UVacooperacion.uva.es/files/2020/05/Rural_Dear_EN.pdf · 2020. 5. 14. · 3 This agenda is a product of the collective effort of the teamwork of the Rural DEAR Agenda EYD2015 Project-,

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Rural Dear Agenda.indd 1 13/11/17 13:06

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This agenda is a product of the collective effort of the teamwork of the Rural DEAR Agenda EYD2015 Project-, result of the contributions of the people of the seven member countries through their participation in work groups, pilot projects and Delphi enquiries. The design and technical coordination have been developed by the research team from the Observatory of Cooperation of the University of Valladolid. The elaboration and composition were performed by:

• María Carracedo Bustamante • Esther Doménech Llorente • Luis Pérez Miguel

PARTICIPATING BODIES ● Provincial Council of Valladolid (Spain) (Coordination): Aurelio Baró Gutiérrez, Ignacio

Aranda García.

● Chamber of Commerce and Industry - Vratsa (Bulgaria): Iliana Philipova, Mariela Petkova

● Idalion Municipality (Cyprus): Maria Malli, Anna Michaelidou, Panayiotis Mountoukos. ● University of Thessaly (Greece): Stavroula Divane, Constantinos Kittas, Nikolaos

Katsoulas

● Region of Molise (Italy): Adolfo F. Colagiovanni, Mario Ialenti ● Foundation for the Promotion of Social Inclusion (FOPSIM) (Malta): Maria Limongelli,

Nadia Theuma, Catalina Stancu

● University of Social Sciences (Poland): Monica Kurzawa, Joanna Szczecińska ● University of Valladolid (Spain)

Research team from the Observatory of Cooperation of the University of Valladolid (OCUVa)

• María Carracedo Bustamante

• Esther Doménech Llorente

• Carmen Duce Díaz

• Ruth Ainhoa de Frutos García

• Javier Gómez González

• Susana Lucas Mangas

• José María Marbán Prieto

• Suyapa Martínez Scott

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This agenda is a product of the collective effort of the teamwork of the Rural DEAR Agenda EYD2015 Project-, result of the contributions of the people of the seven member countries through their participation in work groups, pilot projects and Delphi enquiries. The design and technical coordination have been developed by the research team from the Observatory of Cooperation of the University of Valladolid. The elaboration and composition were performed by:

• María Carracedo Bustamante • Esther Doménech Llorente • Luis Pérez Miguel

PARTICIPATING BODIES ● Provincial Council of Valladolid (Spain) (Coordination): Aurelio Baró Gutiérrez, Ignacio

Aranda García.

● Chamber of Commerce and Industry - Vratsa (Bulgaria): Iliana Philipova, Mariela Petkova

● Idalion Municipality (Cyprus): Maria Malli, Anna Michaelidou, Panayiotis Mountoukos. ● University of Thessaly (Greece): Stavroula Divane, Constantinos Kittas, Nikolaos

Katsoulas

● Region of Molise (Italy): Adolfo F. Colagiovanni, Mario Ialenti ● Foundation for the Promotion of Social Inclusion (FOPSIM) (Malta): Maria Limongelli,

Nadia Theuma, Catalina Stancu

● University of Social Sciences (Poland): Monica Kurzawa, Joanna Szczecińska ● University of Valladolid (Spain)

Research team from the Observatory of Cooperation of the University of Valladolid (OCUVa)

• María Carracedo Bustamante

• Esther Doménech Llorente

• Carmen Duce Díaz

• Ruth Ainhoa de Frutos García

• Javier Gómez González

• Susana Lucas Mangas

• José María Marbán Prieto

• Suyapa Martínez Scott

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"Education is a weapon of mass construction" Marjane Satrapi

"The great aim of education is not knowledge but action" Herbert Spencer

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• Luis Javier Miguel González (Management)

• Roberto Monjas Aguado

• Sonia Ortega Gaite

• Luis Pérez Miguel

• Judith Quintano Nieto

• Elena Ruiz Ruiz

• Rita San Romualdo Velasco

• María Tejedor Mardomingo

• Luis Torrego Egido

• Miguel Vicente Mariño

• Laura Vírseda Pastor

This document may be partially or completely reproduced, translated or adapted to the local needs, provided that the resulting text should be distributed at no cost; and the source cited.

The model Agenda and the local adaptations can be accessed here:

https://www.ruraldearagenda.eu

http://www.uva.es/cooperacion


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"Education is a weapon of mass construction" Marjane Satrapi

"The great aim of education is not knowledge but action" Herbert Spencer

4

• Luis Javier Miguel González (Management)

• Roberto Monjas Aguado

• Sonia Ortega Gaite

• Luis Pérez Miguel

• Judith Quintano Nieto

• Elena Ruiz Ruiz

• Rita San Romualdo Velasco

• María Tejedor Mardomingo

• Luis Torrego Egido

• Miguel Vicente Mariño

• Laura Vírseda Pastor

This document may be partially or completely reproduced, translated or adapted to the local needs, provided that the resulting text should be distributed at no cost; and the source cited.

The model Agenda and the local adaptations can be accessed here:

https://www.ruraldearagenda.eu

http://www.uva.es/cooperacion


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RURAL DEAR AGENDA CONTENTS PRESENTATION 9 PROLOGUE 11 CONCEPTUAL FRAMEWORK. STARTING POINT 13 VALUES AND GENERAL PRINCIPLES 31 OBJECTIVES OF THIS AGENDA 34 FIELDS, LINES AND STRATEGIC ACTIONS 37 TRAINING 37 NETWORKING 45 PARTICIPATION AND MOBILISATION 52 RESEARCH 57 IMPLEMENTATION PLAN FOR THE AGENDA OF GLOBAL CITIZENSHIP EDUCATION IN EUROPEAN RURAL AREAS 75

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RURAL DEAR AGENDA CONTENTS PRESENTATION 9 PROLOGUE 11 CONCEPTUAL FRAMEWORK. STARTING POINT 13 VALUES AND GENERAL PRINCIPLES 31 OBJECTIVES OF THIS AGENDA 34 FIELDS, LINES AND STRATEGIC ACTIONS 37 TRAINING 37 NETWORKING 45 PARTICIPATION AND MOBILISATION 52 RESEARCH 57 IMPLEMENTATION PLAN FOR THE AGENDA OF GLOBAL CITIZENSHIP EDUCATION IN EUROPEAN RURAL AREAS 75

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PRESENTATION

At the beginning of 2015, European Year for Development, from the Provincial Council of Valladolid (Spain), we took on the challenge of leading and coordinating the European Project “Rural DEAR Agenda EYD-2015” , to elaborate a model “Agenda for Development Education and Awareness Raising in European Rural Areas”, in which institutions from 7 countries have participated, under the technical direction of OCUVA (Observatory of International Development Cooperation of the University of Valladolid)

The ultimate goal of this work is to contribute to a change of social attitude that leads to a more sustainable development in an increasingly globalized world, presenting a model with inclusive, innovative and effective strategies to develop actions for Global Citizenship Education in the small municipalities that make up the rural areas in many regions of Europe.

From the beginning of the project, one of the basic premises with which we have worked is that this model should be constructed in a participatory manner, taking into account the opinions and contributions, the criticisms, and encouraging debate and brainstorming among the actors most directly involved in the implementation of DEAR actions: teachers both in primary and secondary schools as well as in adult education centers, NGOs and CSOs, and also Local Authorities from the territories that have collaborated in this project.

This participation has materialized in the different activities carried out during the development of the project, which gave an important first result with the publication in 2016 of the "Analysis of Development Education in European Rural Areas", study that has served as a basis for the subsequent elaboration of this agenda.

Our sincere thanks, therefore, to the hundreds of professionals whose enthusiastic and generous collaboration has contributed to the proposal presented here, under the coordination of the project partners: Chamber of Commerce and Industry Vratsa (Bulgaria), Municipality of Idalion (Cyprus), University of Thessaly (Greece), Region of Molise (Italy), FOPSIM Foundation (Malta), University of Social Sciences SAN (Poland), Provincial Council of Valladolid and University of Valladolid (Spain).

This model will serve as a basis, with the adaptations to the local context that in each case are considered convenient, to the next logical step in which we are already working: the effective implementation of DEAR plans in the territories that have participated in its elaboration , but it also aims to be a “Reference Guide” for other rural areas in any region of Europe.

Jesús Julio Carnero García

President of the Provincial Council of Valladolid

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PRESENTATION

At the beginning of 2015, European Year for Development, from the Provincial Council of Valladolid (Spain), we took on the challenge of leading and coordinating the European Project “Rural DEAR Agenda EYD-2015” , to elaborate a model “Agenda for Development Education and Awareness Raising in European Rural Areas”, in which institutions from 7 countries have participated, under the technical direction of OCUVA (Observatory of International Development Cooperation of the University of Valladolid)

The ultimate goal of this work is to contribute to a change of social attitude that leads to a more sustainable development in an increasingly globalized world, presenting a model with inclusive, innovative and effective strategies to develop actions for Global Citizenship Education in the small municipalities that make up the rural areas in many regions of Europe.

From the beginning of the project, one of the basic premises with which we have worked is that this model should be constructed in a participatory manner, taking into account the opinions and contributions, the criticisms, and encouraging debate and brainstorming among the actors most directly involved in the implementation of DEAR actions: teachers both in primary and secondary schools as well as in adult education centers, NGOs and CSOs, and also Local Authorities from the territories that have collaborated in this project.

This participation has materialized in the different activities carried out during the development of the project, which gave an important first result with the publication in 2016 of the "Analysis of Development Education in European Rural Areas", study that has served as a basis for the subsequent elaboration of this agenda.

Our sincere thanks, therefore, to the hundreds of professionals whose enthusiastic and generous collaboration has contributed to the proposal presented here, under the coordination of the project partners: Chamber of Commerce and Industry Vratsa (Bulgaria), Municipality of Idalion (Cyprus), University of Thessaly (Greece), Region of Molise (Italy), FOPSIM Foundation (Malta), University of Social Sciences SAN (Poland), Provincial Council of Valladolid and University of Valladolid (Spain).

This model will serve as a basis, with the adaptations to the local context that in each case are considered convenient, to the next logical step in which we are already working: the effective implementation of DEAR plans in the territories that have participated in its elaboration , but it also aims to be a “Reference Guide” for other rural areas in any region of Europe.

Jesús Julio Carnero García

President of the Provincial Council of Valladolid

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PROLOGUE The unsustainability of the current exploitation of the natural resources, the huge inequality in distribution of these resources, or climate change should show us the urgent necessity of cooperation as global society in order to face the common challenges. It is necessary that we understand that we only can get a satisfactory development from all the people and avoid the civilizing collapse from intelligent cooperation.

It is clear that humanity can have as much information about any scientific or technological aspect as never before. The globalization of the communications has allowed to share a huge part of that information and increase the access to those communications to millions of people. Nevertheless, information does not necessarily imply knowledge, and knowledge is not enough to address effectively the major issues of humanity: injustice, poverty, unsustainability, …If Education is a medium that allows change information for knowledge, Global Citizenship Education is a tool that tries to direct the knowledge towards a fair and sustainable human development to our global society. Hitherto, challenge on this scale had received neither the attention nor the enough means. The actions of Development Education for a Global Citizenship have regularly been separated from methodologies and shared strategies to achieve common well-defined goals.

In this context, the “Rural DEAR Agenda EYD 2015” Project has pursued to make a methodologic and strategic approach to the Development Education in the European rural areas. In a first stage, a diagnosis was developed through different tools in order to know the situation of the DE. Now, after the work in which the active involvement of all DE agents and actors of our immediate environment has been sought a specific approach to deal with the DE in this European Rural Areas has been proposed.

This work ends with the ambitious project that has involved, beyond a research team and technicians from different European entities, a wide range of people from different contexts have believed in the importance of designing a common agenda for the Development Education. But, obviously, the important work starts now. The thinking process has been constructive, but the time to get down to work has come. Those of us who have dedicate time and enthusiasm to this project hope that the commitment of the entities and administrations to implement this Agenda is firm and allows us to move towards a society that, with knowledge and awareness of reality, turns its efforts towards solving the great problems of humanity, overcoming capricious individual interests.

Luis Javier Miguel González

Director Department of International Development Cooperation University of Valladolid

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11

PROLOGUE The unsustainability of the current exploitation of the natural resources, the huge inequality in distribution of these resources, or climate change should show us the urgent necessity of cooperation as global society in order to face the common challenges. It is necessary that we understand that we only can get a satisfactory development from all the people and avoid the civilizing collapse from intelligent cooperation.

It is clear that humanity can have as much information about any scientific or technological aspect as never before. The globalization of the communications has allowed to share a huge part of that information and increase the access to those communications to millions of people. Nevertheless, information does not necessarily imply knowledge, and knowledge is not enough to address effectively the major issues of humanity: injustice, poverty, unsustainability, …If Education is a medium that allows change information for knowledge, Global Citizenship Education is a tool that tries to direct the knowledge towards a fair and sustainable human development to our global society. Hitherto, challenge on this scale had received neither the attention nor the enough means. The actions of Development Education for a Global Citizenship have regularly been separated from methodologies and shared strategies to achieve common well-defined goals.

In this context, the “Rural DEAR Agenda EYD 2015” Project has pursued to make a methodologic and strategic approach to the Development Education in the European rural areas. In a first stage, a diagnosis was developed through different tools in order to know the situation of the DE. Now, after the work in which the active involvement of all DE agents and actors of our immediate environment has been sought a specific approach to deal with the DE in this European Rural Areas has been proposed.

This work ends with the ambitious project that has involved, beyond a research team and technicians from different European entities, a wide range of people from different contexts have believed in the importance of designing a common agenda for the Development Education. But, obviously, the important work starts now. The thinking process has been constructive, but the time to get down to work has come. Those of us who have dedicate time and enthusiasm to this project hope that the commitment of the entities and administrations to implement this Agenda is firm and allows us to move towards a society that, with knowledge and awareness of reality, turns its efforts towards solving the great problems of humanity, overcoming capricious individual interests.

Luis Javier Miguel González

Director Department of International Development Cooperation University of Valladolid

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RURAL DEAR AGENDA. CONCEPTUAL FRAMEWORK. STARTING POINT.

One of the tasks of the progressive educator… is to unveil opportunities for hope -no matter what the

obstacles may be- after all, without hope there is little we can do… (P. Freire, Pedagogy of Hope)

Rural environment and rural development There is no single definition of “rural environment” nor a singular vision of what “rural development” entails. “Rural”, by definition, has had negative connotations including elements pertaining to demographics (low population density and dispersal, processes of ageing and depopulation, migration of women), economics, (dependent economy, above all on the primary sector and small-scale businesses, etc.) or culture (scarce training and a lack of “good manners”, rudeness etc.), combined with a scarcity of infrastructure, equipment and services that have a negative impact on the quality of life of the population.1 This vision is being increasingly called into question, to the point that the European Commission considers that “notions of space or rural society refer not only to a geographical delimitation, but rather to a socioeconomic fabric which encompasses a combination of diverse activities.”2 Something similar occurs with “rural development”. The link between the rural environment and poverty has been used as an indicator of the level of prosperity and development proposals have had different perspectives when dealing with developed, developing or underdeveloped countries. Such is the case of the European Common Agricultural Policy (CAP) in relation to the former or International Development Cooperation, regarding the latter.3 In the European Union (EU) the reform of CAP undertaken in 1992 incorporated rural development as a second basic pillar and implanted the LEADER focus (Liaison Entre Actions de Développement de economy Rurale, ‘Links between actions for the development of the rural economy’) as “a mode of action whose main contribution has been to overcome focuses centred on the agricultural sector alone […] and the substitution of top-down for bottom up diagnostic, planning, intervention and evaluation proposals. It seeks to optimise the potential of rural environment beginning with its most significant signs of identity as active principals, putting local development at the centre of the rural environment and extrapolating these development plans to other settings.”4 In response to this conception is the case of Spain and the definition of the Minister for Environment, Rural and Marine Life which sees the rural environment as a physical space “associated with a vibrant and dynamic area, inhabited by an advanced society in which everyone has the same rights. The construction of a cohesive territory, under adaptable and participatory governance formulas and with equal rights, 1 Martín, Ana S. et Al. (2015): Programa de aprendizaje-Servicio y responsabilidad Social en Educación Secundaria Obligatoria: Madurez vocacional y Percepción del Apoyo Social Comunitario para el Desarrollo Rural (PASRES). Ministerio de Agricultura, Alimentación y Medio ambiente, Madrid, 2015. p 15 2 European Commission (1988): The future of rural society. Commission communication transmitted to the Council and to the European Parliament on 29 July 1988. European Communities Bulletin Supplement 4/88. P 7 https://ec.europa.eu/agriculture/sites/agriculture/files/cap-history/crisis-years-1980s/com88-501_en.pdf 3 Martín, Ana S. et al. (2015): P 19 4 Martín, Ana S. et al. (2015): P 38

Rural environment as a physical space “associated with a vibrant and dynamic area, inhabited by an advanced society in which everyone has the same rights. The construction of a cohesive territory, under adaptable and participatory governance formulas and with equal rights, opportunities and services for all citizens […]”

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13

RURAL DEAR AGENDA. CONCEPTUAL FRAMEWORK. STARTING POINT.

