This non-
profit organization is developing activities where media are a tool for self-expression, experience sharing, creativity and
professional development.
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ActionAid is an independent, international organization that has been working since 1972, with over 15 million people
in 45 countries for a world free from poverty and injustice.
Through education, collective action and solidarity, ActionAid brings real change to the lives of the most marginalized
people. It supports people to rely on their own power to claim a life of dignity. It helps local communities take action to
hold their governments accountable, and joins forces together with local organizations to advocate against policies and
practices that perpetuate poverty and social injustice.
In Greece, ActionAid Hellas was founded in 1998 and is celebrating its 20th anniversary this year.
• To date, ActionAid Hellas has supported 83 communities around the world, thanks to more than 100,000
Child Sponsors from Greece and Cyprus. Today it continues by supporting 55 communities in 20 countries.
• In Greece, it supports children, teenagers and adults that are financially challenged, through a local
community center called Epikentro. This community center is located in the Municipality of Athens and supports
vulnerable families through programs against social and economic exclusion.
• Actionaid Hellas has established Action Finance Initiative, the first microcredit organization in Greece that
offers opportunities to new small entrepreneurs by further contributing to the reduction of unemployment.
• Actionaid Hellas also promotes active citizenship through educational programs in schools with the
participation of thousands of students each year.
• Actionaid Hellas raises public awareness on issues related to global poverty, racism and social exclusion while
promoting active citizenship and volunteerism.
The data were collected in a 25 days period (15/5/18 until 9/06/18). The participants were contacts from the mailing
lists and the Facebook pages of both Greek NGOs that take part in the MigraTED project, KARPOS and ActionAid Hellas.
The questionnaire was sent via email to 695 educators from the network of ActionAid Hellas and via the Newsletter of
KARPOS (1.811 recipients). The results were analysed by both NGOs and each focused on their field of expertise. The
online questionnaire used for the collection of the data was the same among all the participants of the MigraTED project
and was translated in Greek. It was fulfilled by 120 persons, and accurately completed by 108 professionals in education.
Almost all of them have a Greek nationality and work in Greece, all are professionals in education.
Results of the needs assessment
Experience and work of the respondents
The following development gives us some information about the personal and professional profile of the respondents.
Considering the important number of participants in this research and the long experience of our organisations on these
issues, we can say that the public reached during the needs assessment phase is representative of the public target of
the project MigratED in Greece. This strengthens the validity of the results of this research.
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71% of the respondents are teachers in secondary schools (pie I.1), in the field of formal education.
At this point it's necessary to explain that in Greece the concept of ‘youth worker’ is not well known and the term not
often used. The common notion is usually that someone is working as a non formal educator. Several trainers/educators
work with young people as theater pedagogues, filmmakers, youth workers in NGO’s, scouts, consultants, but they are
not really familiar with the term and therefore, do not identify themselves as “youth worker”. Only 14 of the
respondents recognised themselves as ”Educator/youth worker in informal education setting” and only one referred to
himself as “youth worker” when asked. This fact also needs to be taken under consideration when analyzing the answers
to question 3 - Your role in your organisation, where 17% of the respondents chose “Other” (pie I.3).
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A big part of the teachers that took part in this survey (44%) specialise in humanities disciplines while 15% teach foreign
languages.
76% of the respondents are working on a fixed-term contract (pie: I.6), and that is the reason why most of them had
the opportunity to attend “Education on ICT level B”, a public training program (analysed below) and improve their
knowledge on ICT.
The majority of the educators that completed the questionnaire are women from 40 to over 50 years of age (pie: I.8,I.9),
from theoretical disciplines with more than 20 years of teaching experience.
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To sum up, the public who answered to the MigratED questionnaire are majoritarly composed of women teaching in
secondary schools, with good or very good experience in teaching. They are mainly teaching humanities and foreign
languages, disciplines in which ICT are not a priority. This may explain their interest in the project MigratED.
Usually in the educational/pedagogy departments of the university, the issue is not stressed enough or at all, creating
a workforce that has adequate education in humanities disciplines but which is almost illiterate in new technologies.
This could be a disadvantage as it creates a big gap with young people that are considered “digital natives”.
Global Citizenship Education: migrations, human rights and sustainable development
We can see that the vast majority (79% of the responders) say that they are aware of what Global Citizenship
Education is.
II.2.In the institution you are working in, activities focused on global citizenship education, migrations, human rights,
international cooperation, peace education, intercultural dialogue are implemented by:
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Comments on II.2
We observe that global citizenship education activities are implemented mostly by the teachers themselves
“voluntarily” since those subjects are not mandatory, as we mentioned earlier in the official curriculum. Teachers are
proactive and create activities to include these issues, usually through synergies with external collaborators and
organizations. The 20,18% mentioned that they don’t have such programs in their school. The percentage of educators
working only with external collaborators of partner organizations is very low.
II.3. Do you have direct experience in implementing education activities on these issues?
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Comments on II.3
Generally we notice that responders have experience in all thematic issues on an average level. There is more experience
in Human Rights Εducation (69 answers “good” and “very good”). The answer with the less responses is International
Cooperation (48 answered “poor” and “very poor”), which is understandable, since the level of awareness in Greece on
International Cooperation is very low, especially in schools. We also believe that the term International Cooperation is
unclear and misleading.
II.4. Please indicate examples of projects and activities implemented in your institution focused on these subjects:
This question was open and was answered by all responders. In their answers, they mentioned various programs,
initiatives, synergies and methodologies implemented.
Their answers can be categorized in the following categories:
• Νo programs implemented in my school.
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• European programs.
• Programs that are organized from the teachers themselves within the context of one or more school subjects.
• Programs implemented in collaboration with non-profit organizations.
We notice that most educators have implemented programs within the context of the school curriculum on their own
initiative. Many of them have collaborated with CSOs from which they have used educational materials or have
participated in their actions and campaigns. Some responders implement activities within the context of European
Programs. Erasmus plus, etwinning, teachers4europe, ASPet Schools, are the European programs mentioned the most.
Finally 14 responders mentioned there are no programs at all implemented in their school/organization.
From the answers to this question we can clearly see that the majority (94 out of 108) of the responders have already
experience with projects on the issues, mainly through activities they incorporate in their curriculum and projects in
collaboration with the Ministry of Education and the various Directorates of Education of the different Greek regions.
However, the collaboration with the non-profit sector is also obvious. Finally, we can see that the european projects
have started to gain ground both in formal and non-formal education.
Please find in the Annexes the table with all the answers of the educators. (Annex 1)
II.5.Have you ever attended a course on the above-mentioned issues?
The majority of the responders seem to have done some sort of training on one or more of the thematic issues.
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This was an open-ended question. Above is a categorization for those who wrote exactly the hours of the course they
followed. We can see that the majority have attended either a short course (up to 20 hours) or a very prolonged one
(100+). There were also answers responders that didn’t mention specific hours, but answered that they have
participated in a variety of programs.
Regarding the organisers of these trainings, we can find various sources where the educators attend the courses.
In the Annex 2 you can find a list of those that responded promptly answered.
The majority of programs are implemented by nonprofit organizations and universities. A noticeable percentage are
European projects and programs coordinated by the Ministry of Education.
II. 7. Please describe how you agree with the following statements about addressing these issues to young students:
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On evaluating this section, we draw the conclusion that the wording of questions 1 and 3 (in relation to the scale
provided), misled the responders whose answers led to ambiguous conclusions. Taking this under consideration, we
cannot draw conclusions on whether they feel comfortable or not addressing these issues.
However, the majority of respondents understand the purpose and importance of integrating these complex issues in
the classroom curriculum. A large number of them believes there are tools available to use.
II.8 Involvement of students
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It is clear from the above table that half of the respondents consider that they have used modules on issues such as
global citizen etc and that young people’s involvement was considered to be very good. However, “involvement” is a
highly subjective term and it’s important to be further defined and evaluated. Understanding the term will be a great
tool to plan how we can better approach the situation to make a positive impact on those young people's minds and
attitude towards the above examined issues.
III.9 Possibility for youth involvement improvement
The majority of the respondents believe that young people are influenced by media and public discourse.
Most of the respondents believe that students can be encouraged to show interest in topics that are out of the school
curriculum.
The majority of the respondents have knowledge on these subjects, but believe they need to be exposed to innovative
methodologies and tools in order to further develop their abilities in implementing them in the classroom.
So we can say that respondents need more practical trainings rather than informative or theoretical sessions.
II.10 Methods used
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There were the exact same number of answers for 3 methods: Participatory methods, teamwork and open discussion.
Digital and multimedia tools also received a high response. Regular lessons in the form of lectures received a medium
response. We can also say that the vast majority of educators (94 out of 108) use a mix of methods (blended learning)
when trying to approach these issues (respondents in this answer could choose more than one answer). We observe
that teachers try to move away from the more traditional teaching methods and seek more experiential and student
centered approaches. Also, they combine different methodologies in order to address these issues.
II.11 Needs in additional training
The choice of training that prevails is on ICT and media literacy tools, showing that they need training mostly on the
medium rather than on the themes.
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We believe that the high response at the answer International cooperation and development is explained because in
Greece people are less familiar with these terms and they can be misinterpreted. We feel from the answers, that many
would like to be informed on how to build international cooperations (with other schools, organizations etc).
II.12 Interest in taking part to free training
It is clear form the above scheme that the great majority of the respondents (93%) are either very interested or
interested for a free training on the issues.
III. Digital and multimedia tools for education
III.1 Kind of digital/multimedia tools mainly used
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After thorough examination of the results and the context of “Education on ICT level B” that was available to the public,
we result that most of the reasons that educators don’t use ICT in education is because there are not enough modules
or good practices that they can copy or modify to use in their everyday teaching. For that reason they mainly use ready
made materials, video (35,19%), web documentaries (30%) and other audio works. One more reason for choosing
existing materials is also the lack of time to create a new lesson from the start as well as the increased demand on the
curriculum that doesn't allow more creative approaches.
III.2 Interest of using digital/multimedia tools
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In the experience of teachers and educators, the use of digital/multimedia tools in education activities
● Can complement regular lesson 57,41%
● Increase interest and motivation of young people-46,30%
● Provide opportunity for dialogue 41,67%
and are considered to be very important.
III.3 Use of digital tools in the respondents school/organisation
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From the above charts we derive that, in Greek reality, digital and multimedia tools are considered to be important and
most of the participants try to include them somehow in their practice.
In addition, most of them have their principals’ support and evaluate the use of digital tools in their school/organisation
as “Good”.
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70% of the respondents have more than once or once attended a course on digital tools for education and most of them
declare having an experience of over 69 hours minimum (pie:III.5).
That is mainly due to their attendance to the official educational program on ICT of the Ministry of Education, titled
“Education on ICT level B”. The question “How do you consider the existing training opportunities on digital/multimedia
tools on a local/national level?” (pie:III.7) was answered by 45% as “Good” which is average in the Likert scale.
III.8 Difficulties to get specific training on digital/multimedia tools
The answer to this question gives us an overview of what the participants consider to be the most important difficulty
that they face in training themselves in ICT in education.
Time availability and Lack of technical equipment, connectivity etc. are considered as very important (respectively 37
% and 39%).
Few opportunities to apply them is another difficulty (important for 25%).
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Whereas, poor interest in this topics within school context or Low personal interest in this topics are not considered
like important obstacle.
Time availability and lack of technical equipment are considered to be the most important difficulties. This in a way
contradicts with the results of their training, since most of them declare to have followed over 69 hours of training.
III.9 Interest in participating in free training
What we can see from question 9, confirms that they are willing to spend more hours in educating themselves on ICTs.
The 65% of the participants are interested in participating in a free training on ICT and media literacy as didactic tools.
IV. Preferences for the training course
IV.1. Please indicate a preferred schedule for the foreseen training course within the project:
Intensive short training (17 answers)
Meetings distributed within a long period of time (23 answers)
Online training, with periodical meetings (55 answers)
Lectures by experts with didactical programme for self-study (13 answers)
IV.2. How many hours do you think the training should take, considering also online training and research?
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IV. 3. In which period would you prefer to attend the training course?
I.V.4. At what time would you prefer to attend the training course? (multiple choices)
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IV.5. In case the training course in not professionally recognised, would you attend it?
This unit of the questionnaire tried to investigate the preferences of the educators for the future trainings. We can sum
up the findings in the following elements: Half of the educators (51%) prefer an online training with periodical meetings,
or meetings distributed within a long period of time (21%). We can assume that the physical meetings are very important
for the educators, however they would prefer to have shorter meetings throughout the year rather than a very intensive
course that would happen once. These meetings would be supported by on-line trainings, and more than half of the
respondents seem to feel comfortable with this option. This method could probably help overcoming the lack of time
they mentioned (see III.8).
As far as the duration of the trainings are concerned, we can see that the majority of the educators would prefer to
have a long period training rather than a short one. 57.06% (if we count 50.46% +6.6% other that they all say 24 hours+)
prefer the training to last at least 24 hours, with 3 educators answering 50+ and even 1 answering 100+).
The most prefered period for the training to take place would be either the 1st trimester of the school year (October-
December), either the 2nd (January-March). We can confirm this finding with our own experience since educators in
greek Secondary schools after March are very busy with the school exams.
It is interesting that the vast majority of the respondents prefer to have the training post working time. Only 22,15%
prefer to have the training in the morning. The majority, 43.31%, prefer to have the training during Weekends. Finally,
80% of the respondents would be interested in participating in a course even if it was not professionally recognized.
From the answers in this questions we can say that a great amount of the educators that participated in the survey are
highly motivated professionals that are very interested in deepening their knowledge in both sectors (Global citizenship
education and ICT) for their personal development. They seem willing to participate in trainings after working hours, be
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committed for many hours, even if this training is not officially recognized. This conclusion is supported by the fact that
102 out of 108 respondents gave us their full contacts details as they are interested to know more about MigratED.
IV.6. 6. Expectations on the training and subjects that you would prefer to analyze, among the above-mentioned ones:
Please find in Annex 3 all the answers given
Bellow is a word cloud with the most promptly answered words. We can see the words mentioned more are:
We can see that the word that comes up the most is rights and interestingly enough ICT is among the less mentioned
although in previous questions their interest in ICT is clear. One explanation can be that this has to do with the term ICT
and not the content of ICT, which can be supplemented by multimedia, digital and education in general.
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Summary of needs and gaps, recommendations
Our main public is composed by experienced educators (more than 70% from formal education), mainly women, more
than 40 years old. They have developed programs/activities on our topics mainly on their own, since the curriculum in
secondary education does not foresee enough material and educational tools. They are familiar with ICT and have
followed several kinds of training in media and ICT.
However, they are interested in new trainings, mostly on ‘how to use ITC in activities/lessons with youth’. It seems that
they are missing methods and examples of good practices and not theory or new skills on digital tools.
They are open to non-formal activities.
In both formal and non-formal education, although in the later the sample is small, we may conclude that the majority
is interested in finding a way to include ICT in their practice and particularly in a manner that would be something more
complex and creative, than simple web browsing or a video presentation. It would be helpful to provide the educators
with the kind of knowledge to include ICT into their practice through easy and effective creative projects which also
consider both the curriculum and time constraints.
