On the actual economic crisis background the whole world faces to a stronger and stronger identity crisis, a kind of problem the more high the more complex are entities involved. In such a unique structure as European Union was since it’s establishment – becoming more and more heterogeneous during its growing – especially at once with the “expansion toward East” (where “East is much more that a cardinal point, it’s a “lifestyle”) the identity problems were strong enough even in “good times”. The more important is, both for European Union as a “three pillar temple” (as it was designed by the Maastricht Treaty) and for each inhabitant, the passing through the whole path based on the “implication scale” (detailed below) – from awareness of European Citizenship concept to the assuming of the main European Values.
On this background, the project Civic Literacy and European Awareness for Minority Groups" (CLEAr)aims to built, on the European Citizenship concept, a “toolkit” for improving capacity of a range of people, socially and economically disadvantaged, that have suffered loss of self esteem and self worth due especially to their status of “minority” (ethnic, religious). This “label” and are increasingly in danger of isolation even within their own societies and became a serious obstruction in their self development and civic involvement.
The partners have identified specific local needs & target groups that are representative of some of the key issues facing the wider European community & with whom the project will be developed and will engage these groups in the detailed work.
The project provides, in each partner context, flexibility to develop appropriate action and allow participants with a range of identified needs, to develop managerial capacity both of the project and of their own personal needs and requirements.
The approach envisaged in the present project is polyvalent, general and interdisciplinary, particularly employing experimental and interactive methods associated to the creative process. It will be an experiential one, in a non-formal and informal context exploring and using the existing skills and talents of the participants, developing, as necessary, appropriate new skills.
The “red line” of this approach is “the implication scale” – an eight level “stair” needed to be covered in order to gain the public opinion's support for each strategy, public politic or any other approach – particularly applied in this project in the Long Life Learning process. These eight important stages are: awareness -> informing -> communicating -> knowing -> participating -> involving ->engaging -> assuming.
The way from awareness to assuming is often difficult and asks a strong involvement both from institutions and persons which are participating at the educational act, together with a large participation of communities.
The activities are designed in order to getting over the path from awareness to assuming by involving the target groups in each stage and we expected – as a major impact – that almost 80% from our target to reach the assuming level in order to develop, after the end of the project, its multiplying effects.
Activities will include training sessions in personal development – in each partners’ country – and demarches for public involvement – in different ways each partner chooses: music and drama shows, public debates, communicating traditional skills and family learning outdoor and indoor actions.
On this background, the project Civic Literacy and European Awareness for Minority Groups" (CLEAr)aims to built, on the European Citizenship concept, a “toolkit” for improving capacity of a range of people, socially and economically disadvantaged, that have suffered loss of self esteem and self worth due especially to their status of “minority” (ethnic, religious). This “label” and are increasingly in danger of isolation even within their own societies and became a serious obstruction in their self development and civic involvement.
The partners have identified specific local needs & target groups that are representative of some of the key issues facing the wider European community & with whom the project will be developed and will engage these groups in the detailed work.
The project provides, in each partner context, flexibility to develop appropriate action and allow participants with a range of identified needs, to develop managerial capacity both of the project and of their own personal needs and requirements.
The approach envisaged in the present project is polyvalent, general and interdisciplinary, particularly employing experimental and interactive methods associated to the creative process. It will be an experiential one, in a non-formal and informal context exploring and using the existing skills and talents of the participants, developing, as necessary, appropriate new skills.
The “red line” of this approach is “the implication scale” – an eight level “stair” needed to be covered in order to gain the public opinion's support for each strategy, public politic or any other approach – particularly applied in this project in the Long Life Learning process. These eight important stages are: awareness -> informing -> communicating -> knowing -> participating -> involving ->engaging -> assuming.
The way from awareness to assuming is often difficult and asks a strong involvement both from institutions and persons which are participating at the educational act, together with a large participation of communities.
The activities are designed in order to getting over the path from awareness to assuming by involving the target groups in each stage and we expected – as a major impact – that almost 80% from our target to reach the assuming level in order to develop, after the end of the project, its multiplying effects.
Activities will include training sessions in personal development – in each partners’ country – and demarches for public involvement – in different ways each partner chooses: music and drama shows, public debates, communicating traditional skills and family learning outdoor and indoor actions.
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