One of the tasks of the progressive educator… is to unveil opportunities for hope -no matter what the

obstacles may be- after all, without hope there is little we can do… (P. Freire, Pedagogy of Hope)

Rural environment and rural development There is no single definition of “rural environment” nor a singular vision of what “rural development” entails. “Rural”, by definition, has had negative connotations including elements pertaining to demographics (low population density and dispersal, processes of ageing and depopulation, migration of women), economics, (dependent economy, above all on the primary sector and small-scale businesses, etc.) or culture (scarce training and a lack of “good manners”, rudeness etc.), combined with a scarcity of infrastructure, equipment and services that have a negative impact on the quality of life of the population.1 This vision is being increasingly called into question, to the point that the European Commission considers that “notions of space or rural society refer not only to a geographical delimitation, but rather to a socioeconomic fabric which encompasses a combination of diverse activities.”2 Something similar occurs with “rural development”. The link between the rural environment and poverty has been used as an indicator of the level of prosperity and development proposals have had different perspectives when dealing with developed, developing or underdeveloped countries. Such is the case of the European Common Agricultural Policy (CAP) in relation to the former or International Development Cooperation, regarding the latter.3 In the European Union (EU) the reform of CAP undertaken in 1992 incorporated rural development as a second basic pillar and implanted the LEADER focus (Liaison Entre Actions de Développement de economy Rurale, ‘Links between actions for the development of the rural economy’) as “a mode of action whose main contribution has been to overcome focuses centred on the agricultural sector alone […] and the substitution of top-down for bottom up diagnostic, planning, intervention and evaluation proposals. It seeks to optimise the potential of rural environment beginning with its most significant signs of identity as active principals, putting local development at the centre of the rural environment and extrapolating these development plans to other settings.”4 In response to this conception is the case of Spain and the definition of the Minister for Environment, Rural and Marine Life which sees the rural environment as a physical space “associated with a vibrant and dynamic area, inhabited by an advanced society in which everyone has the same rights. The construction of a cohesive territory, under adaptable and participatory governance formulas and with equal rights, 1 Martín, Ana S. et Al. (2015): Programa de aprendizaje-Servicio y responsabilidad Social en Educación Secundaria Obligatoria: Madurez vocacional y Percepción del Apoyo Social Comunitario para el Desarrollo Rural (PASRES). Ministerio de Agricultura, Alimentación y Medio ambiente, Madrid, 2015. p 15 2 European Commission (1988): The future of rural society. Commission communication transmitted to the Council and to the European Parliament on 29 July 1988. European Communities Bulletin Supplement 4/88. P 7 https://ec.europa.eu/agriculture/sites/agriculture/files/cap-history/crisis-years-1980s/com88-501_en.pdf 3 Martín, Ana S. et al. (2015): P 19 4 Martín, Ana S. et al. (2015): P 38

Rural environment as a physical space “associated with a vibrant and dynamic area, inhabited by an advanced society in which everyone has the same rights. The construction of a cohesive territory, under adaptable and participatory governance formulas and with equal rights, opportunities and services for all citizens […]”

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15

In spite of such diversity, or rather because of it, there is a continued effort to identify shared elements across various DE practices and perspectives. In the case of European NGOs, the main characteristics can be summarised as follows:

To understand the globalised world; including links between our own lives and those of others worldwide;

Ethical principles and objectives, including social justice, human rights and respect for others; Processes of participatory and transformative learning with an emphasis on dialogue and

experience; Development of critical self-reflection skills; Active participation and commitment; Action as an active global citizen.12

Image 1: Towards a Typology of DE Concepts

Public relations Awareness raising

Global Education Life Skills

Not recognised as DE

Recognised as Development Education

Thematic scope

Development cooperation

Wider development issues

Global interdependency; North-South issues (environmental, economic, political, social)

Local and global issues of social ethics in world society (beyond a North-South perspective)

Goal Public support Awareness Responsible action Fulfilling life, social change

Educative approach

“Indoctrination”

Information Participation; process awareness/experience => understanding/capacity building => action

Support/offer; empowerment

Pedagogic thought

Commercial top-down Actor-centred, normative Constructivist, systemic

Target group

Object of PR recipient of information

Subject of a learning process in which a normative objectives are given; activist

(Dynamic) subject of a self-organised learning process in which results are open; agent of social change

Context Foreign aid development policy

(recent) globalisation Local community & world society

(Source: DE Watch). These elements are close to the definition adopted in the Development and Awareness Raising Education (DARE) Forum, which sees DE as: “an active learning process, founded on values of solidarity, equality, inclusion and co-operation. It enables people to move from basic awareness of international development priorities and sustainable human development, through understanding of the causes and effects of global issues to personal involvement and informed actions. Development education fosters the full participation of all citizens in influencing more just and sustainable economic, social, environmental, and human rights based national and international policies.”13

In the case of Spain, the Strategic Plan for Spanish Cooperation 2005-2008, defines DE as “socio- political education, based on social justice, applied in formal and informal educational arenas, a process which has

12 Bourn, D. (2014): P 8 13 Cited by Bourn, D. (2014): P 11

14

opportunities and services for all citizens is inseparable from processes of rural sustainable development.” It adds an element which unfortunately is still necessary to remember in development processes: “This can all be seen through the permanence and empowerment of women in the rural environment. It is the best guarantee against the progressive depopulation that erodes our cultural and natural heritage.”5 Such an understanding of the rural environment has implications for the formulation of this Agenda which, to put it one way, points towards a rural environment “in re-construction”, a desirable setting and possible in the medium and long term, in which women, young people and people from other countries have special relevance as part of a strategy which aims to overcome inequality and facilitate new models of community building. In this process, some elements of rural dynamics are unavoidable. Thus, the urgent reduction of gender inequalities must be, in itself, an objective of any development proposal. Although there are multiple elements (social, economic and non-residential that impact on the advancement towards a more equitable society, this Agenda seeks to support, from an educational perspective, proposals directed towards a shift in attitudes “from the individual and the family to the public sphere: […], to deconstruct gender stereotypes, strengthen leadership among women, facilitate their access to decision-making roles and apply parity in corresponding bodies, such are the objectives that bolster these proposals.”6 Development Education – Global Citizenship Education The concept of Development Education (DE) shifts in constant tension between the need for “conceptual clarity to [have] a discourse and significant strategies”7 and the need to adapt to a reality of continuous change. This tension has contributed to the definition of DE as a dynamic process, with different generations that “show there is no single or exclusive definition of development education.”8 In the European report “DE Watch” four basic ideas relating to DE are outlined9 and M. Mesa, from a more evolutionary perspective, proposes a process of five generations.10 Moreover, various parties involved in DE (teaching staff, NGOs, International Development Agencies, etc.) make their own mark on perspectives, themes and principles. The work of Douglas Bourn in What is meant by Development Education?11 brings together the main perspectives and existing definitions at the present moment.

5 Minister for Environment, Rural and Marine Life (2011): Diagnóstico de la igualdad de género en el medio rural. Madrid, 2011. P 7 http://www.mapama.gob.es/es/desarrollo-rural/temas/igualdad_genero_y_des_sostenible/DIAGN%C3%93STICO_COMPLETO_BAJA_tcm7-171812.pdf 6 Minister for Environment, Rural and Marine Life (2011): P 253 7 Krause, J. (2010): European Development Education Monitoring Report “DE Watch”, Brussels, DEEEP. P 34 http://concordeurope.org/wp-content/uploads/2012/09/DEEEP-REPORT-2015-001.pdf?de2aba 8 Mesa, M. (2011): Reflexiones sobre el modelo de las Cinco Generaciones de Educación para el Desarrollo. Revista Internacional sobre Investigación en Educación Global y para el Desarrollo. Número Cero (October 2011) P 161 http://educacionglobalresearch.net/wp-content/uploads/09-Comentario-Manuela-Mesa.pdf 9 Krause, J. (2010): P 7 10 Mesa, M. (2000): La educación para el desarrollo en la Comunidad de Madrid: tendencias y estrategias para el siglo XXI. Mimeo 11 Bourn, D. (2014): What is meant by Development Education? Sinergias, Diálogos educativos para la transformación social. December 2014 – no. 1

The Agenda for Global Citizenship Education points towards a rural environment “in re-construction”, a desirable setting and possible in the medium and long term, in which women, young people and people from other countries have special relevance as part of a strategy which aims to overcome inequality and facilitate new models of community building.


15

In spite of such diversity, or rather because of it, there is a continued effort to identify shared elements across various DE practices and perspectives. In the case of European NGOs, the main characteristics can be summarised as follows:

To understand the globalised world; including links between our own lives and those of others worldwide;

Ethical principles and objectives, including social justice, human rights and respect for others; Processes of participatory and transformative learning with an emphasis on dialogue and

experience; Development of critical self-reflection skills; Active participation and commitment; Action as an active global citizen.12

Image 1: Towards a Typology of DE Concepts

Public relations Awareness raising

Global Education Life Skills

Not recognised as DE

Recognised as Development Education

Thematic scope

Development cooperation

Wider development issues

Global interdependency; North-South issues (environmental, economic, political, social)

Local and global issues of social ethics in world society (beyond a North-South perspective)

Goal Public support Awareness Responsible action Fulfilling life, social change

Educative approach

“Indoctrination”

Information Participation; process awareness/experience => understanding/capacity building => action

Support/offer; empowerment

Pedagogic thought

Commercial top-down Actor-centred, normative Constructivist, systemic

Target group

Object of PR recipient of information

Subject of a learning process in which a normative objectives are given; activist

(Dynamic) subject of a self-organised learning process in which results are open; agent of social change

Context Foreign aid development policy

(recent) globalisation Local community & world society

(Source: DE Watch). These elements are close to the definition adopted in the Development and Awareness Raising Education (DARE) Forum, which sees DE as: “an active learning process, founded on values of solidarity, equality, inclusion and co-operation. It enables people to move from basic awareness of international development priorities and sustainable human development, through understanding of the causes and effects of global issues to personal involvement and informed actions. Development education fosters the full participation of all citizens in influencing more just and sustainable economic, social, environmental, and human rights based national and international policies.”13

In the case of Spain, the Strategic Plan for Spanish Cooperation 2005-2008, defines DE as “socio- political education, based on social justice, applied in formal and informal educational arenas, a process which has

12 Bourn, D. (2014): P 8 13 Cited by Bourn, D. (2014): P 11

14

opportunities and services for all citizens is inseparable from processes of rural sustainable development.” It adds an element which unfortunately is still necessary to remember in development processes: “This can all be seen through the permanence and empowerment of women in the rural environment. It is the best guarantee against the progressive depopulation that erodes our cultural and natural heritage.”5 Such an understanding of the rural environment has implications for the formulation of this Agenda which, to put it one way, points towards a rural environment “in re-construction”, a desirable setting and possible in the medium and long term, in which women, young people and people from other countries have special relevance as part of a strategy which aims to overcome inequality and facilitate new models of community building. In this process, some elements of rural dynamics are unavoidable. Thus, the urgent reduction of gender inequalities must be, in itself, an objective of any development proposal. Although there are multiple elements (social, economic and non-residential that impact on the advancement towards a more equitable society, this Agenda seeks to support, from an educational perspective, proposals directed towards a shift in attitudes “from the individual and the family to the public sphere: […], to deconstruct gender stereotypes, strengthen leadership among women, facilitate their access to decision-making roles and apply parity in corresponding bodies, such are the objectives that bolster these proposals.”6 Development Education – Global Citizenship Education The concept of Development Education (DE) shifts in constant tension between the need for “conceptual clarity to [have] a discourse and significant strategies”7 and the need to adapt to a reality of continuous change. This tension has contributed to the definition of DE as a dynamic process, with different generations that “show there is no single or exclusive definition of development education.”8 In the European report “DE Watch” four basic ideas relating to DE are outlined9 and M. Mesa, from a more evolutionary perspective, proposes a process of five generations.10 Moreover, various parties involved in DE (teaching staff, NGOs, International Development Agencies, etc.) make their own mark on perspectives, themes and principles. The work of Douglas Bourn in What is meant by Development Education?11 brings together the main perspectives and existing definitions at the present moment.

5 Minister for Environment, Rural and Marine Life (2011): Diagnóstico de la igualdad de género en el medio rural. Madrid, 2011. P 7 http://www.mapama.gob.es/es/desarrollo-rural/temas/igualdad_genero_y_des_sostenible/DIAGN%C3%93STICO_COMPLETO_BAJA_tcm7-171812.pdf 6 Minister for Environment, Rural and Marine Life (2011): P 253 7 Krause, J. (2010): European Development Education Monitoring Report “DE Watch”, Brussels, DEEEP. P 34 http://concordeurope.org/wp-content/uploads/2012/09/DEEEP-REPORT-2015-001.pdf?de2aba 8 Mesa, M. (2011): Reflexiones sobre el modelo de las Cinco Generaciones de Educación para el Desarrollo. Revista Internacional sobre Investigación en Educación Global y para el Desarrollo. Número Cero (October 2011) P 161 http://educacionglobalresearch.net/wp-content/uploads/09-Comentario-Manuela-Mesa.pdf 9 Krause, J. (2010): P 7 10 Mesa, M. (2000): La educación para el desarrollo en la Comunidad de Madrid: tendencias y estrategias para el siglo XXI. Mimeo 11 Bourn, D. (2014): What is meant by Development Education? Sinergias, Diálogos educativos para la transformación social. December 2014 – no. 1

The Agenda for Global Citizenship Education points towards a rural environment “in re-construction”, a desirable setting and possible in the medium and long term, in which women, young people and people from other countries have special relevance as part of a strategy which aims to overcome inequality and facilitate new models of community building.


17

In this way, such different terms, far from being antagonistic, highlight particular perspectives and elements of Global Citizenship Education (GCE). However, beneath all these terms is its conception as an educational process, committed to a generation of people as active subjects in favour of a better world.