Suggestions
further investigate how educators perceive the term involvement when young people participate in an activity.
develop examples of good practices (description of activities) using ITC and oriented to GCE.
We observe that teachers try to move away from the more traditional teaching methods and seek more
experiential and student centered approaches. Also, they need guidance on how to combine different
methodologies in order to address these issues. So we can say that respondents need more practical trainings
rather than informative or theoretical sessions.
training that prevails is on ICT and media literacy tools, showing that they need training mostly on the medium
rather than on the themes. We need to help them clearly identify the objectives, principles and goals pursued
from the procedures/modules that are required for the implementation of such tools.
We could also try to catch future teachers/youth workers (e.g. add as objective of WP3 Advocacy)
It is interesting that from the large number of educators to whom we sent the questionnaire, the majority that answered
had more than 20 years of experience in teaching. These educators are more mature pedagogically and as proved with
less familiarity and experience with global citizenship education concepts and digital media (this is probably why they
have asked for more training on these issues). Another reason that proves their need for training is the fact that most
of them teach language arts, a discipline where at least in Greece educators are less familiar with digital tools.
The majority of them answered they are familiar with the term Global Education, we would probably further investigate
in our trainings how exactly they understand the term since it is very broad. Another term that was misinterpreted is
International Cooperation which was often understood as synergies between their schools and schools abroad.
From the respondents’ expectations from the program, the preference that prevails is the training on new technology
and digital media tools that could be used to teach global issues. The themes that come up the most in their answers
are human rights, global citizenship, intercultural education and migration. However, they seem to be mostly interested
in investigating ways to motivate their students’ interest in these issues and how to encourage them to think critically
as active citizens.
What seems to concern them the most in dealing these issues in teaching is how to gain knowledge themselves, how to
link theory with practice and in general how to practically integrate these tools and knowledge in the formal curriculum.
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In addition, they are open to collaborations and synergies with greek colleagues and educators from other european
countries, as well as NGO’s since most of them have already participated in various actions of organizations. Also, most
of the respondents have experience from European programs.
Finally, it is worth mentioning that almost all of them gave us their personal contacts in the non mandatory question,
showing their trust and interest in the MigratED project.
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Appendix
Annex 1 - Examples of projects and activities implemented in the institutions mentioned by the responders
ActionAid's Action Week 2012
ActionAid's Action Week 2013
Books on Wheels, Cinema Education
Collaboration of the Attiki Lyceums of the UNESCO Network Schools with the creation of symposia, Cultural
programs and Environmental with student groups
Tributes on days specified by the Ministry of Education
"Human Rights Education. Intercultural Education. Immigration."
"I care and I Act", Erasmus, etwinning
"Journey to ourselves & to the world"
"Schools-Ambassadors of the European Parliament"
"Multilingualism"
A training seminar on human rights and the rights of the child addressed to children and adolescents
ActionAid,UNICEF,Erasmus+
Activities related to the issues with various opportunities, especially if they are related to programs of the Ministry
of Education
Amnesty International
Analysis and discussion of the terms in the course of language of the Lyceum
ASPNet UNESCO
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ASPnet UNESCO Greece, Model United Nations Conferences, Speak Truth to Power/ Human Rights Programme
(Marianna v. Vardinoyannis Foundation/ Robert F. Kennedy Foundation), No Project Campaign, ActionAid, ELIAMEP
Programmes for Schools/ Simulations, Inclusive Education, European Citizenship Programme for Schools, IncludU
(2017) in cooperation with the Department of International Relations of the University of Piraeus
Child Sponsorship, Collection of food and clothes
Compass Education and Human Rights
Cultural Programs (Cinema)
Cultural projects, experiential workshops, participation in actions of ActionAid
Diagnosis and psychotherapy in psychological and psychiatric issues of migrant children or adolescents mainly
referred to by relevant NGO structures
Discussion on the teaching of the rights and obligations of student refugees in society.
Discussion, lessons and projects within Social and Political Education course, implementation of Actionaid
educational programs
Diversity was a matter of Project implementation. Also, a cultural program (Video museums) was implemented,
focusing on the issue of migration.
Education for vulnerable social groups, anti-racism and human rights events, exhibitions and projections,
educational programs aimed at empowering young people to protect the environment, animals and human rights
(Roots & Shoots methodology), training of trainers in the implementation of relevant activities
Educational scenarios and exploitation of Transformational Learning
Emergency training, non-formal education
Environmental programs
Erasmus Projects(App, Emels, MigratED, Silence hate)
Erasmus
Erasmus
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Erasmus +
Erasmus+
Erasmus Projects, Ε-twinning, European Schoolradio
Erasmus(KA1-KA2), ETWINNING
Erasmus+ "MIGRANT", Compass from Arsis
Erasmus+ KA1,"Building bridges, not walls!", Extra-curricular cultural program, theater group "Babylonia", invitation-
presentation of NGO "Heart Doctors", participation of students in the international contest of poetry "Castello di
Duino" of the High Commissioner for Refugees on "We are together"
E-twinning program and Projects of Health Procurement
European Action Programs Etwinning / Volunteering Programs / Participation in the program "I care and i act" /
Recycling Programs and environmental education programs
European Project Ersamus+ KA2: 2015-1-EL01-KA201-013930 - Demokleos" Rethinking Democratic Awareness and
Collective Responsibility for a whole-school approach"
Experiential Human Rights Program,
Respect for Diversity (project by team "Synkinisis")
Experimental workshops, workshops and theater Forum on Human Rights, Migration and Active Citizens
Forum Theater, adult education, awareness programs
Greek migrants in Germany, Mediation in school life
Group /cooperative actions within the lesson, speeches, visits
Group work only within the course
Health education project about volunteerism, workshops about human rights within the curriculum or after external
Invitation, eg. Antigone, participation in the Parliament of Adolescents, participation in Action Aid program
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Health procurement programs- cultural activities programs(by the Ministry of Education)
Human Rights
Human Rights
I am mainly engaged in COMPASS for the lessons I teach (sociology, political education and basic principles of social
sciences).
I don't know any programs
I know that colleagues are visiting places where refugees are staying as well as in schools of study and there has
been interaction with our own students. (But I do not know details, you have mandatory answers to an evaluation of
activities that I have not done)
If the world was a small village (ActionAid program)
In the context of the Social Education course
Under the Erasmus program
IncludU, I Care and I Act, EPAS
Informative actions in schools, workshops for teenagers - beneficiaries of the organization
Intercultural activities (eg train passengers, etc.) - human rights activities (agree / disagree, etc.)
Intercultural education, Volunteering, Communication and Language
Interdisciplinary teaching
Learning Greek to immigrant children
Make the rights a picture.
Many
Material used for these themes comes from Unicef and Compassito.
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Member of the Council of Europe Youth department Trainers' Pool
Network of schools of Eastern Attica: Human Rights and Theatrical Techniques
Participate in the action 'What if you were?' from theater to education, participation in ActionAid programs
Participation in MUN Thessaloniki, Asp Net School UNESCO, training for integration of refugees, training for ROMA
reception, participation in the ActionAid Global Action Week
Participation in simulations of EU bodies on migration, participation in ActionAid "Global Action Weeks"
Participation in the Conseil des jeunes citoyens organized by Thessaloniki's Delassal College. The topics were human
rights, nature protection, diversity, unemployment and development.
Participation in the following educational programs
1."We Say The Truth to Power" by the Foundation Marianna Vardinogianni
2. Unicef-"Schools protecting Children" program
3.DIAZOMA. "Adoption of Ancient Theaters: Students Guided Students in Ancient Theaters" in collaboration with
citizens movement
4. ActionAid "Global Action Week"
Performing experiential activities of compass, Actionaid, Unicef, Human Rights, etc.
Presentations from various organizations such as Hope spot, Arsis, Antigone, Smile of the Child.
Educational visits to various institutions such as SOS Children's Villages, School of the Blind, School of Deaf, Rural
Cases of Kassandra etc.
Partnership program of democratic schools, organization of a pan-European conference on democratic education
Program of social solidarity and volunteering, environmental program for recycling and reuse, reduction of plastic
bag and waste of food.
Project Digital Resistance Council of Europe
Project Erasmus+ , Projects
Racism, Chidren Rights,Women's rights, rights of minorities
Research papers based on the above thematic units, theatrical group
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Rights of the Child,Gender identity, Democracy in school,
Same World, EuroAsian Network ASEF, ASPnet Schools Unesco, Action Aid, Foundation of the Parliament
Seminars of various institutions and trainings
SENJA , GESEE (ΓΕΣΕΕ), MUNICIPALITY, BRITISH COUNCIL, LIFE SKILLS ,SOCIAL ENTREPRENEURSHIP
Teacher's training for teaching refugees' groups
Techers4Europe, Actionaid, ποικίλα άλλα προγράμματα
The Children's Museum at the Open Schools held summer activities on the collection of rubbish and recycling, the
protection of stray animals, the care and cleanliness of communal public spaces through visual and theatrical
workshops.
Internship at theatrical play in intercultural primary schools through the 3-year "School of Play" pedagogical theater
workshop in collaboration with the Pan-Hellenic Education Network for the "Attempts to Approach the Other"
program.
Karpos, in collaboration with the British Council, made audiovisual workshops to teenage refugees in the camp of
Skaramanga.
Thematic Week
Thematic Week - Equality of the two sexes
Through theatre
Training of pupils of F1sth class of Lyceum in first aid with the KIDS SAVE LIVES program
UNESCO ASPnet Schools, ActionAid campaign every year
UNESCO Collaborative Schools Program "Global Active Citizen"
UNESCO Network
Unesco Working group, Synergies with NGOs, Fundraising for various non profit organizations, philanagnosis
program
Volunteering - Social Action
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Volunteering and solidarity program: "I Care and i Act", Program INCLUDE University of Piraeus, ActionAid program,
Teachers4Europe
Working with the Ombudsman for child protection, participating in the 6th Multilingual Festival, participating in the
Learning to Disagree program by Euroclio
World Days and Awareness on Individual Social Issues, Participatory research action on a microscale with school
children on issues/problems facing at the hotspot, cultivating social skills with objectives employing empowerment,
and gaining conflict management tools at school level.
World Days, Questionnaires, Action Week for Education
wWe don't have any project on the above issues
ΑctionAid Program/ Erasmus KA1
Annex 2- Specificities of training, projects, activities implemented See question lI.6. If yes, please specify (number of hours, organisers, program):
Body implementing courses and name of course
● App Your School (Erasmus +) - KARPOS
● Center for Environmental Education- "Human rights and Environment"
● BRIGHTS MOOC (Erasmus + project on Global Citizenship and digital storytelling)
● Hellenic Theatre/ Drama and Education Network
● University of Piraeus, 6 ECTS,
● ELPPO (Free University of Citizens) -Intercultural Education and Teaching Greek to Foreigners
● Civis Plus
● Service Learning by Jane Goodall's Roots & Shoots and University of Colorado Boulder
● Sende Organization
● United Societies of Balkans
● Greek Guiding Association
● Greek Trade Union (ΓΕΣΕΕ)
● Ministry of Education
● British Council (Life Skills)
● Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education
● Osmosis (NGO)
● University of Aegean
● Amnesty International
● Euroclio (European Association of History Educators) "Learning to disagree"
● UNCHR
● M.Vardinogianni Foundation
● University of Athens
● University of Thessaloniki
● Ministry of Education- European Citizenship Programme for Schools
● Greek Council for Refugees- Refugees and Cinematography
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● ActionAid
● Athens Public International Law Center- University of Athens (30 hours training about Immigrants and Refugees Law)
● Aeiforum (NGO) Inclusion of Immigrants 5 hours session
● ETWINNING- Webbinars
● State Scholarships Foundation (IKY)
● Prevention and Treatment of Bullying and School Violence phenomena Network - training
● World Class Scholars International Partner Schools” South Carolina Department of Education and Envision South Carolina
(On line)
● Teachers4europe
● EPAS "School Ambassadors" project, European Commission
● Erasmus+ KA1 "Educating without exclusions the citizens of the world
● Municipality of Athens (Training session on non-discrimination, tolerance and integration of refugee and migrant children
in mainstream education')
● Diapolis (under the University of Thessaloniki) -Education for Foreign Students
● Includu (Erasmus+, Jean Monnet Project)
● Hellenic Theatre/ Drama and Education Network and UNHCR "If it was you? 22 Hours training about Human Rights and
refugees
● Desmos- Project "I care and I Act " (Νοιάζομαι και Δρώ) 8 hours training
● 2o Gymnasium of Thessaloniki- 1 day Conference "Citizenship Education and Modern Reality"
● Ministry of Education Health Department (Thessaloniki) - 1 day Conference 8. "Schools Network for Participation and
Democracy",
● Ministry of Education Environmental Department (Thessaloniki Region) -1day Conference 10. " Social Environment -
Fundamental Rights for All"
● Ministry of Education Health Department (Thessaloniki)-1 day conference " Babel's Backyard: Co-operating in a
multicultural school",
● Youth Counseling Station "You see something? Do Something" 20 ώρες training
● Ministry of Education- Department of Health Education "Let's' talk about violence" 8 hours training
● "Antigone: Information and Documentation Center on Racism, Ecology, Peace and Non Violence 12 hours training
● Hellenic Observatory for Intercultural Education (EPADIPE) "Schools and Human Rights" 2 months training
● Hellenic Theatre/ Drama and Education Network and UNHCR "If it was you? 40 Hours training about Human Rights and
refugees "
● Coordinators of Environment and Culture Education- seminars and trainings
● Hellenic Open University -On line Training "Views of Refugees"
● Erasmus+(Italy/Cercosino Artemide) 1 week experiential seminar about refugees
● Hellenic Open University - E learning Platform "Views on the Refugees"
● ERASMUS + BREAKING THE CYCLE
● National University of Athens -1 year seminar on Human Rights Education
● DEMOKLEOS-15 hours training-
● Directorate of Secondary education Piraeus
● Directorate of Secondary Education East Attica -training of intercultural education
● Harokopio University (250 hours training) «Intercultural Education: Refugee Education and Integration»
● Ministry of Education-Secondary Education Directorate of Peiraias-42 hours training "Human Rights in action and
Democratic Citizenship"
● Seminars in the University of Thessaloniki
● E.E.P.E.K-Scientific Association for the promotion of educational innovation -50 hours training on Language Teaching in
Bilingual Students with Migration / Refugee Background
● Ministry of Education 4 Hours Training "We are all equal"
● University of Thessaloniki: 1 day Conference "Cultural diversity in the greek high school"
● Antigone- 4 hours training- "Your right, my right"
● Faculty of Social and Educational Policy of the University of the Peloponnese (UoP) and the Association of German
Educational Organization (AdB) Gr.A.C.E.: Greek German matchmaking for Active Citizenship Education in Youth Work“, -
32 hours
● British Council-12 hours training
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● UNICEF-18 hours "Education for Inclusion"
● Greek Trade Union (GESEE)- 1 day conference- "Human Rights and Intercultural Education" Volos
● University of Thessaloniki - in school training "Inclusion of Roma"
● Masters Program (MA) Education Leadership-European University of Cyprus
● Demokleos Learning/Teacher/Training activities for teachers and students
● Council of Europe, Workshop on the project "Descriptive Indicators of Skills for Democratic Education" for the schools in
Attica Region
● UNHCR- training about refugees
● IfeL-Institute Hamburg Seminar (Porto, Portugal, 19-24/10/2014) "Project Management for European School
Enhancement through Intercultural Programs"
● Erasmus+ KA1 Teacher Training με θέμα "Projektmanagement für interkulturelle Austauschprojekte in Europa" (Project
management for cross-cultural exchange projects in Europe) (The teacher was the coordinator)
● Ministry of Education, 1 day Conference, "Intercultural Education: education, teaching, learning" (Αθήνα, 15/2/2007)
● University of Thessaloniki, 3 days seminar, "Intercultural Education: goals and teaching applications" Athens, 15, 16,
22/1/2008)
● Ministry of Education-1 day Conference, "Students and educators in a multicultural school" Athens, 12/5/2008)
● University of Athens & University of London - 2 days Conference as part of the Masters "Education and Human Rights"
● Education and Rights in Social Crisis" Athens 23, 24/9/2011)
● University of Athens & University of Thessaly, 1 day Conference,
● Adaptation of Immigrants and Resettlement Students: Needs Investigation and Intervention Plan"
● University of Aegean, Thessaly & Ioannina, 1 day Conference, Ημερίδα των Α.Π.Θ., Πανεπιστημίων Αιγαίου, Θεσσαλίας-
Ιωαννίνων με θέμα "
● Greek school and interculturalism: the dynamics and benefits for students and teachers"
● Ministry of Interior- 1 day Conference "Organization of services for the integration, monitoring and evaluation of equality
policies throughout the scope of public action"
● University of Athens- Center of Excellence Jean Monnet- "Learning about European values and citizens' rights in
multicultural schools"
● KAICID and Scouts of Greece (SEP) -3 days training in Vienna
● Council of Europe (Many days, several short-term and long-term trainings mostly with the CoE)
● Hellenic Theatre/ Drama and Education Network (if it was you)
● Municipality of Athens (Human Rights and Child's Right, ways of interventions in case of abuse) 10 hours
● Diapolis-50 hours training (University of Thessaloniki)
● General Secretariat for Lifelong Learning-50 hours training
● Save the Children
● ELIX-3 days training ''Creative Facilitation 1-Using the arts in working with groups''
● Hellenic Theatre/ Drama and Education Network-10 hours training ''Faced with the new challenges of 2017: tracing the
role of the citizen'',
● ELIX-3 days training "Introduction to Education in Emergencies-Quality Education in Humanitarian Response"
● University of Thessaly -2 days training "Education and refugee identity"
● Hellenic Open University - E learning Platform "Views on the Refugees" 50 hours
● University of Piraeus (70 hours training) "Intercultural Education- Educational Methodology of learning and inclusion"
● British Council ''Living Together Training for NGO staff working with refugee children'' 1 day workshop
● British Council
● Save the Children
● UNICEF
● UNHCR
● Chain Foundation (European heritage education.)
