Information about 2012 awards
These three projects were successful in gaining funding in 2012.
1. Young Social Innovators North and South
Countries involved
Northern Ireland
Republic of Ireland
Leads
Brigid Murray, Belfast Education and Library Board, Northern Ireland
Rachel Collier, Young Social Innovators, Ireland
Descriptor
This project is an inter-nation collaborative project involving Northern Ireland and the Republic of Ireland. Its overall purpose is to explore the feasibility of engaging young people in Northern Ireland in education for social innovation through sharing information on the activities of the existing social innovation programme and then enabling a group of educators from both jurisdictions, to work on adapting the programme for the educators in Northern Ireland.
In the process of engaging with the project young people and teachers/educators will have opportunities to meet others from different backgrounds and traditions
Northern Ireland
Republic of Ireland
Leads
Brigid Murray, Belfast Education and Library Board, Northern Ireland
Rachel Collier, Young Social Innovators, Ireland
Descriptor
This project is an inter-nation collaborative project involving Northern Ireland and the Republic of Ireland. Its overall purpose is to explore the feasibility of engaging young people in Northern Ireland in education for social innovation through sharing information on the activities of the existing social innovation programme and then enabling a group of educators from both jurisdictions, to work on adapting the programme for the educators in Northern Ireland.
In the process of engaging with the project young people and teachers/educators will have opportunities to meet others from different backgrounds and traditions
2. Promoting Values and Citizenship through Human Rights Education
Countries involved
Scotland
Republic of Ireland
Leads
Elaine Watts, Black and Ethnic Minority Infrastructure Scotland (BEMIS), Scotland
Anne Molloy, Amnesty Ireland, Republic of Ireland
Descriptor
As part of the legacy of the United Nations decade for Human Rights Education (1995 -2004), the General Assembly of the United Nations proclaimed the World Programme for Human Rights Education* (UNWPHRE) (2005-ongoing) to advance the implementation of human rights education programmes in all sectors.
The first phase (2005-2009) focused on human rights education (HRE) in the primary and secondary school systems. The second phase (2010-2014) focuses on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel.
Despite this, many teachers may still not be familiar with the concept of HRE or of the diverse dimensions of its practice. Although human rights education has clear links to citizenship education with its focus on participatory methodologies and values, many teachers are still not making the links between the two. We believe that knowledge and support of human rights is fundamental to values education and active citizenship.
The proposed project would be school based and as such would aim to develop values and citizenship across the school by engaging staff in discussions and planning. It is also envisaged that the learning contexts used would promote values and citizenship in the wider community. This could be, for example, a display in the local library or town hall, a leafleting or poster campaign or a media campaign. This would be decided by the teachers and young people involved.
*United Nations High Commissioner for Human Rights Draft plan of action for the second phase (2010-2014) of the World Programme for Human Rights Education http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G10/151/48/PDF/G1015148.pdf?OpenElement
Scotland
Republic of Ireland
Leads
Elaine Watts, Black and Ethnic Minority Infrastructure Scotland (BEMIS), Scotland
Anne Molloy, Amnesty Ireland, Republic of Ireland
Descriptor
As part of the legacy of the United Nations decade for Human Rights Education (1995 -2004), the General Assembly of the United Nations proclaimed the World Programme for Human Rights Education* (UNWPHRE) (2005-ongoing) to advance the implementation of human rights education programmes in all sectors.
The first phase (2005-2009) focused on human rights education (HRE) in the primary and secondary school systems. The second phase (2010-2014) focuses on human rights education for higher education and on human rights training programmes for teachers and educators, civil servants, law enforcement officials and military personnel.
Despite this, many teachers may still not be familiar with the concept of HRE or of the diverse dimensions of its practice. Although human rights education has clear links to citizenship education with its focus on participatory methodologies and values, many teachers are still not making the links between the two. We believe that knowledge and support of human rights is fundamental to values education and active citizenship.
The proposed project would be school based and as such would aim to develop values and citizenship across the school by engaging staff in discussions and planning. It is also envisaged that the learning contexts used would promote values and citizenship in the wider community. This could be, for example, a display in the local library or town hall, a leafleting or poster campaign or a media campaign. This would be decided by the teachers and young people involved.
*United Nations High Commissioner for Human Rights Draft plan of action for the second phase (2010-2014) of the World Programme for Human Rights Education http://daccess-dds-ny.un.org/doc/UNDOC/GEN/G10/151/48/PDF/G1015148.pdf?OpenElement
3. Who am I? - What does ‘nationality’ mean to 16 -18 year olds across the Five Nations?
Countries involved
England
Northern Ireland
Lead
Karl Sweeney, Plymouth City Council
Descriptor
To help students from schools in the five nations who are approaching voting age, discuss, explore and understand the relative significance of ‘nationhood’/’nationality’ and related concepts such as: identity, self-image, self esteem, popular vs local culture, stereotyping, immigration, employment, education, party politics, justice and Europe. The overall purpose is to discover whether such exchanges produce a consensus around the perceived importance of a United Kingdom – from the point of view of five nations which share a common, if contested, history.
How it meets the criteria:
School or school/community based:
Each one of the five participating schools organises a group of Y11-13 student to progress the work – principally by acting as ‘gatekeepers of the links’ to their four partner schools. This would mean managing web or social network-based links (responsibly) and hosting any visiting students as well as gathering findings from exchanges and reporting these to their peers .
Collaborative/inter-nation:
Teaching staff gain a clearer understanding of the curricular contrasts vis a vis citizenship and values education which exists across the five nations today. One staff lead needs to be identified and be available to visit at least two of their four partner schools over the course of the programme.
Interesting and innovative:
Forging a model for school linking which energises the delivery of citizenship education in the five schools involved and serves as an example for others to sustain and build upon. Focus would be on using social media /web-based communications to address current issues and debates regarding identity, diversity, the UK, the Irish Republic and the EU.
England
Northern Ireland
Lead
Karl Sweeney, Plymouth City Council
Descriptor
To help students from schools in the five nations who are approaching voting age, discuss, explore and understand the relative significance of ‘nationhood’/’nationality’ and related concepts such as: identity, self-image, self esteem, popular vs local culture, stereotyping, immigration, employment, education, party politics, justice and Europe. The overall purpose is to discover whether such exchanges produce a consensus around the perceived importance of a United Kingdom – from the point of view of five nations which share a common, if contested, history.
How it meets the criteria:
School or school/community based:
Each one of the five participating schools organises a group of Y11-13 student to progress the work – principally by acting as ‘gatekeepers of the links’ to their four partner schools. This would mean managing web or social network-based links (responsibly) and hosting any visiting students as well as gathering findings from exchanges and reporting these to their peers .
Collaborative/inter-nation:
Teaching staff gain a clearer understanding of the curricular contrasts vis a vis citizenship and values education which exists across the five nations today. One staff lead needs to be identified and be available to visit at least two of their four partner schools over the course of the programme.
Interesting and innovative:
Forging a model for school linking which energises the delivery of citizenship education in the five schools involved and serves as an example for others to sustain and build upon. Focus would be on using social media /web-based communications to address current issues and debates regarding identity, diversity, the UK, the Irish Republic and the EU.