“Such diversity of terms should not be confused with the diversity of proposals and content. Despite the specific focus of each one, all these channels advocate for interactive education, a process of teaching-learning in which people are trained to participate, to argue, to resolve conflicts and assume rights and responsibilities in classrooms or in everyday life. In short, all are focused on acquiring knowledge, skills and values with the aim of raising awareness about rights and responsibilities among the local and global community.”20

In short, regardless of the terminology used, education will always be considered as an essential strategy for permanent action, with a clear goal of commitment to and investment in a different world, integrating individual values, shared ethical principles and political responsibility for coherent action with the intention of preparing people for global citizenship. Within this framework and with the desire to incorporate signs of identity of the main educational proposals already mentioned, such as Development Education, Emancipatory Education or those presented by UNESCO, we can accept the term Global Citizenship Education (GCE) for the proposal of this Agenda, created for the rural European setting. In this light, the Rural DEAR Agenda project EYC-2015 believes that the improvement of the efficiency, scope, quality and impact of Global Citizenship Education actions in the rural environment requires a specific programme to be designed for rural areas. It also accepts the basic principles reflected in the Global Action Programme on Education for Sustainable Development as follow-up to the United Nations Decade of Education for Sustainable Development after 2014,21 approved by UNESCO, the first global body to press for education to be considered as a means of contributing to solving the problems facing humanity:

a) An educational process that allows every human being to acquire knowledge, skills, values and attitudes with which they can contribute to sustainable development, make informed decisions and adopt responsible measures in keeping with environmental integrity and economic viability and to achieve social justice for current and future generations.

b) A proposal which incorporates critical questions of sustainable development throughout the

entire teaching process – learning with subsequent teaching methods and innovative and participatory learning which empowers and motivates participants to act in support of sustainable development. An educational process that promotes skills such as critical thought, understanding of complex systems, imagining future hypotheses and the adoption of decisions in a participatory and collaborative manner.

c) Global Citizenship Education is based on the defence of the rights of people and places. It

covers environmental, social and cultural elements of sustainable development in an integrated, balanced and holistic manner. Likewise, it relates to a global agenda for

20 Argibay, M. et al. (2007): Educación para la Ciudadanía Global. Debates y desafíos. Hegoa. Vitoria, 2007. http://www.hegoa.ehu.es/file/441/investigacion_def.pdf 21 UNESCO (2013): Proposal for a Global Action Programme on Education for Sustainable Development as follow-up to the United Nations Decade of Education for Sustainable Development (Desd) after 2014. General Conference, 37ª session, Paris.

16

to be implemented in the medium to long term and where the cognitive dimension and that of attitudes and values cannot be separated.”14

Ultimately, such diversity shows that DE is a living process, rich in theoretical debate and practical applications in a process of constant change. An outcome of this dynamic is the questioning of the very term ‘Development Education’. The connotations of the concept of “development”, relative to the imposition of a particular economic, political, social and cultural model, which favours a minority and excludes large majorities of the population, along with the evolution that reflects different “generations” of DE in terms of objectives, thematic scope, pedagogic thought, educative approaches, etc. making the term more nuanced, or interchangeable, also incorporating new meanings such as: emancipatory education,15 degrowth education16 or global citizenship education17, among others.

UNESCO adopted the term Global Citizenship Education18 as a result of a research and consultation process carried out with specialists from different regions worldwide, also using as a reference conclusions of three important meetings of said organisation on global citizenship education: Technical consultation on global citizenship education (September 2013), the First (December 2013) and Second (January 2015) UNESCO Forums on Global Citizenship Education. As stated by Dr Qian Tang, Assistant-Director General of Education of UNESCO, the Global Citizenship Education Guide responds to the need to provide answers “at a time when the international community is urged to define actions to promote peace, well-being, prosperity and sustainability, this new UNESCO document offers guidance to help Member States ensure that learners of all ages and backgrounds can develop into informed, critically literate, socially-connected, ethical and engaged global citizens.”19

14 MAEC (2005): Spanish Cooperation Master Plan 2005-2008. P 101 http://www.aecid.es/galerias/publicaciones/descargas/Plan_Director0508_Ing.pdf 15 “Education for emancipation is a radical proposal developed from within different contexts and actors (from the tradition of critical pedagogy and the central role awarded to that model by popular education). It embraces a commitment to social change; it pursues emancipation as it seeks to put in motion the awakening of a critical consciousness, in order for individuals to identify the different forms of oppression in their lives and learn to implement actions of resistance and creativity within a long-term process” Lucas Platero Méndez, Amaia del Río Martínez y Gema Celorio Díaz (2016): Educación emancipadora ¿qué hay de nuevo? Revista Hariak. Recreando la educación emancipadora, Diciembre 2016. P 5. https://celorioblog.files.wordpress.com/2016/12/revista-hariak.pdf 16 “We must begin by changing our values and by decolonising the collective imaginary. The objective of degrowth involves a deep change of the cultural values which we take for granted and around which we organise our lives… a process of cognitive decentralisation which reassesses and deconstructs such positions becomes therefore necessary. For this reason, to re-think education is both crucial and indispensable.” Enrique Javier DÍEZ GUTIÉRREZ, (2013): El decrecimiento en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 78 (27,3) (2013), 207-219 https://dialnet.unirioja.es/descarga/articulo/4688549.pdf 17 “Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peaceful world. Global citizenship education takes ‘a multifaceted approach, employing concepts and methodologies already applied in other areas, including human rights education, peace education, education for sustainable development and education for international understanding’ and aims to advance their common objectives.” UNESCO (2015): Global Citizenship Education: Topics and Learning Objectives. Paris, 2015. P 15 http://unesdoc.unesco.org/images/0023/002338/233876S.pdf 18 UNESCO (2015): Global Citizenship Education http://unesdoc.unesco.org/images/0023/002338/233876S.pdf 19 UNESCO (2015): P 7

“Global citizenship refers to the feeling of belonging to a wider community and a shared humanity. It emphasizes political, economic, social and cultural interdependence and the interconnectedness between local, national and global spheres”


17

In this way, such different terms, far from being antagonistic, highlight particular perspectives and elements of Global Citizenship Education (GCE). However, beneath all these terms is its conception as an educational process, committed to a generation of people as active subjects in favour of a better world.

“Such diversity of terms should not be confused with the diversity of proposals and content. Despite the specific focus of each one, all these channels advocate for interactive education, a process of teaching-learning in which people are trained to participate, to argue, to resolve conflicts and assume rights and responsibilities in classrooms or in everyday life. In short, all are focused on acquiring knowledge, skills and values with the aim of raising awareness about rights and responsibilities among the local and global community.”20

In short, regardless of the terminology used, education will always be considered as an essential strategy for permanent action, with a clear goal of commitment to and investment in a different world, integrating individual values, shared ethical principles and political responsibility for coherent action with the intention of preparing people for global citizenship. Within this framework and with the desire to incorporate signs of identity of the main educational proposals already mentioned, such as Development Education, Emancipatory Education or those presented by UNESCO, we can accept the term Global Citizenship Education (GCE) for the proposal of this Agenda, created for the rural European setting. In this light, the Rural DEAR Agenda project EYC-2015 believes that the improvement of the efficiency, scope, quality and impact of Global Citizenship Education actions in the rural environment requires a specific programme to be designed for rural areas. It also accepts the basic principles reflected in the Global Action Programme on Education for Sustainable Development as follow-up to the United Nations Decade of Education for Sustainable Development after 2014,21 approved by UNESCO, the first global body to press for education to be considered as a means of contributing to solving the problems facing humanity:

a) An educational process that allows every human being to acquire knowledge, skills, values and attitudes with which they can contribute to sustainable development, make informed decisions and adopt responsible measures in keeping with environmental integrity and economic viability and to achieve social justice for current and future generations.

b) A proposal which incorporates critical questions of sustainable development throughout the

entire teaching process – learning with subsequent teaching methods and innovative and participatory learning which empowers and motivates participants to act in support of sustainable development. An educational process that promotes skills such as critical thought, understanding of complex systems, imagining future hypotheses and the adoption of decisions in a participatory and collaborative manner.

c) Global Citizenship Education is based on the defence of the rights of people and places. It

covers environmental, social and cultural elements of sustainable development in an integrated, balanced and holistic manner. Likewise, it relates to a global agenda for

20 Argibay, M. et al. (2007): Educación para la Ciudadanía Global. Debates y desafíos. Hegoa. Vitoria, 2007. http://www.hegoa.ehu.es/file/441/investigacion_def.pdf 21 UNESCO (2013): Proposal for a Global Action Programme on Education for Sustainable Development as follow-up to the United Nations Decade of Education for Sustainable Development (Desd) after 2014. General Conference, 37ª session, Paris.

16

to be implemented in the medium to long term and where the cognitive dimension and that of attitudes and values cannot be separated.”14

Ultimately, such diversity shows that DE is a living process, rich in theoretical debate and practical applications in a process of constant change. An outcome of this dynamic is the questioning of the very term ‘Development Education’. The connotations of the concept of “development”, relative to the imposition of a particular economic, political, social and cultural model, which favours a minority and excludes large majorities of the population, along with the evolution that reflects different “generations” of DE in terms of objectives, thematic scope, pedagogic thought, educative approaches, etc. making the term more nuanced, or interchangeable, also incorporating new meanings such as: emancipatory education,15 degrowth education16 or global citizenship education17, among others.

UNESCO adopted the term Global Citizenship Education18 as a result of a research and consultation process carried out with specialists from different regions worldwide, also using as a reference conclusions of three important meetings of said organisation on global citizenship education: Technical consultation on global citizenship education (September 2013), the First (December 2013) and Second (January 2015) UNESCO Forums on Global Citizenship Education. As stated by Dr Qian Tang, Assistant-Director General of Education of UNESCO, the Global Citizenship Education Guide responds to the need to provide answers “at a time when the international community is urged to define actions to promote peace, well-being, prosperity and sustainability, this new UNESCO document offers guidance to help Member States ensure that learners of all ages and backgrounds can develop into informed, critically literate, socially-connected, ethical and engaged global citizens.”19

14 MAEC (2005): Spanish Cooperation Master Plan 2005-2008. P 101 http://www.aecid.es/galerias/publicaciones/descargas/Plan_Director0508_Ing.pdf 15 “Education for emancipation is a radical proposal developed from within different contexts and actors (from the tradition of critical pedagogy and the central role awarded to that model by popular education). It embraces a commitment to social change; it pursues emancipation as it seeks to put in motion the awakening of a critical consciousness, in order for individuals to identify the different forms of oppression in their lives and learn to implement actions of resistance and creativity within a long-term process” Lucas Platero Méndez, Amaia del Río Martínez y Gema Celorio Díaz (2016): Educación emancipadora ¿qué hay de nuevo? Revista Hariak. Recreando la educación emancipadora, Diciembre 2016. P 5. https://celorioblog.files.wordpress.com/2016/12/revista-hariak.pdf 16 “We must begin by changing our values and by decolonising the collective imaginary. The objective of degrowth involves a deep change of the cultural values which we take for granted and around which we organise our lives… a process of cognitive decentralisation which reassesses and deconstructs such positions becomes therefore necessary. For this reason, to re-think education is both crucial and indispensable.” Enrique Javier DÍEZ GUTIÉRREZ, (2013): El decrecimiento en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 78 (27,3) (2013), 207-219 https://dialnet.unirioja.es/descarga/articulo/4688549.pdf 17 “Global citizenship education aims to be transformative, building the knowledge, skills, values and attitudes that learners need to be able to contribute to a more inclusive, just and peaceful world. Global citizenship education takes ‘a multifaceted approach, employing concepts and methodologies already applied in other areas, including human rights education, peace education, education for sustainable development and education for international understanding’ and aims to advance their common objectives.” UNESCO (2015): Global Citizenship Education: Topics and Learning Objectives. Paris, 2015. P 15 http://unesdoc.unesco.org/images/0023/002338/233876S.pdf 18 UNESCO (2015): Global Citizenship Education http://unesdoc.unesco.org/images/0023/002338/233876S.pdf 19 UNESCO (2015): P 7

“Global citizenship refers to the feeling of belonging to a wider community and a shared humanity. It emphasizes political, economic, social and cultural interdependence and the interconnectedness between local, national and global spheres”


19

As previously mentioned, Citizenship Education is fundamentally a process based on the participation of citizens which strengthens participatory processes, working towards the building of a more just, equitable and equal society. In this sense, “it is ideological education, not neutral, in which the reading of reality is undertaken using certain keys that help to interpret it and the fundamental keys that maintain such discourse and practice refer to values of social justice, equity, solidarity and cooperation. From an ethical perspective, Global Citizenship Education seeks to reconstruct critical thought that analyses social problems from the perspective of human dignity and individual worth, thus taking the side of the most vulnerable groups in society and from this position denounces inequality and demands alternative models in accordance with the core values of Human Development.”25 The purpose of this Agenda is to contribute a grain of sand to these processes.

Objectives of the Agenda The Rural DEAR Agenda complies with the goal of motivating, experimenting and promoting a participatory model of Global Citizenship Education in the rural European setting with strategies and inclusive, innovative and effective lines of action. As gathered in the formulation of the project, it aims to:

1) Promote the improvement of quality and effectiveness of educational actions, encompassing them in a working strategy to increase their scope and impact in rural European municipalities.

2) Contribute to a change in social attitude towards rural development, incorporating

sustainability and support for the Strategy beyond 2015 in rural European areas.

General objective Specific objectives Operational objectives To generate, test and promote a participatory model of Global Citizenship Education for rural municipalities, with inclusive, innovative and effective strategies and lines of action.

1/ To promote the improvement of quality and effectiveness of educational actions, encompassing them in a working strategy to increase their scope and impact in rural European municipalities.

1.1/ To undertake training processes with agents on DE principles, objectives, content and methodology in distinct educational settings. 1.2/ To facilitate the design and execution of DE interventions originating from and for the rural environment. 1.3/ To promote networking, coordination and complementarity between GCE agents. 1.4/ To analyse the impact of such GCE interventions which will generate new proposals.

2/ To contribute to a change in social attitude towards rural development, incorporating sustainability (responsible and ethical consumption, ethical public recruitment and fair trade) and support for the Strategy beyond 2015 in rural European areas.

2.1/ To motivate the participation of individuals and social organisations in GCE processes. 2.2/ To promote positive attitudes towards peace, justice, respect for human rights among citizens as well as solidarity between groups and communities.

25 Argibay, M. et al (2009): “Educación para la ciudadanía global: Debates y desafíos”. Bilbao, Hegoa, 2009. P 53

“Global Citizenship Education seeks to reconstruct critical thought that analyses social problems from the perspective of human dignity and individual worth, thus taking the side of the most vulnerable groups in society and from this position denounces inequality and demands alternative models in accordance with the core values of Human Development.”

18

sustainable development such as that detailed in the final document of the Río+20 Conference which includes, among others, interrelated issues such as the reduction of poverty, climate change, the reduction of risks of disaster, biodiversity and sustainable manufacturing and consumption. It responds to local circumstances and respects cultural diversity. Its goal is to offer quality education and promote beneficial learning in a way that adapts to current concerns.

d) An educational practice which encompasses formal, non-formal and informal education and

lifelong learning from early childhood into old age. Therefore, it also covers public training and awareness-raising activities carried out within the broadest framework in support of development based on respect for people, communities and places.

e) Global Citizenship Education and Development Education, both based on Sustainable

Development, are forms of transformative education in that their ultimate goal is to reorient societies towards the building of societies respectful of life and the dignity of people and places.

f) Finally, this requires a reorientation of educational systems and structures and a

reconsideration of teaching and learning. The educational strategy proposed concerns the very core of teaching and learning and cannot be considered as a compliment to existing educational practices but rather a transformation.