● Chain Foundation: Erasmus+ KA1 «Las otras orillas (The other shores) – Sevilla and other places» 80 hours seminar
● Chain Foundation: Erasmus+ KA1 «In Search of the Occident: the Azores»80 ώρες seminar
● Hellenic Theatre/Drama and Education Network (30 ώρες Workshop about Refugees "If it was you?")
● Youth Advisory Station of Peiraias -4 hours training "Understanding Puberty"
● General Secretariat for Lifelong Learning-20 hours training
● University of Thessalia - 30 hours training
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● Arsis
● University of London
● University of Thessaloniki ("Education of foreign students 35 hours seminar)
Annex 3. Expectations on the training and subjects that the respondents would prefer to analyse
6. Expectations on the training and subjects that you would prefer to analyse, among the above-mentioned ones:
Ways of attracting young people's interest, which is very demanding and difficult.
Intercultural Education
NO ANSWER
Better interconnection of the teaching subject with these issues
human Rights
To acquire knowledge and experience on the mentioned topics (human Rights, European Cooperation, Intercultural
Education, digital instrumentation tools and Their Use in Didactic Practice). In addition, I will be able to get in touch with
colleagues from other countries and exchange experiences and material.
Intercultural education, Greek as a second foreign language, Education and support for refugees
How these issues can be used in practice
Intercultural education
Education and digital media.
I am interested in all the educational objects mentioned
To acquire knowledge / skills / ideas for a more competent approach to the subject.
Interpersonal relationships
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Use of New Technologies in human rights
Techniques and methods of motivation in the subject
human rights
Material and practical guidance
The workshops to offer both technical training and training for experiential workshops with students.
Developing Skills and action on human rights, Peace issues, Refugee.
Examples of (free) apps
To improve my knowledge of digital literacy and the possibilities of communicating with my students in the themes of
migration, human rights, the role of the active citizen
Education in New Technologies in education in relation to human rights, migration, intercultural education
Can know the use of knowledge in practice
I am interested mainly in topics that will help me to challenge my students to contribute even to a minimum to become
thinking and active citizens
What you have already mentioned is sufficient
Intercultural education, collaboration with teachers and pupils from other countries, emphasis on ICT provided that they
lead to realistic possibilities of implementing educational activities within the Greek school
Subject coverage, acquaintance with digital tools, simulation and / or practical application.
Self-growth
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Using online tools
ICT
Personal information and implementation in the classroom.
Use of new technologies in teaching immigration and human rights issues
Everything
Better communication and interaction with students
Active Citizenship, Democratic School, Inclusive School, Experiential Learning in Intercultural Environment
Immediate practical application to my job
Familiarize with 21st Century training tools, use of New Technologies, cultivation of knowledge and skills in the topics of
MigratED. Working with other teachers, disseminating best practices, changing attitudes to school education culture, etc
NO ANSWER
Active Citizen, Migration, human rights, Sustainable Development, digital media Literacy and digital tools
If I could contribute due to specialty and relevance to interculturalism, I would be glad to attend a program as the need
becomes urgent and I am available
How to communicate advantageously with people who have different codes of communication in Greece. eg.. Muslims
Student awareness, dialogue, action
NO ANSWER
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I have no preference, I would like to know as much as possible about the above issues
Using ICT in education
Something that I can use in the classroom
Training for the use of knowledge within the educational process
New collaborations and enthusiasm for stimulation in international programs
NO ANSWER
Increase opportunities
digital tools and multimedia
To be informed and trained so as to reflect as active citizens in contemporary issues
Interculturalism, inequalities, rights through the use of digital media.
Active citizenship, human rights
human rights, Sustainable Development
High
Active Citizenship Education, Intercultural Education
I believe that I have knowledge gap of the use of digital tools / multimedia, so I think my participation in such an
educational workshop would help me very much. With regard to the issues I would prefer to analyze are the Active
Citizen, human rights, Sustainable Development, Peace.
Digital media and digital tools literacy
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NO ANSWER
to learn how to use multimedia tools in teaching human rights
acquiring knowledge, techniques and self-confidence to use the new media
International cooperation, Intercultural education
teaching scenarios
Active Citizen, human rights, Refugee and Migration, Intercultural Dialogue, Peace
What is to be done, to be done in depth and not careless.
Whether all of the above can be integrated into formal education.
Active citizenship and human rights
The ability to transfer the knowledge acquired to my students
International Cooperation and Peace Education
multimedia applications, web platforms and blogs, virtual reality
To improve my skills and use them for my teaching
To upgrade and update of my skills and knowledge
New teaching methods, sensitization and motivation of learning
Improve my ability to use multimedia and applications and learn about the potential for international cooperation
IMMIGRATION, human rights, INTERCULTURAL EMPLOYMENT
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Immigration and human rights issues to be discussed in schools and there should be organized actions in order to
protect them. And also how these issues could be promoted through digital tools
Familiarization with new digital tools
Use of technology, International partnerships, human rights
Active citizenship and human rights issues
Linking literacy to digital media on issues of civic education and human rights with emphasis on the rights of minors and
vulnerable groups from immigration and refugee populations
enhancing knowledge and practice of educational "behavior" and teaching
To acquire skills
Active Citizenship, Sustainable Development, human rights, Migration, Intercultural Education
Specialization and increase motivation
In depth information so as we can adopt the in our teaching practice
Μigration, peace education, cultural diversity
More skills in ICT use, Approach to comparative education of refugees
Acquire more experience related to the implementation of the above thematic units in education
Many
Acquiring new tools in educational practice
Non formal education and techniques of training and teaching adults
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Peace Education, Dialogue
Digital tools
Use of technology in non-formal education for social awareness issues
To get more knowledge and tools to make a more effective and accessible work for my students.
digital tools to raise awareness of teachers about immigration issues; Networking tools that can be used by teachers to
get in touch with peers, share material, good practices, and the results of their interventions
It would be very important to gain experience in teaching such issues in conjunction with new technologies. In
particular, now where technology is a very important tool for the future and its use can bring very beautiful results.
the use of ICT in education
Teaching methods using technology.
High
I would like to enrich my knowledge on the better (and more effective) use of ICT in the educational process, to
promote cultural diversity.
A discussion on how to use digital tools while always focusing on the student.
Tools, knowledge, dialogue
Practical ways of integrating digital education into day-to-day teaching to integrate refugees and migrants into the
classroom for integration.
Creative use of multimedia
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Developing literacy skills in the use of digital tools and multimedia to raise pupils' awareness of immigration, human
rights and sustainable development issues. Linking theory to practice, mainly through the demonstration of good,
already applied, practices and examples and familiarity with digital environments and tools.
The use of educational tools to inform our students to such interesting topics
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Needs Assessment Report of Slovenia
Overview
In Slovenia, so-called global issues, i.e. human rights, development (cooperation), intercultural dialogue, tolerance,
migration, are usually perceived within the scope of global education1. On Government level, the field overlaps between
the Ministry of Foreign Affairs and the Ministry of Education, Science and Sport.
Within the scope of foreign policy, the Resolution on the International Development Cooperation and Humanitarian
Aid of the Republic of Slovenia2 (2017) recognises global education and its role in eliminating poverty and implementing
sustainable development (Article 27). Global education encourages participants to understand world events, its causes
and consequences, and the interconnectedness of the local and global dimension. The Ministry of Foreign Affairs
regularly supports projects of non-governmental organisations (NGOs) in this field (Ministry of Foreign Affairs, 2018)3.
Although the Ministry of Foreign Affairs could be identified as one of the most prominent institutional supporters of
Global Education in Slovenia, an overview of their activities in various years indicates that the support of the Ministry
of Foreign Affairs is not consistent and geared toward achieving long-term goals (Suša, 2015)4.
Already in 2007, the Ministry of Education developed Guidelines for Upbringing and Education for Sustainable
Development5. The Guidelines define key areas of sustainable development, emphasising that addressing versatile
issues requires comprehensive approach. The document defines key aims and principles of sustainable development
education, and provides practical guidelines on implementation in kindergartens, schools, the line Ministry, NGOs, and
local communities. It encompasses a set of recommended measures to be introduced by each stakeholder with the
purpose of implementing the Guidelines. While the Guidelines refer to interconnected environmental, economic and
social issues on declaratory level, in practice they mostly refer to environmental dimension of sustainable development
(Gobbo, 2011)6.
The national review report on implementation of the Education for All Agenda (2015)7 recognizes that “Slovenia
strongly supports the view that education is a fundamental human right and a catalyst for social justice and
development”. Among main goals in Slovenian education, the report states “educate for sustainable development and
active participation in a democratic society, including in-depth knowledge of, and a responsible attitude to, oneself,
one’s health, other people, one’s own and other cultures, natural and social environments, and to future generations.”
The terminological divide between Global Education and Education for Sustainable Development results in the term
Global Education being primarily used within the NGO sector, while the term Education for Sustainable Development is
more present among teachers (Skinner, 2012)8. Nevertheless, Global Education is included within in-service teacher
1 Often also referred to as Global Citizenship Education, but the concept of Global Education is used on national level. 2 Resolution on the International Development Cooperation and Humanitarian Aid of the Republic of Slovenia (2017), Official Gazette of the Republic of Slovenia, Nr. 54/17. 3 Ministry of Foreign Affairs (2018): Globalno učenje. Accessible at: http://www.mzz.gov.si/zunanja_politika_in_mednarodno_pravo/mednarodno_razvojno_sodelovanje_in_humanitarna_pomoc/politike_mrs/globalno_ucenje/. 4 Suša, R. (2015): Globalno učenje v Sloveniji; Pregled obdobja 2008–2014. Ljubljana: SLOGA. Accessible at: http://www.humanitas.si/data/useruploads/files/1446063111.pdf. 5 Ministry of Education (2007): Guidelines for Upbringing and Education for Sustainable Development. Accessible at: http://www.mizs.gov.si/fileadmin/mizs.gov.si/pageuploads/podrocje/razvoj_solstva/trajnostni_razvoj/trajnostni_smernice_VITR.doc. 6 Gobbo, Ž. (2011): Izobraževanje za trajnostni razvoj – Slovenija. Ljubljana: Focus, društvo za sonaraven razvoj. Accessible at: http://focus.si/wp-content/uploads/2016/05/Slo_slo_esd-1.pdf. 7 Ministry of Education, Science and Sport (2015): Slovenia – Education for All 2015 National Review. Available at: http://unesdoc.unesco.org/images/0023/002316/231638e.pdf. 8 Skinner, A. (2012): How is global education perceived and implemented within two secondary schools in Slovenia? University of London, Institute of Education. Available at: http://www.pef.uni-lj.si/ceps/dejavnosti/sp/2013-04-10/06%202%20Skiner_Global%20education%20in%20Slovenia.pdf.
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training (CONCORD, 2018)9. The Guidelines on Education for Sustainable Development, considered as the first official
global education document in Slovenia, "designate /education for sustainable development/ as a focal point for the
development of the education system in Slovenia. /.../ Attempts have been made to formalise and operationalise these
guidelines through the development of a National GE Strategy but to little avail and Slovenia still remains without any
binding guidelines for the inclusion of GE within the formal school curriculum” (Skinner, 2012)10.
In the civil society sector active in various aspects of Education for Sustainable Development, the concept of Global
Education is often referred to with similar understanding (Gobbo, 2011) 11. Definition of Global Education, used in
Slovenian national context, has been developed by the Working Group on Global Education, coordinated by SLOGA, in
2008: Global Education is “a learning process, with the focus on interdependence and involvement of every individual
in global challenges”. The approach to Global Education highlights the need to develop both “formal and non-formal
education and learning programs” (CONCORD, 2018) 12 . Global education focuses on skills and values. Issues are
presented as interconnected and interdependent (e.g. development cooperation, peace studies, human rights,
environmental education, climate change). It also includes modern teaching techniques, such as Open Space
Methodology, learning by doing, less strict division between learners and knowledge providers, participatory learning,
and development of critical thinking. However, Global Education is still practiced as extra-curricular activity, often
implemented by NGOs (Gobbo, 2011)13.
When the field of Global Education began developing in Slovenia (NGO Working Group on Global Education was
established in 2008), the process was marked by transfer of ideas, methodologies and didactic materials from Western
European countries. Yet the national context is significantly different: the country does not have extensive development
cooperation programs, a relatively small share of GNI is allocated to official development assistance, only a small
number of NGOs are part of larger international networks, and many of them do not engage in development projects
outside Slovenia. Unlike in many other countries, Global Education is not an insignificant field of the NGO sector, even
more, it is at its core, as many educational and public awareness campaigns represent the bulk of NGOs’ work (Suša,
2015)14.
As global education activities significantly lie within the NGO sphere, it is not surprising that the study conducted
by CONCORD (2018)15 recognizes various projects (implemented by NGOs and public institutes) as key methods of
delivering global education. Strongly connected to project-based implementation of global education is the fact that
funding for global education is characterized by high level of fluctuation year-on-year. Within funding for global
education, in the period between 2011-2017 most funding has been allocated to informal education activities focused
on global education (outside a structured curriculum), followed by teacher training activities, awareness raising activities
about the importance of global education, and lastly, development of teaching materials and publishing in global
education. Furthermore, the study establishes “a mixed level of NGO involvement in GCE policy processes, and weak
coordination between the two organisations. According to both /i.e. Government and NGO stakeholders/, NGOs have
very limited involvement in agenda setting and policy evaluation. By contrast, they agree that NGOs are highly involved
in policy implementation since, according to the MFA, they are the only entities receiving funding for implementing
“GE” projects”.
9 CONCORD (2018): Global Citizenship Education in Europe: How Much Do We Care? Accessible at: https://concordeurope.org/wp-content/uploads/2018/03/CONCORD_GCE_FundingReport_2018_online.pdf?7c2b17&7c2b17. 10 Skinner, A. (2012): How is global education perceived and implemented within two secondary schools in Slovenia? University of London, Institute of Education. Available at: http://www.pef.uni-lj.si/ceps/dejavnosti/sp/2013-04-10/06%202%20Skiner_Global%20education%20in%20Slovenia.pdf. 11 Gobbo, Ž. (2011): Izobraževanje za trajnostni razvoj – Slovenija. Ljubljana: Focus, društvo za sonaraven razvoj. Accessible at: http://focus.si/wp-content/uploads/2016/05/Slo_slo_esd-1.pdf. 12 CONCORD (2018): Global Citizenship Education in Europe: How Much Do We Care? Accessible at: https://concordeurope.org/wp-content/uploads/2018/03/CONCORD_GCE_FundingReport_2018_online.pdf?7c2b17&7c2b17. 13 Gobbo, Ž. (2011): Izobraževanje za trajnostni razvoj – Slovenija. Ljubljana: Focus, društvo za sonaraven razvoj. Accessible at: http://focus.si/wp-content/uploads/2016/05/Slo_slo_esd-1.pdf. 14 Suša, R. (2015): Globalno učenje v Sloveniji; Pregled obdobja 2008–2014. Ljubljana: SLOGA. Accessible at: http://www.humanitas.si/data/useruploads/files/1446063111.pdf. 15 CONCORD (2018): Global Citizenship Education in Europe: How Much Do We Care? Accessible at: https://concordeurope.org/wp-
content/uploads/2018/03/CONCORD_GCE_FundingReport_2018_online.pdf?7c2b17&7c2b17.
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The Research
The questionnaire on use of digital tools in education on human rights and migration has been translated to
Slovenian language and published in May, with data collection period ending in mid-August 2018. Online questionnaire
has been used for data collection, with invitation for stakeholders to participate in the needs assessment exercise
published on thematic SLOGA website on Global Education16. The invitation has also been published in SLOGA’s weekly
e-news, SLOGA website and social media channels.
Prior to the launch of the online questionnaire, main target groups of the needs assessment exercise have been
identified:
a) teachers;
b) NGOs;
c) youth organizations and youth workers.
In order to reach the main target groups, following reach-out channels and targets have been defined:
a) Additionally to directly contacting teachers we were in contact with through our regular activities (e.g. Global
Education Week), invite them to participate in the needs assessment survey through our monthly e-newsletter
for teachers. The invitation was disseminated through Slovenian National Commission for UNESCO, and we
disseminated the invitation through the National Education Institute Slovenia.
b) We reach out to ten NGOs working with youth directly (mainly referring to our member organizations and
partner organizations), including through the Working Group on Global Education that SLOGA is coordinating,
and disseminate the invitation through our partner networks, but specifically targeting NGOs working with
youth. In addition to directly reaching out to youth workers and youth organizations, we engaged them through
their umbrella organization, i.e. National Youth Council of Slovenia, and the competent Government body, i.e.
the Office of the Republic of Slovenia for Youth.
We also used other opportunities to promote the project and invite relevant actors to participate in the needs
assessment survey.
In May, a national forum on Global Education and Sustainable Development Education has been organized by the Ministry of Foreign Affairs, Ministry of Education, and Global Education Network (GENE), in partnership with SLOGA Platform and two other NGOs (one of them is SLOGA member organization, the other is a partner organization). MigratED project has been promoted among teachers during the forum. Among conclusions of the conference, lack of a national coordination structure and a systematic and continuous approach, with monitoring in the field of Global Education have been identified as key challenges. It is necessary to link stakeholders at all levels, both between sectors and fields, as well as with the economy and the profession. Cooperation will enable strengthened knowledge, sharing of good practices and knowledge, and active participation. Among key challenges identified is also supporting educators in the field of Global Education and Education for Sustainable Development, including systematic incorporation of Global Education and Education for Sustainable Development contents into curriculum, and the empowerment of teachers for the implementation of Global Education and Education for Sustainable Development. The introduction of Global Education and Education for Sustainable Development is linked to changing values and assuming responsibility in society, and is faced with resistance towards changes and a lack of critical thinking, which is also a major challenge in this field. Among skills needed for implementation of Global Education and Education for Sustainable Development, ICT, i.e. “wise use” of new technologies, have been identified.
In June, we organized a training for teachers (ToT) within a project implemented in partnership with the University
of Ljubljana, Faculty of Social Sciences, on the Sustainable Development Goals through the prism of migration. Teachers who participated in the training were invited to fill in the needs assessment survey, and express their interest in further MigratED activities.
Upon closure of the questionnaire, 32 individuals participated in the survey.
Target group Target Realization
16 Available at: http://tuditi.si/anketa-o-uporabi-multimedijskih-orodij-pri-izobrazevanju-o-clovekovih-pravicah-in-migracijah/.
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Teachers 25 10
- secondary school: 6
- university: 1
- primary school: 1
- adult education
institution: 2
NGOs 10 13
- NGO: 12
- humanitarian
organization: 1
Youth organizations and youth
workers
10 5
- youth centre: 3
- youth organization: 1
- youth delegate: 1
Other N/A 4
- reception/
accommodation centre
for asylum-seekers or
refugees: 1
- research institute: 1
- development
cooperation institute: 1
- private sector: 1
Total 45 32
While more NGO representatives participated in the survey as foreseen, other two targets have not been reached.
According to feedback from participants, the time frame for schools has not been the best due to end of school year,
and school holidays. Similarly, the feedback from youth sector has stayed below foreseen target. While the National
Council of Youth Organizations has promised to support dissemination of the survey within their pool of youth trainers,
Office of the Republic of Slovenia for Youth has not responded to our request.
In addition to publishing the questionnaire online and promoting it through SLOGA communication channels
(websites, weekly e-news, social media), we have sent an invitation to participate in the survey to all primary and
secondary schools (and a reminder later), and published it in the monthly e-news for teachers (including the reminder).
We have also requested our member organizations working with teachers to distribute the survey through their
channels.
Based on low participation of schools, we will draft a list of schools with extra-curricular programs in human rights
and migration, and digital/multimedia tools, and schedule introductory meetings with them.
Nevertheless, as the field of global education, including number of actors involved, is still developing and
strengthening, we believe the needs assessment survey outlines key features of this field in Slovenia.
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Results of the needs assessment
I. Work and experience of respondents
Respondents work in following institutions (QI.1):
40% respondents work in NGO sphere, followed by less than 20% respondents from secondary schools, and youth
centres/organizations, respectively. Other respondents work in adult education, primary school, at university, in a
research institute, development cooperation institute, reception/accommodation centre for refugees and asylum-
seekers, and private sector – one respondent per institution/sector, respectively.
Functions/responsibilities of respondents (QI.3):
13
65
21 1 1 1 1 1
00
2
4
6
8
10
12
14
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More than 40% respondents are educators or youth workers in informal education, which corresponds with the global
education characteristics in Slovenia. More than 20% respondents are teachers (in primary, secondary school, and at
university), 18,7% respondents are project/program managers or project associates. A bit less than 10% respondents
assume leadership roles in their respective organizations.
Respondents’ areas of expertise (multiple answers) (QI.4):
Areas of expertise N=
Global education/Education for (sustainable) development, informal education, elementary
education, pedagogy
7
Human rights, (anti)discrimination, gender equality, prevention of corruption 5
(Sustainable) development, natural resources 5
Youth work(er) (including street youth work) 5
Development cooperation and humanitarian assistance 4
International relations, European Union 3
Migration, integration of underage refugees 3
Mobility coordinator, Erasmus+ program, international cooperation 3
Project coordination/project management (including “Let’s liven up the school” (Popestrimo
šolo) project multiplier)
3
Sociology of culture, history, law 3
Active citizenship, intercultural dialogue 2
Natural sciences, chemistry 2
Volunteerism 2
Entrepreneurship 1
Gymnasium graduate 1
14
54
32
1 1 1 1
0
2
4
6
8
10
12
14
16
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Respondents’ areas of education obtained (multiple answers) (QI.5):
Education obtained N=
Political science/International relations 8
Economics 4
Law 3
Pedagogy 3
Sociology, including sociology of culture 3
Andragogy 2
English/French language 2
Arts 1
Chemistry 1
Elementary education 1
English/French language 2
Gymnasium 1
History 1
Journalism 1
Migration 1
Psychology 1
Social sciences 1
Social work 1
Textiles 1
Not provided/practice 3
Respondents’ type of contract (QI.6):
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While 47% respondents are employed in the organization on a long-term contract, a bit more than half work with the
organization based on a short-term contract, including short-term employment contract, agreement on voluntary work,
and student work.
Years of professional experience in the sector of respondents' work (QI.7):
Majority of respondents have been active in current sector 2-3 years, followed by less than third active in the sector for
more than a decade. Only one respondent has been active in the sector for less than a year.
Respondents’ age (QI.8):
Majority of respondents are younger than 30, followed by respondents between 31 and 40 years old.
17
15
Long-term contract
Short-term contract (including volunteering and student work)
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Respondents' gender (QI.9):
Gender representation of respondents is very unequal: a great majority of respondents, above 80%, are women.
Respondents’ country of origin and country of residence (QI.10 and QI.11):
Almost 97% respondents (31 of 32) originate from Slovenia, while one respondent originates from Bosnia and
Herzegovina. All respondents (100%) live in Slovenia.
II. Global Citizenship Education: migrations, human rights and sustainable development
Majority of respondents are familiar with the concept of global citizenship education, which is not surprising due to the
fact that we have targeted actors in the field of global education (in addition to distributing the survey among all primary
and secondary schools, and youth centres).
Implementation of global /citizenship/ education activities (QII.2)
In respondents’ institutions, majority of activities focused on global citizenship education, migration, human rights,
international cooperation, peace education, intercultural dialogue are implemented by internal staff, followed by
external collaborators and partner organisations.
Respondents’ direct experience in implementing educational activities on these issues (QII.3):
(ranking from1 – no experience to 5 – high experience)
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Majority of respondents have some experience with global education, followed by high experience in implementing
global education activities. Level of experience in human rights issues is a bit lower, while level of experience in
international cooperation is the highest among chosen issues. With educational activities in the field of migration,
majority of respondents have some experience, but in lesser extent than with global education activities in general.
Same applies to experience with activities in the field of intercultural dialogue, and peace education as the field where
respondents have the least experience.
Examples of projects and activities implemented in your institution focused on these subjects (QII.4):
Respondents provided examples of global education workshops within informal education (including on issues of health,
migration, sustainable development, water pollution, climate change and migration, environmental and social justice),
international exchange projects, preparing volunteers for international volunteering, workshops on prevention of
corruption, cultural activities, preparing materials for teachers.
Participation in courses on above-mentioned issues and which (QII.5 and QII.6):
Nearly 72% of respondents have already participated in a course on above-mentioned issues. Respondents have
participated in courses/trainings organized by Slovenian and European NGOs and NGO networks (SLOGA, Amnesty
International, Humanitas Association (Slovenian NGO), CONCORD, Anna Lindh Foundation, Voluntariat Association
(Slovenian youth organization/NGO)), but also international organizations, i.e. North-South Centre, European
institutions, and the United Nations. Respondents have usually not provided topics covered, or duration of the courses.
Respondents’ positions on addressing these issues with students/young people (QII.7):
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Majority of respondents feel comfortable addressing complex contemporary issues, believe they have the tools
available, and believe these issues are important.
Evaluation of involvement of students in implementing modules on above-mentioned issues (QII.8):
Among respondents who have implemented modules on above-mentioned issues with young people, more than half
evaluate involvement of young people as good, and quarter of them as very good. No respondent evaluated
involvement of young people in these modules as poor.
Respondents’ positions on addressing these issues with students/young people (QII.9):
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Respondents partially agree that young people are mostly influenced by mainstream media and public discourse,
disagree on them, i.e. the respondents, having insufficient knowledge on these issues, while recognizing the need to
improve their capacity in utilizing innovative methodologies and tools.
Methods used when implementing modules on above-mentioned issues with young people (QII.10):
When implementing activities on above-mentioned issues with young people, majority of respondents used the method
of teamwork or working in small groups (93,8%), followed by open discussion (78,1%), participatory methods (65,6%),
and digital and multimedia tools used by more than half respondents (56,3%).
Identified need for training by respondents (QII.11):
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Most respondents recognize the need to strengthen their capacities in ICT and media literacy as tools for addressing
above-mentioned themes (almost 60%), followed by the field of international cooperation and development (56,3%),
and migration (53,1%). Half of respondents identified peace education as the issue to strengthen their knowledge, and
around 40% of respondents believe they should strengthen their knowledge in global education, human rights, and
intercultural dialogue.
Respondents’ interest in participation in a free training about above-mentioned issues (QII.12):
Almost half (46,9%) of the respondents are interested in participation in a training on above-mentioned issues, followed
by more than a third of participants (34,4%) very interested in taking part in the training, and 18,8% respondents
moderately interested in the training. Hence, all participants are interested in participating in the training on above-
mentioned issues.
III. Digital and multimedia tools for education
Respondents’ utilization of digital/multimedia tools in working with young people, and frequency (QIII.1):
(ranking from 1 – never to 5 – always)
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Among tools most often used by respondents, are videos, social networks and multimedia presentations. Among tool
not utilized by respondents are videogames and QR code readers, and also e-books and cloud services. Applications are
also among tools rarely used by respondents, when working with young people.
Respondents’ position on use of digital/multimedia tools in education activities (QIII.2):
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Respondents believe that use of digital/multimedia tools when working with young people increase interest and
motivation of young people, can complement regular lesson, provide opportunity for dialogue, assist in addressing such
issues, and are not to challenging to work with.