Why this Agenda? One of the many rifts left by this development model and its permanent crises is that created between city and country, urban and rural. In recent decades, the rural environment has been removed from the priority growth focal points, which has rendered it a disadvantaged and subsidiary space, where the benefits of progress are scarce and generally delayed and where the failures and shortages of the model begin to accumulate. Following the most recent crisis, cuts to services, justified as inevitable due to surrounding factors (depopulation, distances, inefficiency, etc.) are deepening differences and accentuating, in areas already facing significant shortages, the perception of failure among its inhabitants: “It makes you want to not live in the countryside”22. At the same time, families who are put out of cities, migrants expelled from their countries by similar crises or conflict and on occasion, people with exciting projects incompatible with urban rhythms all arrive to live in the countryside. The rural environment is today a complex reality both in its social composition as well as the diversification of activities and possible sources of economic development. This reality requires, as previously indicated by the Minister for Environment, Rural and Marine Life, “the construction of a cohesive territory, under adaptable and participatory governance formulas…”.23 In such construction, Global Citizenship Education can play an important role. Transcending the economist vision, current perspectives on development, including those of the World Bank, whilst acknowledging some difficulties, maintain that “citizens’ participation in local governance can be instrumental in improving the quality of deliberation and the legitimacy of decisions by clarifying the needs and demands of local constituencies [in relation to development].”24

22 Rural Dear Agenda (2017): Working Group. Valladolid (Spain). 23 Minister for Environment, Rural and Marine Life (2011): P 7 24 World Bank (2017): World Development Report 2017: Governance and the Law. World Bank, Washington DC. P 25


19

As previously mentioned, Citizenship Education is fundamentally a process based on the participation of citizens which strengthens participatory processes, working towards the building of a more just, equitable and equal society. In this sense, “it is ideological education, not neutral, in which the reading of reality is undertaken using certain keys that help to interpret it and the fundamental keys that maintain such discourse and practice refer to values of social justice, equity, solidarity and cooperation. From an ethical perspective, Global Citizenship Education seeks to reconstruct critical thought that analyses social problems from the perspective of human dignity and individual worth, thus taking the side of the most vulnerable groups in society and from this position denounces inequality and demands alternative models in accordance with the core values of Human Development.”25 The purpose of this Agenda is to contribute a grain of sand to these processes.

Objectives of the Agenda The Rural DEAR Agenda complies with the goal of motivating, experimenting and promoting a participatory model of Global Citizenship Education in the rural European setting with strategies and inclusive, innovative and effective lines of action. As gathered in the formulation of the project, it aims to:

1) Promote the improvement of quality and effectiveness of educational actions, encompassing them in a working strategy to increase their scope and impact in rural European municipalities.

2) Contribute to a change in social attitude towards rural development, incorporating

sustainability and support for the Strategy beyond 2015 in rural European areas.

General objective Specific objectives Operational objectives To generate, test and promote a participatory model of Global Citizenship Education for rural municipalities, with inclusive, innovative and effective strategies and lines of action.


1.1/ To undertake training processes with agents on DE principles, objectives, content and methodology in distinct educational settings. 1.2/ To facilitate the design and execution of DE interventions originating from and for the rural environment. 1.3/ To promote networking, coordination and complementarity between GCE agents. 1.4/ To analyse the impact of such GCE interventions which will generate new proposals.


2.1/ To motivate the participation of individuals and social organisations in GCE processes. 2.2/ To promote positive attitudes towards peace, justice, respect for human rights among citizens as well as solidarity between groups and communities.

25 Argibay, M. et al (2009): “Educación para la ciudadanía global: Debates y desafíos”. Bilbao, Hegoa, 2009. P 53

“Global Citizenship Education seeks to reconstruct critical thought that analyses social problems from the perspective of human dignity and individual worth, thus taking the side of the most vulnerable groups in society and from this position denounces inequality and demands alternative models in accordance with the core values of Human Development.”

18

sustainable development such as that detailed in the final document of the Río+20 Conference which includes, among others, interrelated issues such as the reduction of poverty, climate change, the reduction of risks of disaster, biodiversity and sustainable manufacturing and consumption. It responds to local circumstances and respects cultural diversity. Its goal is to offer quality education and promote beneficial learning in a way that adapts to current concerns.

d) An educational practice which encompasses formal, non-formal and informal education and

lifelong learning from early childhood into old age. Therefore, it also covers public training and awareness-raising activities carried out within the broadest framework in support of development based on respect for people, communities and places.

e) Global Citizenship Education and Development Education, both based on Sustainable

Development, are forms of transformative education in that their ultimate goal is to reorient societies towards the building of societies respectful of life and the dignity of people and places.

f) Finally, this requires a reorientation of educational systems and structures and a

reconsideration of teaching and learning. The educational strategy proposed concerns the very core of teaching and learning and cannot be considered as a compliment to existing educational practices but rather a transformation.

Why this Agenda? One of the many rifts left by this development model and its permanent crises is that created between city and country, urban and rural. In recent decades, the rural environment has been removed from the priority growth focal points, which has rendered it a disadvantaged and subsidiary space, where the benefits of progress are scarce and generally delayed and where the failures and shortages of the model begin to accumulate. Following the most recent crisis, cuts to services, justified as inevitable due to surrounding factors (depopulation, distances, inefficiency, etc.) are deepening differences and accentuating, in areas already facing significant shortages, the perception of failure among its inhabitants: “It makes you want to not live in the countryside”22. At the same time, families who are put out of cities, migrants expelled from their countries by similar crises or conflict and on occasion, people with exciting projects incompatible with urban rhythms all arrive to live in the countryside. The rural environment is today a complex reality both in its social composition as well as the diversification of activities and possible sources of economic development. This reality requires, as previously indicated by the Minister for Environment, Rural and Marine Life, “the construction of a cohesive territory, under adaptable and participatory governance formulas…”.23 In such construction, Global Citizenship Education can play an important role. Transcending the economist vision, current perspectives on development, including those of the World Bank, whilst acknowledging some difficulties, maintain that “citizens’ participation in local governance can be instrumental in improving the quality of deliberation and the legitimacy of decisions by clarifying the needs and demands of local constituencies [in relation to development].”24

22 Rural Dear Agenda (2017): Working Group. Valladolid (Spain). 23 Minister for Environment, Rural and Marine Life (2011): P 7 24 World Bank (2017): World Development Report 2017: Governance and the Law. World Bank, Washington DC. P 25


21

Fields of action In the suggestions from the Development Education Assessment in the European rural environment, there are proposals such as the training of staff in local bodies and educational centres in DE issues and methodology, the organisation of activities and intervention programmes that entail collaboration and networking between agents, the design of local micro-strategies based on participatory assessments of individuals and bodies involved, the need to continue advancing in the creation of knowledge about DE, systematic documenting of best practice, etc.26 It is from these suggestions that four areas of intervention have been defined and on which the Agenda will focus: training, networking, social participation and research. A.1. – Training This involves educational processes in a broad sense which are carried out in the medium to long term and aim to develop knowledge, skills and values. These processes can be undertaken in all educational settings (formal, non-formal and informal) and are especially directed at educators, which includes teaching staff as well as those who support non-formal educational processes.

“Its time-bound nature allows a deeper analysis of the causes of poverty and proposals for change. Education-training on development completes the cycle of training-reflection-action, given that recognising inequality is the first step towards raising awareness and promoting attitudes of change in the intended participants in such educational processes, independent of the setting in which they take place.”27

Being primarily oriented towards educators implies that such processes must have, on the one hand, an impact on issues of content and methodology and on the other, address practices undertaken in different learning spaces: classrooms, open air, workshops, etc. This requires the creation of spaces and moments for encounter, exchange and learning between educators from different settings. A.2. – Networking Educational action within the framework of GCE seeks a change of mentality that spans the questioning and deconstruction of stereotypes based on ethnicity, gender, culture, poverty, … to encourage values and attitudes such as solidarity and commitment. This supposes a continuous process which involves different spheres of intervention and therefore, different social actors. Thus, coordinated action among public bodies and social agents is needed.

26 OCUVa (Department of International Development Cooperation of the University of Valladolid) (2017): Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Valladolid, 2017. P 209-212 27 Ortega, Mª Luz (2007): Estrategia de Educación para el Desarrollo de la Cooperación Española. MAEC, 2007. P 22 http://intercoonecta.aecid.es/Documentos%20de%20la%20comunidad/Estrategia_Educaci%C3%B3n%20para%20Desarrollo.pdf

“It is an educational process that intends to develop content, skills and values; and which operates in the medium to long term allowing a deeper analysis of the causes of poverty and proposals for change…”

20

Strategic Areas, Lines and Actions The rural space is one where all educational spaces are to be found: formal school settings, with students who form part of a nuclear family in which other members may participate in non-formal education (adult education, social organisation activities, NGOs, etc.), and all under the constant impact of the media, which dictates, to a certain degree, a particular kind of informal education. These settings constitute spaces where an educational act is developed in a more explicit way and with clear intentionality in the acquisition, socialisation and consolidation of social models, relations and persons involved. It is within such spaces that Global Citizenship Education must develop its actions. The Rural DEAR Agenda assessment process has gathered contributions from parties involved in all three educational settings via different activities undertaken in the seven participating countries (questionnaires, consultations with specialists, working groups, pilot projects, etc.), which have, on the one hand, highlighted the need to develop Global Citizenship Education in all educational settings and on the other, to prioritise certain Fields of action, Strategic lines and Strategic actions. The table below details aspects of the objectives previously outlined:

General objective

Specific objectives Operational objectives

Fields of action

Strategic lines

Strategic actions

To generate, test and promote a participatory model of Global Citizenship Education for rural municipalities, with inclusive, innovative and effective strategies and lines of action.


1.1/ To undertake training processes with agents on DE principles, objectives, content and methodology in distinct educational settings.

A/ Training

Training of agents

Training courses GCE seminars Exchange of experiences seminars

1.2/ To facilitate the design and execution of DE interventions originating from and for the rural environment.

Virtual bank of resources

1.3/ To promote networking, coordination and complementarity between GCE agents.

B/Networking

Coordination among participants

Conventions, agreements, etc.

1.4/ To analyse the impact of such GCE interventions which will generate new proposals.

C/ Research

Systematic documenting and evaluation

Systematic documenting and evaluation of experiences


2.1/ To motivate the participation of individuals and social organisations in GCE processes.

D/ Social participation

Participation and social mobilisation

Organisational culture

2.2/ To promote positive attitudes towards peace, justice, respect for human rights among citizens as well as solidarity between groups and communities.

A/ Training

Training of agents

Courses, campaigns, …


21

Fields of action In the suggestions from the Development Education Assessment in the European rural environment, there are proposals such as the training of staff in local bodies and educational centres in DE issues and methodology, the organisation of activities and intervention programmes that entail collaboration and networking between agents, the design of local micro-strategies based on participatory assessments of individuals and bodies involved, the need to continue advancing in the creation of knowledge about DE, systematic documenting of best practice, etc.26 It is from these suggestions that four areas of intervention have been defined and on which the Agenda will focus: training, networking, social participation and research. A.1. – Training This involves educational processes in a broad sense which are carried out in the medium to long term and aim to develop knowledge, skills and values. These processes can be undertaken in all educational settings (formal, non-formal and informal) and are especially directed at educators, which includes teaching staff as well as those who support non-formal educational processes.

“Its time-bound nature allows a deeper analysis of the causes of poverty and proposals for change. Education-training on development completes the cycle of training-reflection-action, given that recognising inequality is the first step towards raising awareness and promoting attitudes of change in the intended participants in such educational processes, independent of the setting in which they take place.”27

Being primarily oriented towards educators implies that such processes must have, on the one hand, an impact on issues of content and methodology and on the other, address practices undertaken in different learning spaces: classrooms, open air, workshops, etc. This requires the creation of spaces and moments for encounter, exchange and learning between educators from different settings. A.2. – Networking Educational action within the framework of GCE seeks a change of mentality that spans the questioning and deconstruction of stereotypes based on ethnicity, gender, culture, poverty, … to encourage values and attitudes such as solidarity and commitment. This supposes a continuous process which involves different spheres of intervention and therefore, different social actors. Thus, coordinated action among public bodies and social agents is needed.

26 OCUVa (Department of International Development Cooperation of the University of Valladolid) (2017): Diagnóstico de la Educación para el Desarrollo en el ámbito rural europeo. Valladolid, 2017. P 209-212 27 Ortega, Mª Luz (2007): Estrategia de Educación para el Desarrollo de la Cooperación Española. MAEC, 2007. P 22 http://intercoonecta.aecid.es/Documentos%20de%20la%20comunidad/Estrategia_Educaci%C3%B3n%20para%20Desarrollo.pdf

“It is an educational process that intends to develop content, skills and values; and which operates in the medium to long term allowing a deeper analysis of the causes of poverty and proposals for change…”

20

Strategic Areas, Lines and Actions The rural space is one where all educational spaces are to be found: formal school settings, with students who form part of a nuclear family in which other members may participate in non-formal education (adult education, social organisation activities, NGOs, etc.), and all under the constant impact of the media, which dictates, to a certain degree, a particular kind of informal education. These settings constitute spaces where an educational act is developed in a more explicit way and with clear intentionality in the acquisition, socialisation and consolidation of social models, relations and persons involved. It is within such spaces that Global Citizenship Education must develop its actions. The Rural DEAR Agenda assessment process has gathered contributions from parties involved in all three educational settings via different activities undertaken in the seven participating countries (questionnaires, consultations with specialists, working groups, pilot projects, etc.), which have, on the one hand, highlighted the need to develop Global Citizenship Education in all educational settings and on the other, to prioritise certain Fields of action, Strategic lines and Strategic actions. The table below details aspects of the objectives previously outlined:

General objective

Specific objectives Operational objectives

Fields of action

Strategic lines

Strategic actions




A/ Training

Training of agents

Training courses GCE seminars Exchange of experiences seminars


Virtual bank of resources


B/Networking


Conventions, agreements, etc.


C/ Research


Systematic documenting and evaluation of experiences





Organisational culture


A/ Training

Training of agents

Courses, campaigns, …


23

A.4. – Research We understand research from the perspective of research-action, as a process of developing knowledge which begins with practice, reflection and analysis of the current reality. It involves actions aimed at systematically documenting and carefully analysing the challenges of Global Citizenship Education and to seek grounds and develop alternative proposals at both a thematic as well as methodological level. These are processes that are part of the creation of new understanding which aims to improve practices.

“…, its objective is to carefully analyse the challenges of development and lay the foundations for various proposals to promote human development. DE practices (awareness-raising, political influence and social mobilisation) should be based on this dimension. Their working methodology is based on social investigation techniques, with particular emphasis on those that promote research-action. It is such “methods in which researchers as well at the public participate in actively, on equal footing, as agents of change, permanently confronting the theoretic and methodological model with practice, in order to adjust it to the reality they seek to transform and can serve to focus strategies and action programmes”30

Proceeding from the belief that knowledge is something living, dynamic and unfinished that is primarily developed through dialogue and collective reflection, it is through participatory educational processes that knowledge is generated from the experiences and contributions of the group, from other experiences and understanding, in order to construct theory and new understanding which will improve practice. Research is thus converted into a form of reflexive investigation by those participating in social situations to improve their own social and educational practice, their understanding of themselves and the contexts in which they operate. Strategic lines Strategic lines, giving continuity to the Fields of Action, are the mobilising tools with which Global Citizenship Education operates. There are five lines that will facilitate the achievement of the operational objectives in the design of the Agenda, as set out in the following table:

Operational objectives A) Fields of action B) Strategic lines 1.1/ To undertake training processes with agents on DE principles, objectives, content and methodology in distinct educational settings. 1.2/ To facilitate the design and execution of DE interventions originating from and for the rural environment.

A.1 Training

B.1 Training of agents

1.3/ To promote networking, coordination and complementarity between parties involved in GCE.

A.2 Networking

B.2 Coordination among participants


A.3 Research

B.3 Systematic documentation and evaluation

30 Ortega, Mª Luz (2007): P 22

22

In rural/local settings, the main interested parties are local authorities, those involved in various educational settings (members of school governing boards, local development agents, facilitators in cultural centres, etc.) and civil society collectives (non governmental organisations, associations and groups that support disadvantaged and marginalised individuals) and other interested parties such as local media, which plays a role in sharing information and alternative news. Networking requires coordination between all parties involved in order to undertake joint GCE activities, but also to increase exchanges geared towards the development of joint proposals alongside local, regional and national agents, …, to carry out studies and analysis of educational situations/processes and for the development of educational proposals etc.

“For processes and proposals to be sustainable over time and to have a significant impact, networks of interested parties must be strengthened at the local level and quality in local learning and cooperation platforms must be improved”.28

A.3.- Social participation By social participation, we mean the involvement of citizens in decision-making with respect to that which will affect them at different levels, from the local to the global, in the preparation of proposals aimed at human development. While the definition is universally accepted, this type of participation is not a given in social life. The dominant model of democracy and social participation often strips citizens of their right to real and meaningful participation. Thus, social participation, from our point of view, requires:

A population aware of and interested in shared issues, who value both individual and collective contributions and the richness of of such diverse viewpoints.

The availability of channels, space and time for the exchange of information and opinions and the building of proposals.

The assumption of individual responsibility and functions, collaboration in conflict management, decision-making and undertaking projects.

Meeting such requirements means the implementation of GCE processes, as described by the European Consensus on Development, which highlights the importance of active and responsible citizenship:

“The aim of Development Education and Awareness Raising is to enable every person in Europe to have life-long access to opportunities to be aware of and to understand global development concerns and the local and personal relevance of those concerns, and to enact their rights and responsibilities as inhabitants of an interdependent and changing world by affecting change for a just and sustainable world.”29

28 UNESCO (2014): P 24 29 European Commission (2007): The European Consensus on Development: The contribution of Development Education & Awareness Raising P 6 https://ec.europa.eu/europeaid/sites/devco/files/publication-development-education-for-the-european-consensus-200806_en.pdf

An agreement is needed between various parties involved and educators to carry forward a continuous and systematic process which will effect real change.


23

A.4. – Research We understand research from the perspective of research-action, as a process of developing knowledge which begins with practice, reflection and analysis of the current reality. It involves actions aimed at systematically documenting and carefully analysing the challenges of Global Citizenship Education and to seek grounds and develop alternative proposals at both a thematic as well as methodological level. These are processes that are part of the creation of new understanding which aims to improve practices.

“…, its objective is to carefully analyse the challenges of development and lay the foundations for various proposals to promote human development. DE practices (awareness-raising, political influence and social mobilisation) should be based on this dimension. Their working methodology is based on social investigation techniques, with particular emphasis on those that promote research-action. It is such “methods in which researchers as well at the public participate in actively, on equal footing, as agents of change, permanently confronting the theoretic and methodological model with practice, in order to adjust it to the reality they seek to transform and can serve to focus strategies and action programmes”30

Proceeding from the belief that knowledge is something living, dynamic and unfinished that is primarily developed through dialogue and collective reflection, it is through participatory educational processes that knowledge is generated from the experiences and contributions of the group, from other experiences and understanding, in order to construct theory and new understanding which will improve practice. Research is thus converted into a form of reflexive investigation by those participating in social situations to improve their own social and educational practice, their understanding of themselves and the contexts in which they operate. Strategic lines Strategic lines, giving continuity to the Fields of Action, are the mobilising tools with which Global Citizenship Education operates. There are five lines that will facilitate the achievement of the operational objectives in the design of the Agenda, as set out in the following table:

Operational objectives A) Fields of action B) Strategic lines 1.1/ To undertake training processes with agents on DE principles, objectives, content and methodology in distinct educational settings. 1.2/ To facilitate the design and execution of DE interventions originating from and for the rural environment.

A.1 Training



A.2 Networking

B.2 Coordination among participants


A.3 Research

B.3 Systematic documentation and evaluation

30 Ortega, Mª Luz (2007): P 22

22

In rural/local settings, the main interested parties are local authorities, those involved in various educational settings (members of school governing boards, local development agents, facilitators in cultural centres, etc.) and civil society collectives (non governmental organisations, associations and groups that support disadvantaged and marginalised individuals) and other interested parties such as local media, which plays a role in sharing information and alternative news. Networking requires coordination between all parties involved in order to undertake joint GCE activities, but also to increase exchanges geared towards the development of joint proposals alongside local, regional and national agents, …, to carry out studies and analysis of educational situations/processes and for the development of educational proposals etc.

“For processes and proposals to be sustainable over time and to have a significant impact, networks of interested parties must be strengthened at the local level and quality in local learning and cooperation platforms must be improved”.28

A.3.- Social participation By social participation, we mean the involvement of citizens in decision-making with respect to that which will affect them at different levels, from the local to the global, in the preparation of proposals aimed at human development. While the definition is universally accepted, this type of participation is not a given in social life. The dominant model of democracy and social participation often strips citizens of their right to real and meaningful participation. Thus, social participation, from our point of view, requires:

A population aware of and interested in shared issues, who value both individual and collective contributions and the richness of of such diverse viewpoints.

The availability of channels, space and time for the exchange of information and opinions and the building of proposals.

The assumption of individual responsibility and functions, collaboration in conflict management, decision-making and undertaking projects.

Meeting such requirements means the implementation of GCE processes, as described by the European Consensus on Development, which highlights the importance of active and responsible citizenship:

“The aim of Development Education and Awareness Raising is to enable every person in Europe to have life-long access to opportunities to be aware of and to understand global development concerns and the local and personal relevance of those concerns, and to enact their rights and responsibilities as inhabitants of an interdependent and changing world by affecting change for a just and sustainable world.”29

28 UNESCO (2014): P 24 29 European Commission (2007): The European Consensus on Development: The contribution of Development Education & Awareness Raising P 6 https://ec.europa.eu/europeaid/sites/devco/files/publication-development-education-for-the-european-consensus-200806_en.pdf

An agreement is needed between various parties involved and educators to carry forward a continuous and systematic process which will effect real change.


25

education settings and those who undertake their work from a position of social participation. A sphere of coordination is needed in which actors with distinct responsibilities, roles and experiences can participate and which involves each of them through normative frameworks and other instruments that define and regulate necessary agreements with sufficient resources allocated for development. B.3. – Systematic documentation and evaluation To evaluate and systematically document educational practices from a transformative viewpoint is essential in that it involves the basis of proposals, policies and alternative actions, a product of careful and shared analysis of the practice carried out. With regard to the systematic documentation of experiences and evaluation along with research, Óscar Jara Holliday32 calls them “sisters from the same family”,33 indicating that these three activities contribute to the same general goal of understanding reality in order to transform it and all three are situated within the field of understanding. The logic of “research-action” proposes the development of knowledge based on reflective practices and analyses of the current conditions we wish to change. Thus, the first phase in this methodological proposal is to begin with a preliminary (research) assessment of the exact context where the plan of work is to be undertaken. Such research implies a summary and reflective participatory action, that is to say, the group or community, from the very outset, has an active and co-responsible role to play. The planning of activities, devising of programmes and projects and resulting practice will form the content of the practice evaluation which, once again, will be key in continuing this transformative educational practice. B.4. – Participation and Social Mobilisation Social impact and mobilisation are actions which aim, on the one had, to promote participation in decision-making and on the other, a logical consequence of participation itself. They involve action in specific contexts, with alternative proposals geared towards change, in line with the belief that local action has a global impact. Social mobilisation is a means which, along with other activities in a coherent political framework, attempts to increase the visibility of a reality subject to a proposal for change, thus bottom up activism is necessary in instances where political decisions are made. Social mobilisation requires previous study and critical analysis of present conditions, both local and global, in order to design alternative proposals to the current model which is building a reference that advocates for common good, responding to social interests and with transformative goals. Likewise, it has a global character, where diversity, gender perspectives, the environment and respect for the rights of people and places have a constant presence.

32 Peruvian-Costa Rican popular educator and sociologist. Managing Director of the Alforja Centre for Studies and Publications in Costa Rica and Coordinator of the Latin American Support Programme for the Systematisation of Experiences at CEAAL (Latin American Adult Education Council). 33 Jara, O.: Sistematización de experiencias, investigación y evaluación: aproximaciones desde tres ángulos. Rev. Educacion Global Research, Nº 1, February 2012. P 56 http://educacionglobalresearch.net/wp-content/uploads/02A-Jara-Castellano.pdf

Systematic documentation, evaluation and research contribute to the same general goal of understanding reality in order to transform it.

Participation and social mobilisation stemming from critical analysis of present conditions as a necessary prerequisite for the design of alternative proposals both local and global.

24


A.4 Social participation

B.4 Participation and social mobilisation


A.5 Training


B.1. Training of agents Strengthening the abilities and skills of those who educate and train in order to more effectively impart DE and transform learning and training environments, integrating contexts, knowledge, resources and methodologies into educational activities must be a constant endeavour. In the Roadmap for Implementing the Global Action Programme on Education for Sustainable Development (UNESCO) the development of skills for educators, considered to be important agents for change for contributing responses from within the education sector, is defined as one of the priority fields of action, “but for them to help usher in the transition to a sustainable society, they must first acquire the necessary knowledge, skills, attitudes and values.”31 Training, understood to be a continuous process, requires an educational strategy integrated in a broader plan for global action which strengthens skills and resources within a framework of agreement between political agents and social and educational actors. Such training, which will include awareness-raising, will be undertaken in different ways such as courses, seminars, conferences, exchanges of experiences, etc., which will be further outlined in the chapter where the implementation plan for the Agenda is set out. B.2. – Coordination among agents Coordination is a consequence of and logical requirement in a framework involving committed parties that seeks to guarantee policies in the short, medium and long term and enable coherent, viable and sustainable action over time. To undertake such an educational strategy, tasked with promoting change in people and contexts, of course involves constant and permanent coordination and communication based on agreements between various committed sectors. Thus, coordination as a pedagogic act requires reasoning and debate between agents in different settings, that is to say those with political and technical responsibility, those who carry out their role within formal

31 UNESCO (2014): Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris, 2014. P 20 http://unesdoc.unesco.org/images/0023/002305/230514e.pdf

“For educators and facilitators of agents to contribute to the transition towards a new society, they must first acquire the necessary knowledge, skills, attitudes and values.”

Coordination is a consequence of and logical requirement in a framework involved committed partied that seeks to guarantee policies in the short, medium and long term and enable coherent, viable and sustainable action over time.


25

education settings and those who undertake their work from a position of social participation. A sphere of coordination is needed in which actors with distinct responsibilities, roles and experiences can participate and which involves each of them through normative frameworks and other instruments that define and regulate necessary agreements with sufficient resources allocated for development. B.3. – Systematic documentation and evaluation To evaluate and systematically document educational practices from a transformative viewpoint is essential in that it involves the basis of proposals, policies and alternative actions, a product of careful and shared analysis of the practice carried out. With regard to the systematic documentation of experiences and evaluation along with research, Óscar Jara Holliday32 calls them “sisters from the same family”,33 indicating that these three activities contribute to the same general goal of understanding reality in order to transform it and all three are situated within the field of understanding. The logic of “research-action” proposes the development of knowledge based on reflective practices and analyses of the current conditions we wish to change. Thus, the first phase in this methodological proposal is to begin with a preliminary (research) assessment of the exact context where the plan of work is to be undertaken. Such research implies a summary and reflective participatory action, that is to say, the group or community, from the very outset, has an active and co-responsible role to play. The planning of activities, devising of programmes and projects and resulting practice will form the content of the practice evaluation which, once again, will be key in continuing this transformative educational practice. B.4. – Participation and Social Mobilisation Social impact and mobilisation are actions which aim, on the one had, to promote participation in decision-making and on the other, a logical consequence of participation itself. They involve action in specific contexts, with alternative proposals geared towards change, in line with the belief that local action has a global impact. Social mobilisation is a means which, along with other activities in a coherent political framework, attempts to increase the visibility of a reality subject to a proposal for change, thus bottom up activism is necessary in instances where political decisions are made. Social mobilisation requires previous study and critical analysis of present conditions, both local and global, in order to design alternative proposals to the current model which is building a reference that advocates for common good, responding to social interests and with transformative goals. Likewise, it has a global character, where diversity, gender perspectives, the environment and respect for the rights of people and places have a constant presence.

32 Peruvian-Costa Rican popular educator and sociologist. Managing Director of the Alforja Centre for Studies and Publications in Costa Rica and Coordinator of the Latin American Support Programme for the Systematisation of Experiences at CEAAL (Latin American Adult Education Council). 33 Jara, O.: Sistematización de experiencias, investigación y evaluación: aproximaciones desde tres ángulos. Rev. Educacion Global Research, Nº 1, February 2012. P 56 http://educacionglobalresearch.net/wp-content/uploads/02A-Jara-Castellano.pdf

Systematic documentation, evaluation and research contribute to the same general goal of understanding reality in order to transform it.

Participation and social mobilisation stemming from critical analysis of present conditions as a necessary prerequisite for the design of alternative proposals both local and global.

24


A.4 Social participation

B.4 Participation and social mobilisation


A.5 Training


B.1. Training of agents Strengthening the abilities and skills of those who educate and train in order to more effectively impart DE and transform learning and training environments, integrating contexts, knowledge, resources and methodologies into educational activities must be a constant endeavour. In the Roadmap for Implementing the Global Action Programme on Education for Sustainable Development (UNESCO) the development of skills for educators, considered to be important agents for change for contributing responses from within the education sector, is defined as one of the priority fields of action, “but for them to help usher in the transition to a sustainable society, they must first acquire the necessary knowledge, skills, attitudes and values.”31 Training, understood to be a continuous process, requires an educational strategy integrated in a broader plan for global action which strengthens skills and resources within a framework of agreement between political agents and social and educational actors. Such training, which will include awareness-raising, will be undertaken in different ways such as courses, seminars, conferences, exchanges of experiences, etc., which will be further outlined in the chapter where the implementation plan for the Agenda is set out. B.2. – Coordination among agents Coordination is a consequence of and logical requirement in a framework involving committed parties that seeks to guarantee policies in the short, medium and long term and enable coherent, viable and sustainable action over time. To undertake such an educational strategy, tasked with promoting change in people and contexts, of course involves constant and permanent coordination and communication based on agreements between various committed sectors. Thus, coordination as a pedagogic act requires reasoning and debate between agents in different settings, that is to say those with political and technical responsibility, those who carry out their role within formal

31 UNESCO (2014): Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. Paris, 2014. P 20 http://unesdoc.unesco.org/images/0023/002305/230514e.pdf

“For educators and facilitators of agents to contribute to the transition towards a new society, they must first acquire the necessary knowledge, skills, attitudes and values.”

Coordination is a consequence of and logical requirement in a framework involved committed partied that seeks to guarantee policies in the short, medium and long term and enable coherent, viable and sustainable action over time.


27

Participating agents

The implementation of the Agenda, regarding the goals and methods mentioned above, operates under a number of assumptions: citizenship participation in rural areas within the operating framework of educational proposals; the involvement of social agents which have been part of the Rural DEAR Agenda project; and establishing mechanisms to ensure agreement, partnerships and commitment among them; that is to say, to encourage networking. Throughout the assessment phase, there have been three key stakeholders involved directly in defining proposals for action for the Agenda: Local institutions, Non-governmental and/or social organisations, and the key groups involved in education: teachers, students and families linked to school organisations. 1) Public Administration – Local institutions

This refers to the institutions with political authority over the jurisdiction, and whose role includes defining policies and strategic planning at a local level. In some cases, the above refers to municipal and provincial authorities; in others this will include other local administrative bodies.

2) Educational Community

This includes all spaces where regular, regulated, formal educational activities take place; including the work and interactions by teaching and non-teaching staff, students and their families. By extension, the educational community is also the community within which the teaching centre is located. In some countries it is also possible to speak of an educational community including non-formal education programmes aimed at senior citizens, specific groups (women, youth, etc.), in which there is interaction between programme beneficiaries and the social education team representing public administration authorities.

3) NGO/SCO

These organisations represent civil society and are the third fundamental agent which, on the one hand, represent people, and on another, address issues and implement activity programmes across different sectors and also in different regions of the world. In addition to representing civil society, these organisations are significant educational agents in the community sphere, due to the strategies and experiences in non-formal education which they develop. In this sense, they have two particularly relevant roles: to enrich both strategies and educational experiences and also the validation of spaces and resources before public authorities in order to implement such educational processes.