Respondents’ evaluation of use of digital tools in their school/organisation (QIII.3):
Majority of respondents assess use of digital tools in their school/organisation as good (40,6%), followed by 34,4%
assessing it as fair. 12,5% respondents evaluate it as poor.
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Majority (59,9%) of respondents believe that their organizations’ leadership assesses use of digital/multimedia tools as
other tools, while 40% consider it as very important.
Respondents’ participation in courses on digital tools for education (QIII.5 and QIII.6):
Majority of respondents (78,1%) have never attended a course on digital tools for education, while 12,5% attended
more courses on respective issue. Respondents mentioned professional development workshops, workshops on use of
online classes, including Moodle, but have not provided details on these workshops.
Respondents’ assessment of existent training opportunities on digital/multimedia tools on a local/national level (QIII.7):
Almost half of the respondents assess existing training opportunities on digital/multimedia tools on a local/national
level as fair, followed by a third assessing them as good. 21,9% assess the training opportunities as poor.
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Difficulties faced by teachers/youth workers/education practitioners in getting specific training on digital/multimedia
tools (QIII.8):
(ranking from 1 – not important to 5 – very important):
Time availability is recognized by respondents as the key challenge in participating in specific training on
digital/multimedia tools, and majority of respondents to not consider poor interest in these topics in educational
context, low personal interest in these issues, nor few opportunities to apply them, as key challenges. Hence,
respondents have the possibility to apply these skills, they are interested in the issues and have the technical capacity
to utilize the tools, but time constraint represents the main challenge.
Respondents’ interest in participation in a free training on ICT and media literacy as didactic tools (QIII.9):
Majority of respondents (37,5%) is interested in participation in a free training on ICT and media literacy as didactic
tools, followed by 34,4% moderately interested, and 28,1% respondents very interested. Hence, all respondents are
interested in participating in the training on digital/media tools as didactic tools.
IV. Respondents’ preferences for the training course
Respondents’ preferred schedule for the foreseen training course within the project (QIV.1):
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More than half of respondents (56,3%) prefer intensive short training, followed by 21,9% who prefer meetings
distributed within a longer period of time. Around 10% respondents prefer online training with periodical meetings, or
lectures by experts with didactical program for self-study, respectively.
Duration of the training, considering also online training and research (QIV.2):
Equal share of respondents, i.e. 37,5%, believe that the training, including preparations and research, should take 6-12
hours, or 12-24 hours. Two respondents emphasized that the training could be longer, while mentioning time
constraints.
Almost 60% respondents consider January-March as best period to implement the training, while April-June fits the
least respondents.
Almost half of respondents prefer training to be implemented in the morning (46,9%), closely followed by those who
prefer afternoon training (43,8%). Post-working time is of least preference for the respondents.
Participation in the training in case it is not professionally recognized (QIV.5):
All respondents would participate in the training, even if it were not professionally recognized.
Respondents’ expectations on the training and preferred subjects (multiple answers) (QIV.6):
Expectations/subjects N=
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Meaningful, practical, providing concrete solutions for concrete questions, with
experiential learning, project tasks
5
ICT tools; after the training, participants are empowered for implementation of
workshops on these issues by using ICT tools.
5
Global education (in-depth knowledge), new methods of transferring knowledge within
the scope of global education, potentially useful databases
4
New knowledge, useful tools, methodologies 3
All subjects are important, but the training has to be implemented in an interactive way,
and quickly put into practice
2
Sustainable development 1
Media literacy 1
Migration 1
In case of a more lengthy training, only interested individuals will decide to participate.
In case of a shorter training, the participation could be higher, which is also positive since
more people will learn about importance of the topics discussed. Each country
participating in the project could prepare its own program, methods and good practices,
and host other countries. More emphasis should be put on intercultural dialogue, human
rights and the use of ICT.
1
Application of digital tools to various topics (migration, global education, human rights)
- for example, implementing a quiz with a web application, games or "treasure hunting",
creating with video or audio content, searching for ways to integrate these tools into any
topic that would interest individual participants.
1
Respondents comments and contacts in case interested in participating in the project (QIV.7):
Among comments received was too lengthy questionnaire and not best timing due to school ending and school holidays,
which could result in low participation in the survey. One respondent emphasized that for teachers, it is crucial that the
training content is related to school curriculum. 12 respondents provided contact information.
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Summary of needs and gaps, recommendations
The needs assessment survey confirms the findings of the literature review, i.e. that issues understood within
the scope of global education, mostly lie in the NGO sphere, as 75% respondents are active in the field of informal
education. In line with the characteristics of global education in Slovenia, most respondents are educators or youth
workers in informal education, followed by teachers (in primary, secondary school, and at university) and
project/program managers or project associates.
Though majority of respondents are younger than 30 (followed by respondents between 31 and 40 years old,
the share of ‘newcomers’ in the global education field is insignificant, with majority active in current sector 2–3 years
(followed by less than third active in the sector for more than a decade). This proves that though the global education
sector in Slovenia is limited in its scope, the actors are well equipped for the task. Concluding from gender
representation of respondents, global education in Slovenia is a very female domain – which could be linked that
teaching profession is still considered as women’ profession.
Due to targeted dissemination of the survey, it is not surprising that great majority of respondents are familiar with
the concept of global education. Global education activities are usually implemented by internal staff, in some
organizations also by partner organisations or external collaborators. Most respondents have experience in
international cooperation, and majority of respondents have some experience in implementing global education
activities. Since more than 70% respondents have already participated in a course on above-mentioned issues, it is
reasonable that majority of respondents feel comfortable and well-equipped for addressing complex contemporary
issues with young people, whereby they consider these issues as important. Respondents implementing activities on
above-mentioned issues with young people most often use the method of teamwork or working in small groups, open
discussion, and participatory methods, with digital and multimedia tools used by more than half respondents. More
than 75% respondents assess involvement of young people in modules on above-mentioned issues as (very) good.
While respondents believe their knowledge of these issues is sufficient, they recognize the need to improve their
capacity in utilizing innovative methodologies and tools. Most respondents recognize the need to strengthen their
capacities in ICT and media literacy as tools for addressing above-mentioned themes, followed by the field of
international cooperation and development and migration. All participants are interested in participating in the training
on above-mentioned issues, and in the training on digital/media tools as didactic tools.
While respondents do not consider use of digital/multimedia tools as challenging to work with when working
with young people, they believe that digital/multimedia tools increase interest and motivation of young people, can
complement regular lesson, provide opportunity for dialogue, and assist in addressing complex issues. Majority of
respondents assess use of digital tools in their school/organisation as good, which is supported by their majority
perception of their organizations’ leadership assessing use of digital/multimedia tools as other tools, while 40% consider
it as very important.
Almost half of the respondents assess existing training opportunities on digital/multimedia tools on a
local/national level as fair. However, almost 80% respondents have never attended a course on digital tools for
education. Results of the needs assessment survey identify time constraints as the key challenge in participating in
specific training on digital/multimedia tools, while respondents have the possibility to apply these skills, they are
interested in the issues and have the technical capacity to utilize the tools.
Recommendations
Training should be interactive and very practically oriented, focusing on digital/multimedia tools for sharing knowledge
on complex issues, while also deepening the knowledge on global education.
1. Training should be tailored to national context, while facilitation of international exchange is encouraged.
Training content should be embedded with school curriculum.
2. Professional recognition of the training does not affect respondents’ interest in participation in the training.
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3. Training should be short and intensive, up to 24 hours. Training should be taking place in the morning or in the
afternoon, but definitely within working hours. It should be implemented between January and March.
Needs Assessment Report of Cyprus
Overview
The Research
Following the guidelines, Future Worlds Center (FWC) translated the online questionnaire into Greek. The questionnaire
was then disseminated to both formal and non-formal education professionals. Concerning formal education, FWC
coordinated with the Ministry of Education and Culture to send the questionnaire to all teachers of Secondary
Education, accompanied by a circular (Annex 1). As to non-formal educators, FWC sent the questionnaire to its network
of non-formal educators in Cyprus. The link to the questionnaire and an invitation to fill it was also published on FWC
social media. The questionnaire was published on 24 May 2018 and was open to submissions until 31 July 2018.
There were in total 35 entries almost all of them from different institutions/schools. 25 individuals are teachers in
Secondary Education:17 24 out of 25 work in the public sector and 1 out of 25 in the private sector. There are as well 2
individuals who are primary education teachers and 2 who are university professors. The rest of 6 individuals are non-
formal educators working in different settings, namely 3 people in 2 different Non-Governmental Organisations (NGOs),
3 Freelancers and 1 in the Cyprus Youth Council. Geographically, individuals working in 4 different districts of Cyprus
responded (districts of Nicosia, Limassol, Larnaca and Paphos).18
23 out of 35 are women and 12 are men and they are professionals from all age categories suggested. 30 have a
permanent contract and 5 a temporary one. An absolute majority has more than 10 years of working experience while
no one has less than 1 year of experience. A vast majority of 30 declare to know what Education for Global Citizenship
is. Many have no previous training on the addressed subjects but they are all interested to a certain degree to receive
training. There is also a general interest in using digital tools and multimedia in the classroom. Preferences according to
the logistics of future trainings vary a lot.
17 In Cyprus, Secondary Education starts after 6 years of Primary Education and lasts for 6 years in the public sector and 6 or 7 for schools in the private sector. Children's age in secondary schools is from around 12 to around 18 years old. Secondary Education is divided between “Gymnasio” and “Lykeio”, i.e. junior high school (from 12 to 15) and high school/ lyceum (from 15 to 18). Secondary Education teachers can teach interchangeably in any of the two or even have a divided schedule between junior high and high schools during the same year. 18 Cyprus has 6 administrative districts. One of them (Kyrenia) is not under the effective control of the Republic of Cyprus (Turkish army occupation since 1974); Nicosia and Famagusta are only partly under effective control of the Republic.
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Results of the needs assessment
As mentioned above, the first part of the questionnaire is designed to find out more details about our informants’
background. The second part mainly focuses on the main concepts used in the project, that is Global Citizenship
Education, migrations, human rights, sustainable development etc, as well as the level of the educators’ familiarity with
those concepts.
The first question is a simple YES/NO question regarding the educators’ knowledge of what Global Citizenship Education
is. A vast majority of 30 declare to know what Education for Global Citizenship is with 5 answering that they do not.
The results of the second question show the implementing bodies of activities related to Global Citizenship Education,
Migrations, Human Rights, International Cooperation, Peace Education, Intercultural Dialogue etc in the institutions of
our respondents. As indicated in the graph below, some of the educators checked more than one implementing bodies
resulting in an array of answers. In a nutshell, 19 educators state that internal staff is responsible for the implementation
of aforementioned activities, 8 educators name external collaborators as the implementing bodies, 8 educators state
partner organizations as the ones responsible for the implementation of activities of the sort, while 6 indicate that these
activities are not applicable in the institution they are working in. It is interesting that 3 educators decided to choose
“other” rather than the options given naming the Ministry of Education and Culture, the Pedagogical Institute, and
herself/himself as the ones responsible for the implementation of those activities in their institution.
The third question explores the level of our educators’ experience in implementing education activities on 6 issues of
particular concern - that is to say Global Citizenship Education, Migrations, Human Rights, International Cooperation,
Peace Education, and Intercultural Dialogue. In order to measure educators’ level of experience, the questionnaire uses
a five-point Likert Scale for each one of the issues above offering a range of response anchors - from 1 that equals to
“no experience” to 5 that equals to “high experience.” The graph below summarizes all responses for all 6 issues, but
let’s break it down to explore its constituent parts.
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● The first set of columns measures the educators’ experience on Global Citizenship Education activities. 8
educators chose point 1 that equals to “no experience” on GCE, 7 chose point 2 that equals to “little
experience”, 11 educators chose point 3 that equals to “some experience”, 6 educators, out of whom 3 are
non-formal educators, chose point 4 that equals to “quite some/lots of experience”, and merely 3 educators,
out of whom 2 are non-formal educators, chose point 5 indicating that they have “high experience.”19
● The results of the second set of columns for the educators’ experience on Migrations activities do not
differentiate a lot from the results of GCE activities. For that matter, 8 educators choose point 1 that equals to
“no experience” on Migrations; it is interesting that 1 of those 8 educators is a non-formal educator. A number
of 7 educators measure their experience as “little experience” choosing point 2; again, 1 of those 7 is a non-
formal educator. A number of 10 educators indicate that they have “some experience” choosing point 3 and
7 educators, out of whom 3 are non-formal educators, choose point 4 that reads to “quite some/lots of
experience.” Lastly, only 3 educators, out of whom 2 are non-formal educators, state that they have “high
experience” on Migrations activities choosing point 5.
● A slight shift in the results is noticed in the third set of columns, in which the educators self-assess their
experience on the implementation of Human Rights education activities. Thus, 6 formal educators measure
their experience as non existent by choosing point 1 and 2 educators, out of whom 1 is non-formal, choose
point 2 that equals to “little experience.” A number of 9 educators (all of them teaching in formal education
settings) indicate that they have “some experience” in the matter choosing point 3, while an significant number
of 11 educators, out of whom 1 is a non-formal educator, indicate that they have “quite some/lots of
experience” choosing points 4. Finally, a number of 7 educators, the vast majority of whom (namely 5
individuals) are non-formal educators, choose point 5 (“high experience”).
● The fourth set of columns represents the educators’ experience on the implementation of International
Cooperation education activities. As indicated in the graph above, 9 educators (all of them teaching in formal
education settings) believe that they have “no experience” on the matter choosing point 1, while 2 educators,
out of whom 1 is a non-formal educator, choose point 2 that equals to “little experience.” Almost half of the
respondents, that is 14 individuals, indicate that they have “some experience” on International Cooperation
choosing point 3; only 2 of those 14 respondents are non-formal educators. A number of 6 respondents, out
19 The translation of the 1 to 5 scale in English is a free translation from our side since there was no translation suggested by GVC on this point.
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of whom 2 are non-formal educators, choose point 4 that equals to “quite some/lots of experience” and 4
educators, out of whom 2 are non-formal, have measured their experience as “high experience” choosing point
5.
● In the fifth set of columns, the educators self-assess their experience regarding the implementation of Peace
Education activities. As the results demonstrate, 9 respondents all of them being formal educators have “no
experience” on the matter so they choose point 1 and 5 formal educators indicate that they have “little
experience” choosing point 2. A number of 7 educators, out of whom 1 is a non-formal educator, choose point
3 that equals to “some experience,” while 9 respondents, out of whom 2 are non-formal educators, indicate
that they have “quite some/lots of experience” in implementing education activities on Peace Education. Lastly,
5 respondents, out of whom 4 are non-formal educators, state that they have “high experience” on
aforementioned education activities.
● Lastly, the sixth set of columns measures the educators’ experience on the implementation of education
activities regarding Intercultural Dialogue. Out of 35 respondents, 7 indicate that they have “no experience” in
implementing activities that foster Intercultural Dialogue choosing, thus, point 1; again, those 7 respondents
teach in formal education settings. A number of 5 educators, out of whom 1 is non-formal, find that they have
“little experience” and they choose point 2, while 8 formal educators believe that they have “some experience”
choosing point 3. A number of 8 respondents, out of whom 1 is a non-formal educator, believe that they have
“quite lot of experience” (point 4), while 7 educators, out of whom 5 are non-formal educators, state that they
have “high experience” choosing point 5.
The fourth question asks from the respondents to indicate examples of projects and activities implemented in their
institution/organization focused on the above subjects. We have received a multitude of answers that could roughly
go under three (3) main categories:
a) Projects and activities as part of the formal curriculum:
At least 9 clusters of activities are listed by our respondents as part of the formal education curriculum. These are:
i) Each year, the Ministry of Education and Culture runs national school contests on topics pertinent to European Union;
ii) Formal school curriculum includes courses which focus on human rights and/or teaching of human rights. For
example, there is a course called Personal, social, health, citizenship education [in the formal curriculum, it is called
Health Education20 - Ed. Note]during which activities related to say human rights or active citizenship are implemented;
iii) Different events, contests, and school plays which focus on the issues of human rights, migration, tolerance,
acceptance, and diversity are implemented every year;
iv) University courses focus on these issues, for example one respondent indicated that s/he offers Cultural Intelligence
and Equality and Diversity Training to Medical School students and staff;
v) Latest news updates offered by the Ministry regarding relevant lectures and/or workshops, in which all educators can
attend to;
vi) Activities during school hours, which promote the elimination of racism and the perpetuation of a culture of non-
violence;
vii) Using homeroom teacher’s hour for discussing relevant subjects with students;
viii) Organizing conferences and/or meetings with external organizations for promoting these issues.
ix) Within the framework of Strategic Planning for Education, special intensive classes for learning the Greek language
for students from ‘third countries’ and for applicants of political asylum are implemented in schools/universities.
b) Projects and activities initiated on a european level:
Two (2) main clusters of projects and activities are listed by the respondents. These are:
20 http://www.moec.gov.cy/dme/en/health_education.html
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i) European Projects and Erasmus Plus projects. The respondents mention among others the following
projects/activities: European Parliament Ambassador Programme; Training of teachers on how to teach the history of
Europe particularly with regards to the migrant crisis and the consequences of european trade on developing countries;
International collaborations with various schools located abroad (under Erasmus+ School Partnership Projects);
Participation in Restart.eu, a project on migration and education issues; International trainings under Eplus and activities
in Shelters and the Kofinou Reception Centre for Asylum Seekers; Training of Trainers for various EU projects; Local
workshops for EU projects e.g. Global Education Goes Local; Participation in different training courses; Participation in
ViSC Social Competence Program.
ii) European and Local fora: Participation in European Youth Forum Network on "Migration and Human Rights";
Participation in Structured Dialogues between young people and decision-makers.
c) Projects and activities as a result of the collaboration between different bodies/institutions:
The respondents have listed 2 main projects which are the result of the collaboration between different bodies
institutions. These are:
i) Imagine Educational Programme, a bi-communal project that runs under the auspices of the Technical Committee on
Education and implemented by the Association for Historical Dialogue and Research (AHDR) and the Home for
Cooperation (H4C) with the support of the UN Peacekeeping Force in Cyprus and the Federal Foreign Office of Germany.
As it is mentioned by 3 of our respondents “as part of our peace building efforts and our mission to facilitate contact
between different communities in Cyprus, the Association for Historical Dialogue and Research (AHDR) and the Home
for Cooperation, designed and developed ‘Imagine’, an educational program on Anti-racism Education, in the context
of our holistic understanding of a Culture of Peace and Non-Violence for the children of Cyprus and the world”;
ii) Programmes for unaccompanied minors seeking asylum as implemented by local NGOs and UNHCR Cyprus and
Experiential workshops related to migrations issues, e.g. The boat that would not sink, an experiential workshop based
on Christoforos Christoforou children’s book.
For reporting reasons, it is elemental to mention that 4 out of 35 educators could not indicate and/or have not
participated in any projects or activities implemented in the institutions they are currently working.
The fifth question of part II is a simple YES/NO question showing whether our respondents have ever attended a course
on the aforementioned issues. Nearly the two-thirds of the educators (23 individuals) replied that they have, while the
remaining 12, who all are formal educators, have not, as indicated in the graph below.
The following question, that is the sixth question, asks from the respondents whose answer was affirmative, to specify
the educational course they have attended to. 19 out of 23 educators indicated a number of courses. These are:
● Training of Trainers on Peace Education and Human Rights Education at the Association for Historical Dialogue
and Research (10 hours)
● Pestallogi project in Bulgaria (20 school periods)
● Two (2) seminars of 5 hours each on issues pertaining to EU in the context of a contest organized by the
Representation of the European Commission in Cyprus in collaboration with the Ministry of Education and
Culture.
● Training of Greek language teachers who teach in the “Greek as a Second Language for Children with Migrant
Background Learning Program” organized by the Ministry of Education and Culture.
● Training of secondary education teachers called “Building healthy relationships between the sexes” organized
by Mediterranean Institute of Gender Studies.
● Training of teachers on Greek as a Second Language for Children with Migrant Background (methods of
structuring the curriculum, functions, and facilities for schools) organized by the Pedagogical Institute.
● Seminar on methods of teaching Greek organized by the School of Modern Green of the University of Cyprus.
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● Trainings in schools on migration issues organized by the Pedagogical Institute
● One-day workshop called “Humans in movement: Pedagogical tools for raising awareness and empathy for
refugee and migrant children”
● Educational programme “Away from home and fear” organized by UNHCR in collaboration with the Pedagogical
Institute.
● Certificate of Completion, U.S. Department of Health and Human Services Office of Minority Health
commissioned e-learning program “A Physician’s Practical Guide to Culturally Competent Care.” Online
enduring activity in (i) Fundamentals of Culturally and Linguistically Appropriate Services (ii) Ensuring
Communication and Language Assistance (iii) Engagement, Continuous Improvement, and Accountability.
Think Cultural Health, Continuing Medical Education, Ciné-Med Inc., U.S.A., May 6, 2016.
● Certificate of Completion, “The use of visual sources: arts, films, videos, cartoons. Training interpretation skills
when teaching and learning history.” Council of Europe workshop, Home for Cooperation, Nicosia, Cyprus,
March 13-14, 2015.
● Educating the ‘Other’: Intercultural Education at a Crossroads, The 2nd Forum of Intercultural Dialogue and
Learning, University of Patras, Patras, Greece, October 7-8, 2016.
● The Role of Education in a Multicultural Cyprus, Co-organizer, Planning Committee Member and Scientific
Committee Member, University of Nicosia, Nicosia, Cyprus, November 25-30, 2013.
● Intercultural Dialogue and Cultural Diplomacy in Practice, Inaugural Conference of the Cyprus Center for
Intercultural Studies, Organizer, University of Nicosia, Nicosia, Cyprus, January 15, 2013.
● Four one-day workshops facilitated by the Association for Historical Dialogue and Research
● 8-hour training on relevant issues.
● 50 hours of specific trainings on Citizenship Education organized by the school unit.
● 21 days of participation in different projects on relevant issues
● CARDET (Center for the Advancement of Research & Development in Educational Technology) trainings
● One week Erasmus+ training course run by Development Perspectives, an Ireland-based NGO
The seventh question investigates the degree of the respondents’ agreement/disagreement with a number of
statements about addressing these issues with students/young people. Particularly, there are four (4) statements21
which are measured using a six-point Likert Scale with the following response anchors: strongly disagree (blue), disagree
(red), slightly agree (orange), agree (green), strongly agree (purple), and uncertain (light blue). The graph below
summarizes all responses for all 4 statements, but let’s break it down to explore its constituent parts.
21 The four statements are as follow: a) I do not feel comfortable addressing complex contemporary issues; b) I would like to do it, but I have no tools to use; c) I feel comfortable with these issues; d) I do not think these topics are important.
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● The first set of columns represents all responses for Statement 1: “I do not feel comfortable addressing complex
contemporary issues.” It is obvious from the graph above that the vast majority of educators do not experience
discomfort when discussing complex contemporary issues with students/youth. Against this backdrop, 15
respondents, out of whom 6 are non-formal educators, indicate that they “strongly disagree” with statement
1, while 16 respondents, out of whom 1 is a non-formal educator, say that they “disagree.” 1 respondent states
that s/he “slightly agrees” and another 1 that s/he “agrees”, while 2 respondents indicate that they “strongly
agree” with the particular statement suggesting that they do feel really uncomfortable addressing complex
contemporary issues in their educational settings; it is important to note that these educators teach in formal
education settings. Lastly, no person feels uncertain about statement 1.
● The second set of columns represents all responses for Statement 2: “I would like to do it, but I have no tools
to use.” The graph above shows that 5 respondents, out of whom 2 are non-formal educators, “strongly
disagree” with statement 2 suggesting that there are available tools for them to use when addressing those
issues. Also, 10 respondents, out of whom 3 are non-formal educators, “disagree” with statement 2 but it is
interesting that an equivalent number of 10 respondents, out of whom 2 are non-formal educators, “slightly
agrees” insinuating that it possibly takes some effort for educators to find the most appropriate tools to
address these issues. A number of 7 respondents, all of whom are formal educators, indicate that they “agree”
and 3 respondents, who teach again in formal educational settings, indicate that they “strongly agree” with
statement 2 suggesting that there is a need for more and easily accessible tools that they will back up the work
of educators on addressing these issues. No respondent feels uncertain about statement 2.
● The third set of columns represents all responses for Statement 3: “I feel comfortable with these issues.” As
indicated in the graph above, no respondent “strongly disagrees” with statement 3, while 2 formal educators
“disagree” as they probably do not feel comfortable at all when these issues come to the fore. Now, 4
respondents, all of whom are formal educators, indicate that they “slightly agree” with statement 3, while the
majority of the respondents tend to feel comfortable with these issues as the numbers suggest, namely 10
respondents “agree” and 16 respondents, out of whom 6 are non-formal educators, “strongly agree” with
statement 3. Lastly, 3 respondents, out of whom 1 is a non-formal educator, feel uncertain regarding their level
of comfort when addressing these issues.
● The fourth and last set of columns represents all responses for Statement 4: “I do not think these topics are
important.” The results of the graph above are representative of the importance of these issues in general and
in particular addressing these issues with students/youth. Thus, the vast majority of respondents (25 educators
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out of whom 6 are non-formal educators) state that they “strongly disagree” with statement 4, while 7 more
indicate that they “disagree”. A number of 2 educators say that they “slightly agree” with these topics being of
minor importance and no one indicates that s/he “agrees”, while there is 1 respondent who “strongly agrees;”
it is interesting that this 1 respondent is a non-formal educator, suggesting that there was a misconception in
relation to the question asked. Again, no person feels uncertain about statement 4.
The eighth question concerns the level of students’ involvement with the aforementioned issues given that the
educators have already tried modules on these issues in their work with young people. As the following graph indicates,
3 respondents, all of whom are formal educators, evaluate young people’s involvement as “Poor” (blue) and 9 formal
educators evaluate it as “Fair” (red), while 12 respondents, out of whom 3 are non-formal educators, indicate that it is
“Good” (orange). A number of 9 respondents, out of whom 3 are non-formal educators, indicate that students’
involvement is “Very good” (green) and 2, out of whom 1 is a non-formal educator, mention that it is “Excellent”
(purple).
The ninth question of part II investigates the degree of the respondents’ agreement/disagreement with a number of
statements. Particularly, there are 4 statements22 which are measured using a six-point Likert Scale with the following
response anchors: strongly disagree (blue), disagree (red), slightly agree (orange), agree (green), strongly agree (purple),
and uncertain (light blue). The graph below summarizes all 35 responses for all 4 statements, but let’s break it down to
explore its constituent parts.
22 The four statements are as follow: a) Youngsters are mostly influenced by mainstream media and public discourse; b) It is very difficult to encourage their interest for a topic that is not assessed at school; c) I have few knowledge of these subjects; d) I would need to improve my ability to use innovative methodologies and tools.
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● The first set of columns represents all responses for Statement 1: “Youngsters are mostly influenced by
mainstream media and public discourse.” As indicated above, there is not a single respondent who either
“Strongly disagrees” or “Disagrees,” while 8 educators, all of them teaching in formal educational settings,
“Slightly agree” with statement 1. It is really interesting that the vast majority of our sample, that is 20
educators, of whom 6 are non-formal educators, have indicated that they “Agree”, while 6 respondents, of
whom 1 is a non-formal educator, “Strongly agree”. Lastly, 1 individual feels uncertain about statement 1. The
results of the first set of columns are indicative of mainstream media’s influence on the youth.
● The second set of columns represents all responses for Statement 2: “It is very difficult to encourage their
interest for a topic that is not assessed at school.” There are merely 4 respondents, out of whom 3 are non-
formal educators, who “Strongly disagree” with that statement, while one-third of our sample, that is 12
individuals, of whom 2 are non-formal educators, indicate that they “Disagree.” A number of 7 respondents
“Slightly agree” with the statement, while 9 respondents, of whom 2 are non-formal educators, “Agree” and 2
respondents indicate that they “Strongly agree.” There is 1 respondent who feels uncertain about statement
2.
● The third set of columns represents all responses for Statement 3: “I have little knowledge of these subjects.”
As the graph indicates, 5 respondents, of whom 3 are non-formal educators, “Strongly disagree” and 10
respondents, of whom 4 are non-formal educators, “Disagree” with statement 3 pointing out that more than
one-third of our sample feels knowledgeable around issues of migrations, human rights, global citizenship etc,
results that can be also verified by question 3. A number of 12 respondents, indicate that they “Slightly agree”
with statement 3, while 5 “Agree” and only 1 individual “Strongly agrees.” Finally, 2 respondents feel uncertain
about the level of their knowledge around these subjects. It is worth mentioning that the respondents who
have indicated a level of agreement with statement 3 are all educators in formal school units.
● The fourth set of columns represents all responses for Statement 4: “I would need to improve my ability to use
innovative methodologies and tools.” The results of this statement are indicative of the importance of
introducing new technologies, methodologies, and tools to educators for increasing youngsters’ active
participation. Against this backdrop, only 3 respondents, of whom 2 are non-formal educators, “Strongly
disagree” while no one “Disagrees” with statement 4. Also, 8 respondents, of whom 1 is a non-formal educator,
indicate that they “Slightly agree”with statement 4, while a considerable number of 13 respondents, of whom
4 are non-formal educators, “Agree.” A number of 11 only-formal educators “Strongly agree” with statement
4 suggesting the need for improving their abilities. Lastly, no one seems to feel uncertain about statement 4.
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The tenth question focuses on the educational methods the educators use when they try modules on the
aforementioned issues in their work with young people. This question gives the possibility of checking one or more
boxes out of 6 options, which are: a) Lecture/regular lesson, b) Teamwork/working in small groups, c) Participatory
methods, d) Open discussion e) Digital and multimedia tools, and f) Other. As indicated in the graph below, 8
respondents, of whom only 2 are non-formal educators, use lectures and/or regular lessons when approaching these
issues, while 20 educators choose teamwork/working in small groups and 17 choose participatory methods. Option D
(open discussion) is selected by nearly two-thirds of our sample, that is 22 individuals, while 15 choose digital and
multimedia tools as their method when they try modules on these subjects. Lastly, 4 participants, of whom 3 are non-
formal educators, indicate “Other” as their method of choice suggesting the following approaches: i) workshop type of
lessons as they suggested by the Council of Europe; ii) non-formal education methods; iii) experiential learning, and iv)
theatre activities, while one (1) respondent of formal educational setting indicates that s/he has never tried any modules
on these issues with her/his students.