26

Within this framework, to promote and depend on action from conscious participation is a guarantee of changes that will connect local spheres with the global reality and where transformation occurs due to changes in people, groups, collectives, communities and nations. Strategic actions

While strategic guidelines have been defined as dynamic tools which enable the Global Citizenship Education proposal, its actions are the particular activities through which all GCE proposals are articulated.

As the following table once again illustrates, strategic actions represent the highest and most concrete level of realisation of the Agenda programme. Since the details of the strategic plan and its objectives shall be examined in greater depth in the last chapter, we will now look at an overview of these.

Operational objectives Strategic objectives Strategic activities


Training of agents

Training courses for educational agents in both formal and non-formal settings Annual seminars to exchange experiences


Setting up of a virtual bank of resources, materials, programmes and significant players Seminars on Global Citizenship Education aimed at different educational participants



Implementation of agreements between educational and political agents with responsibilities at local, regional, national and international level Specific agreements for the development of joint activities on educational and social participation Joint drafting of GCE project proposals



Systematic documenting of the acquired experiences within a significant time period (every three years) Annual evaluation on the impact of change through new acquired knowledge, changes in work strategies and field interventions and attitudinal changes.



Strengthening of the organisational culture of the local social groups. Support for the design and implementation of training initiatives for local social groups (youth, women, intercultural groups, etc.)


Agent training

Training courses for educational and social agents in the non-formal sector on topics including methods and group collaborative work

Strategic actions are specific interventions through which the Global Citizenship Education programme is articulated


27

Participating agents

The implementation of the Agenda, regarding the goals and methods mentioned above, operates under a number of assumptions: citizenship participation in rural areas within the operating framework of educational proposals; the involvement of social agents which have been part of the Rural DEAR Agenda project; and establishing mechanisms to ensure agreement, partnerships and commitment among them; that is to say, to encourage networking. Throughout the assessment phase, there have been three key stakeholders involved directly in defining proposals for action for the Agenda: Local institutions, Non-governmental and/or social organisations, and the key groups involved in education: teachers, students and families linked to school organisations. 1) Public Administration – Local institutions

This refers to the institutions with political authority over the jurisdiction, and whose role includes defining policies and strategic planning at a local level. In some cases, the above refers to municipal and provincial authorities; in others this will include other local administrative bodies.

2) Educational Community

This includes all spaces where regular, regulated, formal educational activities take place; including the work and interactions by teaching and non-teaching staff, students and their families. By extension, the educational community is also the community within which the teaching centre is located. In some countries it is also possible to speak of an educational community including non-formal education programmes aimed at senior citizens, specific groups (women, youth, etc.), in which there is interaction between programme beneficiaries and the social education team representing public administration authorities.

3) NGO/SCO

These organisations represent civil society and are the third fundamental agent which, on the one hand, represent people, and on another, address issues and implement activity programmes across different sectors and also in different regions of the world. In addition to representing civil society, these organisations are significant educational agents in the community sphere, due to the strategies and experiences in non-formal education which they develop. In this sense, they have two particularly relevant roles: to enrich both strategies and educational experiences and also the validation of spaces and resources before public authorities in order to implement such educational processes.

26

Within this framework, to promote and depend on action from conscious participation is a guarantee of changes that will connect local spheres with the global reality and where transformation occurs due to changes in people, groups, collectives, communities and nations. Strategic actions

While strategic guidelines have been defined as dynamic tools which enable the Global Citizenship Education proposal, its actions are the particular activities through which all GCE proposals are articulated.

As the following table once again illustrates, strategic actions represent the highest and most concrete level of realisation of the Agenda programme. Since the details of the strategic plan and its objectives shall be examined in greater depth in the last chapter, we will now look at an overview of these.

Operational objectives Strategic objectives Strategic activities


Training of agents

Training courses for educational agents in both formal and non-formal settings Annual seminars to exchange experiences


Setting up of a virtual bank of resources, materials, programmes and significant players Seminars on Global Citizenship Education aimed at different educational participants



Implementation of agreements between educational and political agents with responsibilities at local, regional, national and international level Specific agreements for the development of joint activities on educational and social participation Joint drafting of GCE project proposals



Systematic documenting of the acquired experiences within a significant time period (every three years) Annual evaluation on the impact of change through new acquired knowledge, changes in work strategies and field interventions and attitudinal changes.



Strengthening of the organisational culture of the local social groups. Support for the design and implementation of training initiatives for local social groups (youth, women, intercultural groups, etc.)


Agent training


Strategic actions are specific interventions through which the Global Citizenship Education programme is articulated


29

3. To coordinate the collective design and planning of specific programme activities in each region according to Agenda guidelines, while always keeping in mind the particular characteristics and needs of each area and their respective population.

4. To organise research methods -activities, planning and design. 5. To encourage cooperation and networking with other agents within the region and in different

municipal areas and rural areas. 6. To ensure an effective implementation of programme activities in each region and municipal

district. 7. To plan and advance the follow up and systematic organisation of the experience.

FACILITATING TEAM: The technical facilitating team is made up of educational and social development experts. These are staff either from within the main organising body or from another organisation which may also specialise in these kinds of processes.

The duties of the facilitating team are:

1. To facilitate the entire process and to oversee the correct implementation of the Agenda 2. To manage the programme 3. To train agents in the coordinating group and also the different bodies represented in it 4. To provide support and technical assistance 5. To organise the monitoring and evaluation of the Agenda programme

The close link between different teams and the main organising body is strengthened by the fact that the Agenda encourages agent training in a rolling manner, whereby the coordinating team is provided by the facilitating team with the training and technical support necessary for it to train all agents in each municipal area and to boost participatory processes.

28

Organisational Chart We propose the development of the following organisational structure in order to implement the Agenda:

The following is a definition for each of the parts included in this organogram: ORGANISING BODY: This refers to the institution with the capacity to promote and finance the implementation of the Agenda. It is a public entity (provincial, district or local government) which is committed to the implementation of the Agenda for Global Citizenship Education within their respective jurisdictions. COORDINATING TEAM: The COORDINATING GROUP oversees the implementation, follow-up and evaluation of activities within the Agenda programme and it has the following main responsibilities:

1. To represent its respective group of organisations (NGDO, SCO, educational centres, etc.) within each territory.

2. To debate and agree on a calendar of activities with the rest of the participating organisations, including their main themes and focus. They also agree on the collaboration and participation of each participant in terms of the implementation of the programme of activities.

Promoter-Funder Agent (provincial, local, regional government, etc.)

Technical Facilitation Team (agent trainers, follow up, consultancy,

evaluation)

Coordinating Group (representatives of NGOs. SCOs, teaching centres, local

administration, etc.)

Municipal agent X (Town Hall, NGO, SCO, teaching centre, etc.)

Municipal agent Y(Town Hall, NGO, SCO, teaching centre, etc.)

Municipal agent Z (Town Hall, NGO, SCO, teaching centre,

etc.)


29

3. To coordinate the collective design and planning of specific programme activities in each region according to Agenda guidelines, while always keeping in mind the particular characteristics and needs of each area and their respective population.

4. To organise research methods -activities, planning and design. 5. To encourage cooperation and networking with other agents within the region and in different

municipal areas and rural areas. 6. To ensure an effective implementation of programme activities in each region and municipal

district. 7. To plan and advance the follow up and systematic organisation of the experience.

FACILITATING TEAM: The technical facilitating team is made up of educational and social development experts. These are staff either from within the main organising body or from another organisation which may also specialise in these kinds of processes.

The duties of the facilitating team are:

1. To facilitate the entire process and to oversee the correct implementation of the Agenda 2. To manage the programme 3. To train agents in the coordinating group and also the different bodies represented in it 4. To provide support and technical assistance 5. To organise the monitoring and evaluation of the Agenda programme

The close link between different teams and the main organising body is strengthened by the fact that the Agenda encourages agent training in a rolling manner, whereby the coordinating team is provided by the facilitating team with the training and technical support necessary for it to train all agents in each municipal area and to boost participatory processes.

28

Organisational Chart We propose the development of the following organisational structure in order to implement the Agenda:

The following is a definition for each of the parts included in this organogram: ORGANISING BODY: This refers to the institution with the capacity to promote and finance the implementation of the Agenda. It is a public entity (provincial, district or local government) which is committed to the implementation of the Agenda for Global Citizenship Education within their respective jurisdictions. COORDINATING TEAM: The COORDINATING GROUP oversees the implementation, follow-up and evaluation of activities within the Agenda programme and it has the following main responsibilities:

1. To represent its respective group of organisations (NGDO, SCO, educational centres, etc.) within each territory.

2. To debate and agree on a calendar of activities with the rest of the participating organisations, including their main themes and focus. They also agree on the collaboration and participation of each participant in terms of the implementation of the programme of activities.

Promoter-Funder Agent (provincial, local, regional government, etc.)

Technical Facilitation Team (agent trainers, follow up, consultancy,

evaluation)

Coordinating Group (representatives of NGOs. SCOs, teaching centres, local

administration, etc.)

Municipal agent X (Town Hall, NGO, SCO, teaching centre, etc.)

Municipal agent Y(Town Hall, NGO, SCO, teaching centre, etc.)

Municipal agent Z (Town Hall, NGO, SCO, teaching centre,

etc.)


31

VALUES AND GENERAL PRINCIPLES

"Education must provide maps of a complex world in constant turmoil

and the compass that will enable people to find their way in it.”34

The possibilities for the implementation of an Education Agenda with proposals for change presuppose the good will and clear support of political bodies and different social agents for the proposed model of education.

Moreover, "working together" towards a model of society which will be the example for concepts, proposals and diverse interests is no easy task. It requires an open mind, commitment and for every social agent: entity, educational centre or non-governmental organisation to leave behind any fear of "failure".

An Education Agenda for the building of democratic, active, diverse and respectful citizens, committed to the spaces in which they live, the people with whom they interact and global events, is not merely an education agenda, but rather a proposal that encompasses all aspects of life.

From this comprehensive vision, which ultimately implies a form of “doing politics”, collaboration and agreement between agents from different social spheres is essential in supporting improved policy-making, not only in education, but also in relation to natural resources, the economy, health, rights, etc. from a “glocal” perspective. This entails striving for coherence in policies that transcend fragmented glances and which are thus insufficient in tackling global challenges.

Bearing such coherence in mind, the Agenda subscribes to the following values:

● The value of Mainstream Education as a way of raising awareness of reality and its transformation through dialogue, critique and reflection: beginning with practice, from what people know and experience, to build collective understanding based on the recognition of diversity and to see themselves as active subjects in the world and responsible for what happens and what could happen.

● The value of “glocal”, understood as the acceptance of the existing dialectics between that decided and acted upon (on a political, economic, environmental and social level, etc.) in the local sphere as well as its global impact. This sense of belonging to a shared space, despite focus in the media on “the global village”, is not as universal as we are led to believe.

34 Delors, Jacques (1994): “The four pillars of education”, in Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century.Mexico: UNESCO. Pg 91.

https://www.uv.mx/dgdaie/files/2012/11/CPP-DC-Delors-Los-cuatro-pilares.pdf

An Education Agenda for active and committed citizens is not merely an education agenda, but rather a proposal that encompasses all aspects of life.

30


31

VALUES AND GENERAL PRINCIPLES

"Education must provide maps of a complex world in constant turmoil

and the compass that will enable people to find their way in it.”34

The possibilities for the implementation of an Education Agenda with proposals for change presuppose the good will and clear support of political bodies and different social agents for the proposed model of education.

Moreover, "working together" towards a model of society which will be the example for concepts, proposals and diverse interests is no easy task. It requires an open mind, commitment and for every social agent: entity, educational centre or non-governmental organisation to leave behind any fear of "failure".

An Education Agenda for the building of democratic, active, diverse and respectful citizens, committed to the spaces in which they live, the people with whom they interact and global events, is not merely an education agenda, but rather a proposal that encompasses all aspects of life.

From this comprehensive vision, which ultimately implies a form of “doing politics”, collaboration and agreement between agents from different social spheres is essential in supporting improved policy-making, not only in education, but also in relation to natural resources, the economy, health, rights, etc. from a “glocal” perspective. This entails striving for coherence in policies that transcend fragmented glances and which are thus insufficient in tackling global challenges.

Bearing such coherence in mind, the Agenda subscribes to the following values:

● The value of Mainstream Education as a way of raising awareness of reality and its transformation through dialogue, critique and reflection: beginning with practice, from what people know and experience, to build collective understanding based on the recognition of diversity and to see themselves as active subjects in the world and responsible for what happens and what could happen.

● The value of “glocal”, understood as the acceptance of the existing dialectics between that decided and acted upon (on a political, economic, environmental and social level, etc.) in the local sphere as well as its global impact. This sense of belonging to a shared space, despite focus in the media on “the global village”, is not as universal as we are led to believe.

34 Delors, Jacques (1994): “The four pillars of education”, in Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century.Mexico: UNESCO. Pg 91.

https://www.uv.mx/dgdaie/files/2012/11/CPP-DC-Delors-Los-cuatro-pilares.pdf

An Education Agenda for active and committed citizens is not merely an education agenda, but rather a proposal that encompasses all aspects of life.

30


33

o Learning is supported through meaningful experiences, in nuclei of interest; o Knowledge is deepened as a result of shared reflection.

3. Beginning with specifics and moving towards broader issues. This value of “globalisation” already present in Gestalt theory, suggests that physical phenomena are globally expressed and thus the importance of organising content in global units with a “totalising” criteria.

4. The starting point is the needs and interests of people. Learning is supported in nuclei of interest, in meaningful experiences for individuals and groups, from which a process of shared learning is generated. The group itself generates momentum and beyond being merely a socialising and socialised space, a sense of belonging and citizenship is created.

5. In this framework, “formal education” is understood as an educational act not limited to a “school environment” but rather that, as an educational community, it is part of a wider community (neighbourhood, locality, country, world).

Thus, the proposed methodology and relevant educational techniques such as Freinet or Cousinet find their place when speaking about the permanent communication that should exist between the educational setting and the social context in which it is embedded; between students, families, teaching staff and society in general.

To conceive of an educational act as a social and socialising intervention underlines the idea of the need for collaboration between people in similar roles (teachers in educational centres, NGO/CSO employees, civil servants), despite their different experiences and skills. Educational intervention entails networking, that is, the involvement of everyone living in the community, or as the African proverb reminds us, “It takes a village to educate a child”.

Moreover, collaborative working entails, as does any other social or relational situation, to accept and jointly face differences and difficulties that may arise. Positive management of conflict and consensual decision-making, following the value of addressing the totality and working towards the same end, as in the case of a shared evaluation of impact, are characteristics that are in line with values of democracy, coexistence, joint management and a positive attitude to change.

Image 3. Logic of proposed model

32

● The value of understanding a person as a whole in which the personal (learning to be), social (learning to coexist), structural (learning to process knowledge) and space/time (learning to act) dimensions converge.

● The value of a political and ecosystemic vision, which sees people as owners of rights, active citizens seeking societies based on social justice and with a broad sense of ecological challenges, not limited only to the environment. Such a vision also includes a reflection on quality of life, a sense of ecological values and “renewal of self”, the way in which people must see themselves as part of both problems and solutions35.

Finally, in the design and realisation of the Agenda, fundamental principles such as engaging in practice that is ethical and committed to reality, through pedagogic action which facilitates intervention in situations of human rights abuses, with a special focus on gender and protection of cultural, functional and sexual diversity.

The design of the Agenda for Global Citizenship Education for rural European areas is built on a proposal which seeks to maintain the balance between the generalising character that defines reference points and the operational aspect that allows for its application and adaptation in local contexts.

A design in which each part and the resulting whole must respond to the conceptual framework and objectives of GCE. A design fed by living and necessary proposals, such as those of the “New School”, from whose trunk movements such Development Education have emerged.

From this methodology, we have compiled the following pedagogical principles:36

1. Combine practice and theory, focus content on aspects of the reality which are immediate and familiar and of interest to people in the group.