The eleventh question openly asks the educators in which subjects they think they need to receive training, providing a
list of 8 options, from which one or more should be checked. These are: i) Global Citizenship Education; ii) Migrations;
iii) Human rights; iv) International cooperation and development; v) Peace education; vi) Intercultural dialogue; vii) ICT
and Media literacy as a tool for addressing these themes; and viii) Other. As indicated in the graph below, 22
respondents indicated that they need training on Global Citizenship Education, 17 on Migrations, 14 on Human rights,
20 on International cooperation and development, 20 on Peace education, and 15 on Intercultural dialogue. Most of
the respondents, that is 26 individuals, indicated that they need to receive training on ICT and Media literacy suggesting
the importance of that tool to approach young people nowadays. Lastly, 2 non-formal educators indicate “other”
pointing out ‘new research’ and ‘any subject’ as their subject of choice.
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The twelfth and last question of part II explores the respondents’ preliminary interest in participating in a free training
about the above-mentioned issues. The questionnaire permits one option out of the following response anchors: Not
at all interested (blue), Not very interested (red), Moderately interested (orange), Interested (green), and Very
interested (purple). As indicated in the graph below, it is really important that not a single respondent chooses either
“Not at all interested” or “Not very interested” pointing out the need for a relevant training. Also, there are merely 4
respondents, of whom 1 is a non-formal educator, who choose “Moderately interested”, while the vast majority of the
sample take an interest in participating in a free training about these issues, as 12 respondents, of whom 2 are non-
formal educators, indicate that they are “Interested” and 19 respondents, of whom 4 are non-formal educators, indicate
that they are “Very interested.”
The third part of the questionnaire mainly focuses on digital and multimedia tools for education purposes. The first
question explores what kind of digital/multimedia tools the respondents use in their work with young people and how
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often they use them using a five-point Likert Scale for each of the listed tools with response anchors from 1 that equals
to “never” to 5 that equals to “always.” The digital/multimedia tools suggested are the following: i) Online platforms
and blogs; ii) Social networks; iii) E-books; iv) E-learning; v) App; vi) Cloud services; vii) Online or offline multimedia
presentations; viii) Video; ix) Web documentaries; x) Audio and audio editing; xi) QR Code Reader; xii) Virtual Reality;
xiii) Videogames; and xiv) Other.
● The first set of columns measures the frequency of online platforms and blogs usage. 2 respondents, who are
formal educators, indicate that they “never” (point 1) use online platforms and blogs in their work with young
people and 3 respondents, of whom 1 is a non-formal educator, indicate that they “rarely” use them (point 2).
A number of 7 respondents, of whom 2 are non-formal educators, choose point 3 that equals to “sometimes,”
while 15 respondents, of whom 2 are non-formal educators, indicate that they use online platforms and blogs
“very often” choosing point 4. A considerable number of respondents, that is 8 out of 35, indicate that they
“always” (point 5) use online platforms and blogs in their work with young people (2 of them are non-formal
educators). 23
● The second set of columns measures the frequency of social networks usage. A number of 4 respondents, who
are all formal educators, indicate that they “never” (point 1) use social networks in their work, while 8 formal
educators “rarely” use them (point 2). A number of 4 respondents, who teach in formal educational settings,
choose point 3 that translates to “sometimes,” while the majority of the sample responds affirmative regarding
social networks usage, as 9 individuals, of whom 3 are non-formal educators, use them “very often” (point 4)
and 10 individuals, of whom 4 are non-formal educators, “always” (point 5) use them.
● The third set of columns measures the frequency of e-books usage. 4 respondents, of whom 2 are non-formal
educators, “never” (point 1) use e-books in their work with young people and 2 respondents, of whom 1 is a
non-formal educator, use them “rarely” (point 2). The majority of respondents, 12 individuals of whom 2 are
non-formal educators, indicate that they “sometimes” (point 3) use e-books, while 11 respondents, of whom
2 are non-formal educators, seems to use them “very often” (point 4) and 6 formal educators “always” use
them (point 5).
● The fourth set of columns measures the frequency of e-learning usage. A number of 5 respondents, of whom
1 is a non-formal educator, “never” (point 1) use e-learning activities in their work with young people and 3
formal-only educators “rarely” use them (point 2). The majority of respondents, 13 individuals of whom 1 is a
non-formal educator, indicate that they “sometimes” (point 3) use e-learning, while 11 respondents, of whom
4 are non-formal educators, use them “very often” (point 4). Lastly, only 3 respondents, of whom 1 is a non-
formal educator, use them “always” (point 5).
● The fifth set of columns measures the frequency of applications usage. A number of 7 respondents, of whom
1 is a non-formal educator, “never” (point 1) use apps in their work with young people, while 3 respondents,
of whom 1 is a non-formal educator, use them “rarely” (point 2). A considerable number of 9 individuals, of
whom 3 are non-formal educators, indicate that they “sometimes” (point 3) use apps, while the majority of
23 The translation of the Never to Always points is also a free translation from Greek (see note 3 above).
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the sample, 13 respondents of whom 1 is a non-formal educator, seems to use them “very often” (point 4).
Lastly, 3 respondents, of whom 1 is a non-formal educator, “always” (point 5) use apps in their work with youth.
● The sixth set of columns measures the frequency of cloud services usage. The vast majority of the sample, that
is 17 respondents, of whom 2 are non-formal educators, “never” (point 1) use cloud services in their work with
young people, while 9 individuals, of whom 3 are non-formal educators, “rarely” use them (point 2). A small
number of 5 individual, of whom 1 is a non-formal educator, indicate that they “sometimes” (point 3) use cloud
services, while 2 respondents seem to use them “very often” (point 4) and 2 more - with a non-formal educator
being one of them - “always” (point 5) use cloud services.
● The seventh set of columns measures the frequency of online or offline multimedia presentations usage. A
number of 8 respondents, of whom 2 are non-formal educators, “never” (point 1) use online or offline
multimedia presentations in their work with young people and 4 individuals, of whom 1 is a non-formal
educator, use them “rarely” (point 2). A considerable number of 11 individuals, of whom 2 are non-formal
educators, indicate that they “sometimes” (point 3) use online or offline multimedia presentations, while 10
respondents, of whom 2 are non-formal educators, seem to use them “very often” (point 4). Lastly, only 2
respondents, who work in formal educational settings, “always” (point 5) use online or offline multimedia
presentations in their work with young people.
● The eighth set of columns measures the frequency of video usage. A number of 0 respondents indicate that
they “never” (point 1) use videos in their work with young people, while 3 formal educators “rarely” use them
(point 2). A number of 3 respondents, who work in formal educational settings, “sometimes” (point 3) use
videos, but the vast majority of the sample responds in an affirmative way regarding video usage, as 12
individuals, of whom 3 are non-formal educators, use videos “very often” (point 4) and a significant number of
17 individuals, of whom 4 are non-formal educators, “always” (point 5) use them.
● The ninth set of columns measures the frequency of web documentaries usage. A number of 2 respondents,
who both work in formal educational settings, indicate that they “never” (point 1) use web documentaries in
their work with young people, while 1 individual in formal education “rarely” uses them (point 2). A number of
8 respondents, of whom 2 are non-formal educators, “sometimes” (point 3) use web documentaries, but the
vast majority of the sample responds in an affirmative way regarding web documentaries usage. As the graph
indicates 12 individuals, of whom 2 are non-formal educators, use them “very often” (point 4) and 12
respondents, of whom 3 are non-formal educators, indicate that they “always” (point 5) use web
documentaries.
● The tenth set of columns measures the frequency of audio and audio editing usage. A number of 9 respondents,
of whom 1 is a non-formal educator, “never” (point 1) use audio and audio editing in their work and 4
individuals, of whom 2 are non-formal educators, “rarely” (point 2) use them. A number of 6 respondents, of
whom 2 are non-formal educators, “sometimes” (point 3) use them, while most of the respondents, namely 9
individuals, of whom 1 only is a non-formal educator, use video and video editing “very often” (point 4). Lastly,
7 respondents, of whom again 1 only is a non-formal educator, “always” (point 5) use audio and audio editing.
● The eleventh set of columns measures the frequency of QR code reader usage. The vast majority of the sample,
that is 22 individuals of whom 3 are non-formal educators, indicates that they “never” (point 1) use QR code
reader, while 5 respondents, of whom 2 are non-formal educators, “rarely” (point 2) use it. A number of 6
respondents, of whom 1 is a non-formal educator, “sometimes” (point 3) use QR code reader, while no one
chooses point 4 that equals to “very often.” Lastly, only 2 respondents, of whom 1 is a non-formal educator,
“always” (point 5) use QR code reader in their work with young people.
● The twelfth set of columns measures the frequency of virtual reality usage. Again, the vast majority of the
sample, that is 22 individuals, of whom 4 are non-formal educators, indicates that they “never” (point 1) use
virtual reality in their work with young people, while 4 respondents, of whom 1 is a non-formal educator,
“rarely” (point 2) use it. A number of 6 respondents, of whom is a non-formal educator, use virtual reality
“sometimes” (point 3), while only 2 respondents, of whom 1 is a non-formal educator, use it “very often” (point
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4) and merely 1 respondent, who is teaching in a formal educational setting, “always” (point 5) uses virtual
reality in her/his work with young people.
● The thirteenth set of columns measures the frequency of videogames usage. Again, the vast majority of the
sample, that is 20 individuals, of whom 4 are non-formal educators, indicate that they “never” (point 1) use
videogames, while 10 respondents, of whom 2 are non-formal educators, indicate that they “rarely” (point 2)
use them. A number of 3 respondents, who all work in formal education, use them “sometimes” (point 3),
while only 2 individuals, of whom 1 is a non-formal educator, indicate that they use videogames “very often”
(point 4). Lastly, no one chooses point 5 that translates to “always.”
● The fourteenth set of columns measures how often the respondents use other digital/multimedia tools in their
work with young people. Almost the absolute majority of the sample, which corresponds to 28 respondents,
of whom 6 are non-formal educators, indicates that “never” (point 1) uses other than the listed
digital/multimedia tools, while 2 “rarely” (point 2) use other tools. Only 1 formal educator “sometimes” (point
3) uses other digital/multimedia tools, while 2 formal educators indicate that they use other tools “very often.”
Lastly, 2 respondents, of whom 1 is a non-formal educator, “always” (point 5) use other digital/ multimedia
tools in their work with young people.
Taking as a starting point the experience of our respondents, the second question investigates the level of importance
of using digital/multimedia tools in education activities. Particularly, there are five (5) statements24 which are measured
using a five-point Likert Scale with the following response anchors: not important (point 1), slightly important (point 2),
moderately important (point 3), important (point 4), and very important (point 5). The graph below summarizes all
responses for all five statements, but let’s break it down to explore its constituent parts.
● The first set of columns indicates whether digital/multimedia tools in education activities increase young
people’s interest and motivation. No respondent believes that this is not important (point 1) and 2
respondents, who work in formal educational settings, suggest that it is slightly important (point 2). There are
4 respondents, of whom 1 is a non-formal educator, who suggest that digital/multimedia tools in education
activities are moderately important (point 3) for increasing young people’s interest and motivation, but the
vast majority of the sample highlights their importance. For that matter, a number of 12 respondents, of whom
4 are non-formal educators, believe that digital/multimedia tools in education are important (point 4) and half
24 The five statements are as follow: a) Increase interest and motivation of young people; b) Can complement regular lesson; c) Provide opportunity for dialogue; d) Are too difficult to work with; e) Do not help to address such issues.
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of the respondents, that is 17 individuals of whom 2 are non-formal educators, believe that they are very
important (point 5) for increasing young people’s interest and motivation.
● The second set of columns indicates whether using digital/multimedia tools in education activities, can
complement regular lesson. No respondent believes that this is not important (point 1) and 3 respondents,
who work in school units, suggest that it is slightly important (point 2). There are 3 additional respondents, of
whom 1 is a non-formal educator, who suggest that digital/multimedia tools usage in education activities is
moderately important (point 3) for complementing regular lessons, yet 11 respondents, of whom 3 are non-
formal educators, indicate that they are important (point 4). Again, the majority of individuals, that is 18
respondents, 3 of whom are non-formal educators, believe that using digital/multimedia tools in education
activities is very important (point 5) for complementing regular lessons.
● The third set of columns indicates whether digital/multimedia tools in education activities provide opportunity
for dialogue. No respondent believes that this is not important (point 1) and 5 respondents, of whom 1 is a
non-formal educator, suggest that it is slightly important (point 2). There is 1 formal educator who suggests
that digital/multimedia tools usage in education activities is moderately important (point 3) for providing
opportunities for dialogue, yet 14 respondents, of whom 3 are non-formal educators, indicate that
digital/multimedia tools are important (point 4) for fostering opportunities for dialogue. Again, the majority of
the respondents, that is 15 individuals of whom 3 are non-formal educators, believes that digital/multimedia
tools in education activities are very important (point 5) for providing opportunities for dialogue.
● The fourth set of columns indicates whether digital/multimedia tools in education activities are too difficult to
work with. A number of 11 respondents, of whom 3 are non-formal educators, believe that this is not important
(point 1) and 12 respondents, of whom 2 are non-formal educators, suggest that it is slightly important (point
2). There are 8 respondents, of whom 2 are non-formal educators, who find the statement moderately
important (point 3) and only 1 respondent indicates that it is important (point 4). Lastly, a number of 3 formal
educators believe that the statement is very important (point 5).
● The fifth set of columns indicates whether digital/multimedia tools in education activities do not help to
address such issues. The majority of our respondents, 17 individuals of whom 2 are non-formal educators,
suggest that this statement is not important (point 1) and 11 respondents, of whom 4 are non-formal
educators, suggest that it is slightly important (point 2) pointing out the importance of including
digital/multimedia tools in education activities when trying to address such issues. There are 4 respondents, of
whom 1 is a non-formal educator, who find the statement moderately important (point 3) and 2 respondents,
who work in formal school units, indicate that it is important (point 4). Lastly, only 1 formal educator believes
that the statement is very important (point 5) pointing out that digital/multimedia tools do not help to address
such issues in education activities.
The third question asks from the respondents to evaluate the use of digital tools in their school/organisation. A number
of 2 respondents, who work in formal educational settings, indicate that in their school, digital tools usage is poor (blue),
while 4 respondents, of whom 1 is a non-formal educator, believe it is fair (red). Over half of the respondents, that is 18
individuals of whom 4 are non-formal educators, indicate that digital tools usage in their school/organization is good
(orange), while 9 respondents, of whom 2 are non-formal educators, indicate that it is very good (green). Lastly, only 2
individuals, who work in formal educational settings, evaluate the use of digital tools in their school as excellent (purple).