2. Teaching based on the principle of “learning by doing”, generally characterised by:

o Learning within a framework of a continuous process; o All components are comprehensively evaluated; o Learning occurs through solving problems, answering questions; o Skills are developed in individuals and groups; o Learning stems from a close reading of the local reality and is applied in practice in a local or

global context; 35 Boni, A. (Coord.) (2016): Estrategia de Educación para el Desarrollo en el ámbito formal de la Comunitat Valenciana (2017-2021) Pg. 14

http://www.ingenio.upv.es/sites/default/files/adjunto-pagina-basica/estrategia_de_educacion_para_el_desarrollo_en_el_ambito_formal_de_la_comunitat_valenciana.pdf

36 New School Model (NSM), renowned pedagogical movement which emerged in the 19th century, although its predecessors go as far back as 16th century (Erasmus of Rotterdam, Spanish humanist Luis Vives, the work of Fenelon and Emilio de J. J Rousseau). Its main pedagogs were John Dewey, Adolphe Ferriére, María Montessori, Paulo Freire, Roger Cousinet, A. S. Neil, Célestin Freinet and Jean Piaget, among others.

http://modeloescuelanueva.webnode.es/news/fundamentacion-metodologica-dedel-modelo-escuela-nueva/


33

o Learning is supported through meaningful experiences, in nuclei of interest; o Knowledge is deepened as a result of shared reflection.

3. Beginning with specifics and moving towards broader issues. This value of “globalisation” already present in Gestalt theory, suggests that physical phenomena are globally expressed and thus the importance of organising content in global units with a “totalising” criteria.

4. The starting point is the needs and interests of people. Learning is supported in nuclei of interest, in meaningful experiences for individuals and groups, from which a process of shared learning is generated. The group itself generates momentum and beyond being merely a socialising and socialised space, a sense of belonging and citizenship is created.

5. In this framework, “formal education” is understood as an educational act not limited to a “school environment” but rather that, as an educational community, it is part of a wider community (neighbourhood, locality, country, world).

Thus, the proposed methodology and relevant educational techniques such as Freinet or Cousinet find their place when speaking about the permanent communication that should exist between the educational setting and the social context in which it is embedded; between students, families, teaching staff and society in general.

To conceive of an educational act as a social and socialising intervention underlines the idea of the need for collaboration between people in similar roles (teachers in educational centres, NGO/CSO employees, civil servants), despite their different experiences and skills. Educational intervention entails networking, that is, the involvement of everyone living in the community, or as the African proverb reminds us, “It takes a village to educate a child”.

Moreover, collaborative working entails, as does any other social or relational situation, to accept and jointly face differences and difficulties that may arise. Positive management of conflict and consensual decision-making, following the value of addressing the totality and working towards the same end, as in the case of a shared evaluation of impact, are characteristics that are in line with values of democracy, coexistence, joint management and a positive attitude to change.

Image 3. Logic of proposed model

32

● The value of understanding a person as a whole in which the personal (learning to be), social (learning to coexist), structural (learning to process knowledge) and space/time (learning to act) dimensions converge.

● The value of a political and ecosystemic vision, which sees people as owners of rights, active citizens seeking societies based on social justice and with a broad sense of ecological challenges, not limited only to the environment. Such a vision also includes a reflection on quality of life, a sense of ecological values and “renewal of self”, the way in which people must see themselves as part of both problems and solutions35.

Finally, in the design and realisation of the Agenda, fundamental principles such as engaging in practice that is ethical and committed to reality, through pedagogic action which facilitates intervention in situations of human rights abuses, with a special focus on gender and protection of cultural, functional and sexual diversity.

The design of the Agenda for Global Citizenship Education for rural European areas is built on a proposal which seeks to maintain the balance between the generalising character that defines reference points and the operational aspect that allows for its application and adaptation in local contexts.

A design in which each part and the resulting whole must respond to the conceptual framework and objectives of GCE. A design fed by living and necessary proposals, such as those of the “New School”, from whose trunk movements such Development Education have emerged.

From this methodology, we have compiled the following pedagogical principles:36

1. Combine practice and theory, focus content on aspects of the reality which are immediate and familiar and of interest to people in the group.

2. Teaching based on the principle of “learning by doing”, generally characterised by:

o Learning within a framework of a continuous process; o All components are comprehensively evaluated; o Learning occurs through solving problems, answering questions; o Skills are developed in individuals and groups; o Learning stems from a close reading of the local reality and is applied in practice in a local or

global context; 35 Boni, A. (Coord.) (2016): Estrategia de Educación para el Desarrollo en el ámbito formal de la Comunitat Valenciana (2017-2021) Pg. 14

http://www.ingenio.upv.es/sites/default/files/adjunto-pagina-basica/estrategia_de_educacion_para_el_desarrollo_en_el_ambito_formal_de_la_comunitat_valenciana.pdf

36 New School Model (NSM), renowned pedagogical movement which emerged in the 19th century, although its predecessors go as far back as 16th century (Erasmus of Rotterdam, Spanish humanist Luis Vives, the work of Fenelon and Emilio de J. J Rousseau). Its main pedagogs were John Dewey, Adolphe Ferriére, María Montessori, Paulo Freire, Roger Cousinet, A. S. Neil, Célestin Freinet and Jean Piaget, among others.

http://modeloescuelanueva.webnode.es/news/fundamentacion-metodologica-dedel-modelo-escuela-nueva/


35


B/ Networking


Creation of a local coordination area

Work plans and joint actions

Creation of a network of municipalities for the GCE


C/Research


Annual evaluation on the impact of change through new acquired knowledge, changes in work strategies and field interventions and attitudinal changes.





Strengthening of the organisational culture of the local social groups.

Support for the design and implementation of training initiatives for local social groups (youth, women, intercultural groups, etc.)


A/ Training

Training of agents


Support for the design of intervention campaigns and social mobilisation on the realities which agents hope to transform (poverty, environmental depletion, refugees, etc.)

34

OBJECTIVES OF THE AGENDA

As proposed in the Rural DEAR Agenda – EYD 2015, this document complies with the aim of stimulating, testing and promoting a participatory model of Education for Global Citizenship (EGC) in rural European areas, through the contribution of a change in social attitude towards sustainable development and the improvement of quality and effectiveness of Education for Global Citizenship action. In order to achieve these objectives, four lines of strategic action will be pursued: Training, Networking, Social participation and Research.

Given that the Agenda hopes to be an effective tool in the search for new social, interpersonal and lifestyle models in rural settings, additional challenges are youth inclusion, identifying and addressing the perceived needs, proposals of action, interests and strategic relations and outreach to groups of women who, as a result of new practices, are contributing reflections and proposals from feminist perspectives.

In keeping with the same value and level of importance, bringing together a community of migrants, be it from within the same country or from overseas, who are populating rural European areas will be the third challenge. To find and renew cultural and experiential knowledge is an opportunity offered by this movement of diverse groups.

In the following table, we present the matrix that includes the different elements pursued in the Agenda, which will be further developed in the final chapter including operating aspects:

Table 1: Agenda. Objectives, fields, lines and strategic actions

General objective

Specific objectives

Operational objectives

Fields of action

Strategic lines Strategic actions



1.1/ To undertake training processes with agents on GCE principles, objectives, content and methodology in distinct educational settings.

A/ Training

Training of agents

Training courses for educational agents in both formal and non-formal settings

Annual seminars to exchange experiences

Setting up of a virtual bank of resources, materials, programmes and significant players


Seminars on Global Citizenship Education aimed at different educational participants

Young people, women and immigrant populations present alternative ways of thinking, other perspectives, which contribute a different kind of reflection and proposals which needs to be included in the definition of new and transformative societies.


35


B/ Networking


Creation of a local coordination area

Work plans and joint actions

Creation of a network of municipalities for the GCE


C/Research


Annual evaluation on the impact of change through new acquired knowledge, changes in work strategies and field interventions and attitudinal changes.





Strengthening of the organisational culture of the local social groups.

Support for the design and implementation of training initiatives for local social groups (youth, women, intercultural groups, etc.)


A/ Training

Training of agents


Support for the design of intervention campaigns and social mobilisation on the realities which agents hope to transform (poverty, environmental depletion, refugees, etc.)

34

OBJECTIVES OF THE AGENDA

As proposed in the Rural DEAR Agenda – EYD 2015, this document complies with the aim of stimulating, testing and promoting a participatory model of Education for Global Citizenship (EGC) in rural European areas, through the contribution of a change in social attitude towards sustainable development and the improvement of quality and effectiveness of Education for Global Citizenship action. In order to achieve these objectives, four lines of strategic action will be pursued: Training, Networking, Social participation and Research.

Given that the Agenda hopes to be an effective tool in the search for new social, interpersonal and lifestyle models in rural settings, additional challenges are youth inclusion, identifying and addressing the perceived needs, proposals of action, interests and strategic relations and outreach to groups of women who, as a result of new practices, are contributing reflections and proposals from feminist perspectives.

In keeping with the same value and level of importance, bringing together a community of migrants, be it from within the same country or from overseas, who are populating rural European areas will be the third challenge. To find and renew cultural and experiential knowledge is an opportunity offered by this movement of diverse groups.

In the following table, we present the matrix that includes the different elements pursued in the Agenda, which will be further developed in the final chapter including operating aspects:

Table 1: Agenda. Objectives, fields, lines and strategic actions

General objective

Specific objectives

Operational objectives

Fields of action

Strategic lines Strategic actions




A/ Training

Training of agents

Training courses for educational agents in both formal and non-formal settings

Annual seminars to exchange experiences

Setting up of a virtual bank of resources, materials, programmes and significant players


Seminars on Global Citizenship Education aimed at different educational participants

Young people, women and immigrant populations present alternative ways of thinking, other perspectives, which contribute a different kind of reflection and proposals which needs to be included in the definition of new and transformative societies.


37

FIELDS, LINES AND STRATEGIC ACTIONS

The blueprint on which the Agenda is formulated is structured around the following:

1. Fields of strategic action, referring to the fundamental strategies upon which action will be carried out, conceived both for formal and informal education settings: o Training o Networking o Participation and mobilisation o Research

2. Strategic lines of action, understood as pedagogic tools that allow Education for Global Citizenship to operate: o Training of trainers o Coordination of agents o Promotion of participation o Participatory research and evaluation

3. Strategic actions; specific interventions through which all Education for Global Citizenship work is communicated: o Micro-assessments o Coordination spaces o Educational workshops o Exchange of experiences o Online spaces o Dissemination o Etc.

TRAINING

Agent training - Training of trainers

In this Agenda, we understand Training as having a dual meaning: as a Field of strategic action in a broad sense, as a central element when outlining the identifying values and characteristics that reflect people and the society they desire and also as a Strategic line of action, an operative tool of Global Citizenship Education (GCE).

Through training processes, teaching and learning are defined and methodological strategies for their development are designed. As the UNESCO Roadmap37 sets out, teaching and learning are conceived in

37 UNESCO (2014): Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. UNESCO. Paris, 2014. Pg. 12

UNESCO http://unesdoc.unesco.org/images/0023/002305/230514e.pdf

36


37

FIELDS, LINES AND STRATEGIC ACTIONS

The blueprint on which the Agenda is formulated is structured around the following:

1. Fields of strategic action, referring to the fundamental strategies upon which action will be carried out, conceived both for formal and informal education settings: o Training o Networking o Participation and mobilisation o Research

2. Strategic lines of action, understood as pedagogic tools that allow Education for Global Citizenship to operate: o Training of trainers o Coordination of agents o Promotion of participation o Participatory research and evaluation

3. Strategic actions; specific interventions through which all Education for Global Citizenship work is communicated: o Micro-assessments o Coordination spaces o Educational workshops o Exchange of experiences o Online spaces o Dissemination o Etc.

TRAINING

Agent training - Training of trainers

In this Agenda, we understand Training as having a dual meaning: as a Field of strategic action in a broad sense, as a central element when outlining the identifying values and characteristics that reflect people and the society they desire and also as a Strategic line of action, an operative tool of Global Citizenship Education (GCE).

Through training processes, teaching and learning are defined and methodological strategies for their development are designed. As the UNESCO Roadmap37 sets out, teaching and learning are conceived in

37 UNESCO (2014): Roadmap for Implementing the Global Action Programme on Education for Sustainable Development. UNESCO. Paris, 2014. Pg. 12

UNESCO http://unesdoc.unesco.org/images/0023/002305/230514e.pdf

36


39

Turning once again to UNESCO38, it will also be necessary to support training for staff or human resource management who work with public or private organisations, civil society and other bodies. They should be offered the opportunity to acquire skills and knowledge they will need to develop and deliver teaching and training programmes for their staff based on principles of the proposed Education.

Therefore, the training model presented in this Agenda is intended to be rolled out to the main agents involved in GCE, building a meeting place in which different agents involved in education will converge in order to understand, debate and adopt these fundamental principles as strategy.

This training process will be followed by more specific training targeted at teaching staff and non-formal educators, with the goal of giving them the necessary pedagogic tools to drive an educational process where knowledge, attitudes and skills will converge in a model of new practice.

Monitoring, support, advice, seminars to share experiences, challenges, new ideas, etc., are part of this training process in which each experience shared contributes to a renewed practice.

Work is based on a methodology that promotes skills such as critical thought, understanding of complex reality, imagining future hypotheses and the adoption of decisions in a participatory, collaborative and mutually responsible space. An educational strategy that questions the raison d'être of the teaching-learning process and “cannot be considered an add-on to existing educational practices”.39

In 1996, when the Delors Report envisaged the 21st century, it suggested that education would be obliged to “provide maps of a complex world in constant turmoil and the compass that will enable people to find their way in it.”40

Such an education, indeed a utopian necessity, defined the four pillars of fundamental learning that today continue to shape models such as that of this Agenda:

o To learn to understand from daily practice, from a local perspective, what makes sense and is meaningful. To stimulate curiosity and the joy of discovery; to understand, beginning with the immediate environment. Learning to learn is a never-ending process of knowledge acquisition

38 UNESCO (2015): Global Citizenship Education: Topics and learning objectives. Paris.

http://unesdoc.unesco.org/images/0023/002338/233876s.pdf

39 UNESCO (2014): Pg. 33

40 DELORS, J. (1994): “The four pillars of education”, in Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century.Mexico: UNESCO. Pg 91-103.

http://unesdoc.unesco.org/images/0010/001095/109590eo.pdf

Understanding pedagogic action as a continuous action strategy requires changes to be made and addressed not only by educators but also by those with political and administrative responsibility, with the purpose of marking out a consensual, explicit and shared space, which involves each agent according to their role.

38

an interactive mode, centered on the trainee group, the purpose being to allow exploratory and transformative learning, geared towards action.

The training process should also respond to the need to build appropriate strengths among educators, increasing their skills to more effectively teach GCE and transform learning and training environments, integrating contexts, knowledge, resources and methodologies into the educational process in a balanced and coherent way. Those working within education and training in general are powerful allies for proposals for social change and thus, potential agents for change, which means they too can be seen as the “target group” of the training process.

From this perspective, we must rethink learning environments, breaking the line that separates the formal education space with the rest of society, inspiring different target groups to act in favour of change on the level of the individual and the place in which they live or work.

Therefore, the classroom will no longer be considered the only physical space where “education is imparted”, but rather a wider geographical setting that allows interaction and “cultural dialogue” with the environment. It will be a social space, in which diverse people interact with the local reality, a small sample of the global reality; a space where one encounters best practice from formal, non-formal and informal education, with new models, the product of critical and productive assessment of previous models.

Creating a training framework which includes agents with different viewpoints, experiences and roles with regard to education, is a formula, though not the only one, to begin the process of GCE.

Agents towards whom the training model is directed

The main agents towards whom the Agenda training model is to be directed are those whose responsibilities relate to decision-making on a political, administrative and educational level, as well as those who have responsibility in training and education, both formal and non-formal.