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The fourth question asks from the respondents to indicate how important does the Head Teacher/ Director consider the
use of digital/multimedia tools in education activities is. A number of 11 respondents, who work only in formal
educational settings, indicate that the head teacher/director considers the use of digital tools very important (blue),
while the vast majority of the sample, 21 individuals of whom 5 are non-formal educators, indicate that the head
teacher/director considers the use of digital tools as important as other tools (red). Lastly, only 3 respondents, of whom
2 are non-formal educators, believe that the head teacher/director considers the use of digital tools less important than
other tools (orange).
The fifth question of part III asks from the respondents to indicate whether they have ever attended a course on digital
tools for education. Over one-third of the respondents, namely 13 individuals of whom only 1 is a non-formal educator,
answer that they have attended more than one (blue) courses on digital tools for education. A number of 6 respondents,
of whom only 1 is a non-formal educator, indicate that they have attended once (red) this kind of course, while a
significant number of 16 respondents, of whom 5 are non-formal educators, indicate that they have never (orange)
attended a course on digital tools for education, suggesting the importance of providing both formal and non-formal
educators with this kind of courses.
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The following question, that is the sixth question, asks from the respondents whose answer was affirmative, to specify
the educational course they have attended to. The responses we have received are the following:
● PEDAGOGICAL INSTITUTE IN CYPRUS, CyTEA conference
● ECDL Certification & Attending most of the specific trainings on technology literacy organized by the
Pedagogical Institute.
● Webinars organized by the Ionian University in collaboration with the Cyprus Pedagogical Institute.
● Attending non-compulsory seminars on technology in education organized by the Pedagogical Institute.
● Certificate of Completion, “Flipped Classroom and the 21st Century Skills.” Seminar Series, University of
Nicosia, Nicosia, Cyprus, November and December, 2014.
● Certificate of Completion, “Distance Learning/E-Learning Training & Course Development Workshop”, Distance
Learning Unit, University of Nicosia, Nicosia, Cyprus, September 24, 2014.
● Certificate of Completion, “Effective Use of the Internet in Language Teaching: What and How.” In-Service
Training Activity, SOCRATES Comenius 2, The Amsterdam Maastricht Summer University, Amsterdam,
Netherlands, August 2005.
● Participant, TEAMS and STREAM Microsoft Office 365 Training: Microsoft Teams with Classroom Experiences
and OneNote Class Notebook + Microsoft Stream; PowerPoint Recording Add-in; PowerPoint Translator, Office
365, Technology Enhanced Learning Center, University of Nicosia, Nicosia, Cyprus, November 14, 2017.
● Master’s Degree on Technology in Education
● Six (6) days of Erasmus+ KS1
● A 6-hour long training facilitated by IT teachers within school unit.
The seventh question indicates the respondents’ opinion about the existent training opportunities on digital/multimedia
tools on a local/national level. As indicated in the chart below, a number of 6 respondents, of whom 1 is a non-formal
educator, consider the existent training opportunities poor (blue), while 11 respondents, of whom 2 are non-formal
educators, consider them fair (red). A number of 12 respondents, of whom 4 are non-formal educators, think of the
existent training opportunities on digital/multimedia tools as good (orange) and 5 respondents, who work only in formal
educational settings, believe they are very good (green). Only 1 formal educator considers excellent (purple) the
existent training opportunities on digital/multimedia tools on a local/national level.
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In the eighth question, the respondents are asked to answer what kind of difficulties do teachers/youth
workers/education practitioners face in getting specific training on digital/multimedia tools. A number of five (5)
difficulties 25 are listed, whose importance is evaluated using a five-point Likert scale with the following response
anchors: not important (point 1), slightly important (point 2), moderately important (point 3), important (point 4), and
very important (point 5).26 The graph below summarizes all responses for all five statements, but let’s break it down to
explore its constituent parts.
● The first set of columns measures the importance of time availability/time constraints for educators to get
specific training on digital/multimedia tools. A number of 1 respondent, who works in formal educational
settings, indicates that time availability is not important (point 1) and 4 respondents, of whom 1 is a non-formal
educator, indicate that it is slightly important (point 2). A number of 8 respondents, of whom 2 are non-formal
educators, point out that time availability is moderately important (point 3) in order to get specific training on
25 The five difficulties are as follow: a)Time availability; b) Poor interest in these topics within school context; c) Low personal interest in these topics; d) Lack of technical equipment, connectivity etc; e) Few opportunities to apply them. 26 See notes 3 and 7 above, concerning translation
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digital/multimedia tools, while the majority of our respondents, namely 14 individuals of whom 3 are non-
formal educators, consider time availability important (point 4). Lastly, 8 respondents, of whom only 1 is a non-
formal educator, find time availability very important (point 5) for training purposes.
● The second set of columns indicates whether there is poor interest in these topics within school context. The
first point (not important) was checked by 0 respondents, while 6 of them, who all work in formal school units,
indicate that poor interest within school context is slightly important (point 2) difficulty. A number of 14
respondents, of whom 2 are non-formal educators, believe that poor interest in these topics within school
context is moderately important (point 3), while 13 individuals, of whom 5 are non-formal educators, believe
that it is important (point 4), suggesting that each school/organization unit has to put more effort in achieving
trainings on digital/multimedia tools. Finally, 2 respondents, who work in formal educational settings, indicate
poor interest as very important (point 5) difficulty for getting specific trainings.
● The third set of columns evaluates whether low personal interest in these topics affects educators in getting
specific trainings on digital/multimedia tools. A number of 7 respondents, of whom 1 is a non-formal educator,
evaluate this difficulty as not important (point 1) pointing out their willingness to be trained in
digital/multimedia tools, while 6 respondents, who all work in formal educational settings, believe low personal
interest is slightly important (point 2). A number of 9 respondents, of whom 1 is a non-formal educator, indicate
that low personal interest is moderately important (point 3) and 9 more individuals, of whom 4 are non-formal
educators, indicate that it is important (point 4), possibly suggesting that educators need motivation and
incentives to attend this kind of trainings. Lastly, 4 respondents, of whom 1 is a non-formal educator, find low
personal interest in these topics very important (point 5).
● The fourth set of columns evaluates whether the lack of technical equipment, connectivity etc. affects
educators in getting specific training on digital/multimedia tools. A number of 2 respondents, of whom is a
non-formal educator, believe that this difficulty is not important (point 1) and 2 more respondents, who both
are formal educators, believe that it is slightly important (point 2). The majority of the sample, namely 14
respondents, of whom 2 are non-formal educators, indicate that the lack of technical equipment, connectivity
etc is moderately important (point 3) for educators to get a specific training on digital/multimedia tools. A
number of 7 respondents, of whom 2 are non-formal educators, indicate that this particular lack is important
(point 4), while 10 individuals, of whom 2 are non-formal educators, believe that it is very important (point 5)
pointing out the importance of maintaining good technical equipment and connectivity.
● The fifth set of columns evaluates whether there are few opportunities to apply the trainings. A number of 5
respondents, of whom 1 is a non-formal educator, believe that this difficulty is not important (point 1) and 8
respondents, of whom 1 is a non-formal educator, believe that it is slightly important (point 2). Also, a number
of 7 respondents, who all work in formal educational settings, indicate that the difficulty of having few
opportunities to apply these specific trainings is moderately important (point 3). The majority of the sample,
namely 9 respondents, of whom 3 are non-formal educators, indicate that this particular difficulty is important
(point 4) suggesting the importance of more opportunities for them to grasp in relation to specific trainings on
digital/multimedia tools in order to apply them, while 6 individuals, of whom 2 are non-formal educators,
believe that it is very important (point 5).
The ninth and last question of part III examines the extent to which the respondents are interested in participating in a
free training on ICT and media literacy as didactic tools. As the graph below indicates, there is no respondent who is not
at all interested (blue) in participating in a free training, while only 1 respondent, who works in formal education, is not
very interested (red). Moreover, a number of 7 respondents, of whom only 1 is a non-formal educator, indicate that
they are moderately interested (orange) in a free training on ICT and media literacy as didactic tools. A number of 14
respondents, of whom 4 are non-formal educators, indicate that they are interested (green) in a free training, while 13
respondents, of whom 2 are non-formal educators, are very interested (purple) suggesting the importance of organizing
this kind of trainings and most educators’ willingness to participate in.
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In the fourth part, the respondents give their preferences about the educational trainings. Questions 1 to 4 are merely
about logistics. Nevertheless, it is important to report on the answers to questions 5 and 6.
In the fifth question, 21 teachers (6 of them non formal educators) declare their interest in attending a workshop/
training regardless of a professional recognition for said training while 13 teachers (all of them formal educators) declare
that they would not be interested in participating if that is the case.
In the sixth question, teachers were invited to express their expectations from a future training and the subjects they
would like to be included. The answers vary:
i) Global Citizenship Education
ii) Media Literacy, Digital Tools and Multimedia, including Social Media
iii) Migrations, Human Rights of Refugees, asylum seekers and immigrants and educational practices promoting inclusive
societies
iv) Peace Education
v) Intercultural Dialogue
vi) Methodology for the use of technology in spaces without the adequate equipment, teaching in alternative teaching
environments (eg. museums, public spaces)
vii) To gain readiness for a correct management of sociocultural and educational needs of the students with a migrant
background in secondary education, and for responding to serious issues that arise.
viii) Information about latest developments and the exchange of good practices.
ix) Development of lesson plans and of an online material platform.
The fifth part includes only personal details of the respondents. An analysis of this part is therefore unnecessary and
will not be undertaken.
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Summary of needs and gaps, recommendations
Various important needs arise mainly from Parts II and III, and partly from Part IV.
1. Primary need for ICT and Media Literacy
According to the results there is a clear gap primarily in ICT and Media Literacy, and then, mainly for formal
educators, in Education for Global Citizenship, Migrations, Intercultural Dialogue, International Cooperation and Peace
Education. There is some more experience for both formal and non formal educators on Human Rights education.
More specifically, this gap creates a need for both formal and non-formal educators to receive training on ICT
and Media Literacy since 26 out of 35 educators indicated that they need a training on ICT. The second most prominent
subject on which the respondents need training is Global Citizenship Education (22 of of 35), while the third is Peace
Education along with International Cooperation and Development (20 each) (Q.11). It is interesting that this particular
need is reflected on the way formal educators self-assess their level of knowledge and experience regarding the main
topics discussed throughout the questionnaire and the project at large. Having this in mind, a number of 18 out of 28
formal educators slightly agree/agree/strongly agree that they have little knowledge on these issues (Q.9). Particularly,
the majority of formal educators, that is 26 out of 28, indicated that they have no/little/some experience on the concept
of Global Citizenship Education. The same goes for the concept of Migrations as 23 out of 28 formal educators indicate
that they have no/little/some experience on it. Moreover, a number of 22 and 20 formal educators indicate that they
have no/little/some experience on International Cooperation and Peace Education respectively. Having these numbers
in mind, a gap is pointed out in the level of formal educators’ experience and expertise on the issues at hand (Q.3).
Although the Cyprus Ministry of Education and Culture throughout its Action Plan for the past three or four academic
years emphasize the need of raising awareness on the issues of racism and interculturality and promoting equality and
respect, the respondents of our questionnaire, who teach in a formal education setting, indicate that there is a greater
need for them to enhance their knowledge about these issues.
It becomes apparent from Part III that generally, formal educators use ICT less than non formal educators (Q.1)
although there is generally a recognition by the schools’ Directors and the respondents themselves of the importance
of the digital tools and multimedia), not only for boosting the interest of the students but also as a complement for the
regular lessons and as a very good channel to promote dialogue on the topics addressed. Furthermore, the digital tools
and multimedia more widely used are online platforms, blogs, social networks, videos and web documentaries, while
there is a very little use of QR codes, virtual reality and videogames.
2. Need for long-term training opportunities
There is a need for more and long-term training opportunities, particularly for formal educators.
Interestingly, nearly one-third of formal educators (12 out of 28) have never attended a course on the issues
pertinent to the project (Q.5), while of those who attended a course, very few had had the opportunity to attend long-
lasting training courses (Q.6). This particular gap regarding training opportunities is reflected on both formal and non-
formal educators’ interest to participate in a free training about these issues (Q.12).
Concerning specifically ICT and Media Literacy (Part III), there is a clear lack of training opportunities. 16 of the
respondents have never received relevant training and 6 have only received training once. This gap is apparent for both
formal and non formal educators. For those who have received training at least once (19 out of 35), they mention
different sources of training; one of them was the Pedagogical Institute of Cyprus.27 However, there seems to be a need
for long-term and updating training available to teachers.
27 The Pedagogical Institute is the formal body responsible for the continuous education and training of teachers in Cyprus.
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Difficulties in following a training come from lack of time but also a poor interest at school. However, the
majority of the participants (21 teachers, 6 of them in non formal education) would still participate to a training course
even if it is not professionally recognised, fact that proves the importance they give to the topics and their relevance to
their work. However, we must not ignore the 13 answers, all of them from formal educators, that declares a lack of
interest to participate in a training course if this is not professionally recognised; this shows the importance of a
professional recognition for a course and the weight of the difficulties mentioned by the teachers, including lack of time
and lack of interest in the school context.
3. Need for more accessibility of available tools
There is an obvious need for the use of more tools when addressing issues pertinent to human rights,
migrations, global citizenship education, intercultural dialogue, peace education etc in formal education settings.
The majority of formal educators (18 out of 28) slightly agree/agree/strongly agree that this gap exists,
suggesting that there is a need for more and easily accessible tools that they will help formal educators to address these
complex issues (Q.7). This goes hand in hand with the fact that only 15 educators chose multimedia as a way to work
on the topics addressed in the framework of the project (Q.10).
4. Need for increasing students’ interest
An important number of educators considers students’ involvement poor or fair, while only one as excellent,
pointing out a need for a greater students’ involvement and interest on the issues at hand. A number of 16 formal
educators slightly agree/agree/strongly agree that it is very difficult to encourage students’ interest for a topic that is
not assessed at school (Q.9). At the same time, educators find it often difficult to encourage learning on topics not
addressed at school. The results show a great need to improve educators’ abilities to use innovative methodologies and
tools as 5 out of 7 non-formal educators and 27 out of 28 formal educators indicate a need for improving their abilities;
this indicates that there is a gap in new methodological tools for them to use in their educational settings in order to
increase youngsters’ participation and for them to experiment with new methodologies and attract students’ interest
(Q.9).
Recommendations
1. Create more training opportunities for both formal and non formal education professionals on the use of digital
tools and multimedia for educational purposes.
2. Create more training opportunities for teachers, both short-term and long-term, on the issues at hand for them
to feel more comfortable with the knowledge they need to acquire given the fact that they have to engage and
initiate discussions about these issues with their students. Focus on the topics addressed by MigratED (Global
Citizenship Education, Migrations, Human Rights, Peace Education, International Cooperation, Intercultural
Dialogue).
3. Broaden the use of available innovative tools to teachers to use for approaching their students and engaging
in detailed discussions with them on issues related to Human Rights, GCE, Peace Education etc. Make these
tools more accessible to teachers, especially in a formal education setting.
4. Create an online platform or disseminate existing platforms with useful resources, e-learning courses and
material for classroom use.
5. Give incentives to students in order to attract their interest.
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6. Secure a professional recognition for the training courses to secure more relevance and interest for formal
education professionals to participate.