Pedagogic action can be understood as a continuous action strategy geared towards stimulating interest in learning and understanding, motivating observation and recollection of information, interacting, practising, (re)discovering, arguing and debating alongside others with the goal of acting on the local level, within everyday life. Such an understanding requires changes to be made, addressed not only by educators but also by those with political and administrative responsibility, with the purpose of marking out a consensual, explicit and shared space, which involves each agent according to their role.

Thus, staff, trainers and policy makers are converted into “receivers” of training so that, in turn, they may subsequently become points of reference for policy design and the execution of plans and practices stemming from such policy.

Teaching and learning as an interactive whole, centered on the target group, whose purpose is to allow exploratory and transformative learning, geared towards action.


39

Turning once again to UNESCO38, it will also be necessary to support training for staff or human resource management who work with public or private organisations, civil society and other bodies. They should be offered the opportunity to acquire skills and knowledge they will need to develop and deliver teaching and training programmes for their staff based on principles of the proposed Education.

Therefore, the training model presented in this Agenda is intended to be rolled out to the main agents involved in GCE, building a meeting place in which different agents involved in education will converge in order to understand, debate and adopt these fundamental principles as strategy.

This training process will be followed by more specific training targeted at teaching staff and non-formal educators, with the goal of giving them the necessary pedagogic tools to drive an educational process where knowledge, attitudes and skills will converge in a model of new practice.

Monitoring, support, advice, seminars to share experiences, challenges, new ideas, etc., are part of this training process in which each experience shared contributes to a renewed practice.

Work is based on a methodology that promotes skills such as critical thought, understanding of complex reality, imagining future hypotheses and the adoption of decisions in a participatory, collaborative and mutually responsible space. An educational strategy that questions the raison d'être of the teaching-learning process and “cannot be considered an add-on to existing educational practices”.39

In 1996, when the Delors Report envisaged the 21st century, it suggested that education would be obliged to “provide maps of a complex world in constant turmoil and the compass that will enable people to find their way in it.”40

Such an education, indeed a utopian necessity, defined the four pillars of fundamental learning that today continue to shape models such as that of this Agenda:

o To learn to understand from daily practice, from a local perspective, what makes sense and is meaningful. To stimulate curiosity and the joy of discovery; to understand, beginning with the immediate environment. Learning to learn is a never-ending process of knowledge acquisition

38 UNESCO (2015): Global Citizenship Education: Topics and learning objectives. Paris.

http://unesdoc.unesco.org/images/0023/002338/233876s.pdf

39 UNESCO (2014): Pg. 33

40 DELORS, J. (1994): “The four pillars of education”, in Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century.Mexico: UNESCO. Pg 91-103.

http://unesdoc.unesco.org/images/0010/001095/109590eo.pdf

Understanding pedagogic action as a continuous action strategy requires changes to be made and addressed not only by educators but also by those with political and administrative responsibility, with the purpose of marking out a consensual, explicit and shared space, which involves each agent according to their role.

38

an interactive mode, centered on the trainee group, the purpose being to allow exploratory and transformative learning, geared towards action.

The training process should also respond to the need to build appropriate strengths among educators, increasing their skills to more effectively teach GCE and transform learning and training environments, integrating contexts, knowledge, resources and methodologies into the educational process in a balanced and coherent way. Those working within education and training in general are powerful allies for proposals for social change and thus, potential agents for change, which means they too can be seen as the “target group” of the training process.

From this perspective, we must rethink learning environments, breaking the line that separates the formal education space with the rest of society, inspiring different target groups to act in favour of change on the level of the individual and the place in which they live or work.

Therefore, the classroom will no longer be considered the only physical space where “education is imparted”, but rather a wider geographical setting that allows interaction and “cultural dialogue” with the environment. It will be a social space, in which diverse people interact with the local reality, a small sample of the global reality; a space where one encounters best practice from formal, non-formal and informal education, with new models, the product of critical and productive assessment of previous models.

Creating a training framework which includes agents with different viewpoints, experiences and roles with regard to education, is a formula, though not the only one, to begin the process of GCE.

Agents towards whom the training model is directed

The main agents towards whom the Agenda training model is to be directed are those whose responsibilities relate to decision-making on a political, administrative and educational level, as well as those who have responsibility in training and education, both formal and non-formal.

Pedagogic action can be understood as a continuous action strategy geared towards stimulating interest in learning and understanding, motivating observation and recollection of information, interacting, practising, (re)discovering, arguing and debating alongside others with the goal of acting on the local level, within everyday life. Such an understanding requires changes to be made, addressed not only by educators but also by those with political and administrative responsibility, with the purpose of marking out a consensual, explicit and shared space, which involves each agent according to their role.

Thus, staff, trainers and policy makers are converted into “receivers” of training so that, in turn, they may subsequently become points of reference for policy design and the execution of plans and practices stemming from such policy.

Teaching and learning as an interactive whole, centered on the target group, whose purpose is to allow exploratory and transformative learning, geared towards action.


41

Table 2: Training. Strategic objectives and actions

Specific objectives Operational objectives Strategic actions



Training courses for educational agents in both formal and non-formal settings.

Seminars on Global Citizenship Education for various agents involved in education.

Annual seminars to exchange experiences.

1.2/ To facilitate the design and execution of GCE interventions originating from and for the rural environment.

Setting up of a virtual bank of resources, materials, programmes and significant players.



Training courses for educational and social agents in the non-formal sector on topics including methods and group collaborative work.

Continuous advice and support during the design and implementation phase.

1. Training courses for educational agents

Teaching faculty, just as educators in the non-formal sector, are responsible for facilitating the teaching-learning process. These processes are energised through educational and technical working strategies based on a culture of dialogue, management of problematic situations and an open and positive attitude. Thus training is a central element in defining any educational agenda in the hope of promoting change.

40

which incorporates new experiences and in dynamic dialogue with the environment, contributes to a body of knowledge.

o The combination of knowledge, practices and shared reflection with the people we live with and relate to allow us an understanding of reality and to make decisions to act and exert an influence on it. Learning to do means to be able to influence and change our own environment, entailing communication and connection alongside collective action, confrontation and conflict management.

o Thus it is necessary to learn to live as part of a community, participating and acting in the contexts around us from an understanding that we are part of a wider, global society. Learning to discover the differences and the concept and practice of equality, the task of cooperation and co-responsible participation in action, awareness of diversity and interdependence are the relevant fields of learning.

o A community needs people who, on an individual level, will primarily see the concept of ‘freedom’ as the basis for their self-development, expression of identity and responsibility towards others. Learning to be entails this construction of individuality, a product of the dialectic process between knowledge and practice and implies the capacity for analytical judgement and responsibility for action taken for the common good.

Every training model, whose goal is to develop people as part of a shared society, is built from these four pillars.

Strategic training actions

There are five main strategic actions, from which individual activities will be designed and carried out, as outlined in the Action Plan:

1. Training courses for educational agents in both formal and non-formal settings. 2. Seminars on Global Citizenship Education. 3. Annual seminars to exchange experiences. 4. Setting up of a virtual bank of resources, materials, programmes and significant players. 5. Continuous support, mentoring and advice.


41

Table 2: Training. Strategic objectives and actions




Training courses for educational agents in both formal and non-formal settings.

Seminars on Global Citizenship Education for various agents involved in education.

Annual seminars to exchange experiences.


Setting up of a virtual bank of resources, materials, programmes and significant players.



Training courses for educational and social agents in the non-formal sector on topics including methods and group collaborative work.

Continuous advice and support during the design and implementation phase.

1. Training courses for educational agents

Teaching faculty, just as educators in the non-formal sector, are responsible for facilitating the teaching-learning process. These processes are energised through educational and technical working strategies based on a culture of dialogue, management of problematic situations and an open and positive attitude. Thus training is a central element in defining any educational agenda in the hope of promoting change.

40

which incorporates new experiences and in dynamic dialogue with the environment, contributes to a body of knowledge.

o The combination of knowledge, practices and shared reflection with the people we live with and relate to allow us an understanding of reality and to make decisions to act and exert an influence on it. Learning to do means to be able to influence and change our own environment, entailing communication and connection alongside collective action, confrontation and conflict management.

o Thus it is necessary to learn to live as part of a community, participating and acting in the contexts around us from an understanding that we are part of a wider, global society. Learning to discover the differences and the concept and practice of equality, the task of cooperation and co-responsible participation in action, awareness of diversity and interdependence are the relevant fields of learning.

o A community needs people who, on an individual level, will primarily see the concept of ‘freedom’ as the basis for their self-development, expression of identity and responsibility towards others. Learning to be entails this construction of individuality, a product of the dialectic process between knowledge and practice and implies the capacity for analytical judgement and responsibility for action taken for the common good.

Every training model, whose goal is to develop people as part of a shared society, is built from these four pillars.

Strategic training actions

There are five main strategic actions, from which individual activities will be designed and carried out, as outlined in the Action Plan:

1. Training courses for educational agents in both formal and non-formal settings. 2. Seminars on Global Citizenship Education. 3. Annual seminars to exchange experiences. 4. Setting up of a virtual bank of resources, materials, programmes and significant players. 5. Continuous support, mentoring and advice.


43

Occasionally, the training team responsible may act as a support to action undertaken by teachers or educators within NGOs, CSOs, and other local bodies.

2. Seminars on Global Citizenship Education

Global Citizenship Education seminars, just as seminars for exchanging experiences, are an ideal medium for the creation of shared spaces where people can make contact with other educators, share experiences, hear about practices of others whilst reflecting on their own and build networks beyond physical frontiers and specific geographical areas, as may be the case in a more limiting school setting or particular community.

Teachers, students, educators, and politicians within local government, along with other key players, such as personnel linked to universities or other social settings generate spaces for collaboration, widening and consolidating proposals and educational scope.

Seminars are defined by the experiences of agents immersed in the interventions they are undertaking. In these processes, issues arise that focus interest or need to be addressed in a particular way, opening dialogue to other experiences and agents. Thus, seminars must respond to the concrete needs of different groups and be seen as a space for communication, reflection and shared analysis focused on strengthening, reorienting and giving continuity to the overall educational model.

Time frame: One annual thematic seminar.

3. Seminars to exchange experiences

As in the case of GCE Seminars, seminars for the purpose of exchanging experiences, sharing learning and developing new lines of work stemming from the practices evaluated, are a very effective medium of communication, collaboration and strengthening of networks that also play a role in understanding alternative models.

In these seminars, shared presentation and evaluation of practices undertaken in different spaces, situations and specific realities, contribute an important perspective on these processes, the learning that has occurred, problems and challenges confronted as well as the way in which these issues have been managed and resolved.

While such communication goes beyond borders, with different journeys, resources and moments in time, all models share a common purpose, namely the feeling of being part of a small experience fenced in in a rural area, also small and “isolated” (local) to being part of a much bigger project and a global (and rural) citizenship.

Time frame: One annual seminar to exchange experiences.

42

In-person training aimed at educational agents in the formal (faculty) and non-formal sector (local bodies, NGOs, CSOs), will be the strategic action which, alongside coordination activities, will be offered from the outset as a space in which to share knowledge and work.

In such courses, the axis for such educational action will be the use of a participatory methodology that promotes learning and the acquisition of relational abilities and active communication. Thus, knowledge, skills and attitudes will be central to the process.

Our intention is to undertake a general face-to-face workshop, aimed at all agents committed to the implementation of the Agenda, followed by the development of a series of thematic workshops, for those with training roles in formal and non-formal education sectors.

1.- The general workshop will address the concept of training, methodology and content of the GCE educational model and will be the shared platform for faculty members, teaching staff in non-formal education settings, NGO and CSO personnel, council staff in relevant local authorities, in addition to other committed players, such as representatives from parent-teacher associations, other training agents, union representatives, etc.

The replication of this educational space, which models GCE principles, together with the collaborative, dynamic methodology required by its implementation in rural settings, will act as a catalyst for new models of action to be designed and included in different educational, social and civic spaces.

Time frame: The goal is to undertake a general workshop at the beginning of the educational strategy and an annual evaluation workshop.

2.- The purpose of the thematic face-to-face workshops, aimed at faculty in formal settings and their counterparts in non-formal education spaces, is to strengthen and increase necessary knowledge and skills in order to carry educational practice based on GCE principles into their respective settings.

Equally important, as a result of the shared training process, opportunities will be sought to allow for the opening up of traditional education spaces (schools on one side, community on the other) through continuous coordination and communication between trainers, students and other agents, creating a community dialogue, in other words, local citizenship.

Time frame: The goal is to carry out four thematic workshops in the first year of implementation of the educational strategy and two annual follow-up workshops, aimed at consolidating, strengthening and broadening the acquisition of theory-practice understanding.

The training team will be responsible for the training of trainer agents and key players, including professionals with a wide range of prior experience in transformative education processes and in the use of active, participatory and cooperative methodologies, appropriate to the intended outcome.

This team will be responsible for defining the methodological design of training workshops, preparation of development materials and resources, as well as the initial training in both general and thematic workshops. It will then take charge of monitoring and advice, as and when is needed by those who will take specific interventions back to their respective educational settings.


43

Occasionally, the training team responsible may act as a support to action undertaken by teachers or educators within NGOs, CSOs, and other local bodies.

2. Seminars on Global Citizenship Education

Global Citizenship Education seminars, just as seminars for exchanging experiences, are an ideal medium for the creation of shared spaces where people can make contact with other educators, share experiences, hear about practices of others whilst reflecting on their own and build networks beyond physical frontiers and specific geographical areas, as may be the case in a more limiting school setting or particular community.

Teachers, students, educators, and politicians within local government, along with other key players, such as personnel linked to universities or other social settings generate spaces for collaboration, widening and consolidating proposals and educational scope.

Seminars are defined by the experiences of agents immersed in the interventions they are undertaking. In these processes, issues arise that focus interest or need to be addressed in a particular way, opening dialogue to other experiences and agents. Thus, seminars must respond to the concrete needs of different groups and be seen as a space for communication, reflection and shared analysis focused on strengthening, reorienting and giving continuity to the overall educational model.

Time frame: One annual thematic seminar.

3. Seminars to exchange experiences

As in the case of GCE Seminars, seminars for the purpose of exchanging experiences, sharing learning and developing new lines of work stemming from the practices evaluated, are a very effective medium of communication, collaboration and strengthening of networks that also play a role in understanding alternative models.

In these seminars, shared presentation and evaluation of practices undertaken in different spaces, situations and specific realities, contribute an important perspective on these processes, the learning that has occurred, problems and challenges confronted as well as the way in which these issues have been managed and resolved.

While such communication goes beyond borders, with different journeys, resources and moments in time, all models share a common purpose, namely the feeling of being part of a small experience fenced in in a rural area, also small and “isolated” (local) to being part of a much bigger project and a global (and rural) citizenship.

Time frame: One annual seminar to exchange experiences.

42

In-person training aimed at educational agents in the formal (faculty) and non-formal sector (local bodies, NGOs, CSOs), will be the strategic action which, alongside coordination activities, will be offered from the outset as a space in which to share knowledge and work.

In such courses, the axis for such educational action will be the use of a participatory methodology that promotes learning and the acquisition of relational abilities and active communication. Thus, knowledge, skills and attitudes will be central to the process.

Our intention is to undertake a general face-to-face workshop, aimed at all agents committed to the implementation of the Agenda, followed by the development of a series of thematic workshops, for those with training roles in formal and non-formal education sectors.

1.- The general workshop will address the concept of training, methodology and content of the GCE educational model and will be the shared platform for faculty members, teaching staff in non-formal education settings, NGO and CSO personnel, council staff in relevant local authorities, in addition to other committed players, such as representatives from parent-teacher associations, other training agents, union representatives, etc.

The replication of this educational space, which models GCE principles, together with the collaborative, dynamic methodology required by its implementation in rural settings, will act as a catalyst for new models of action to be designed and included in different educational, social and civic spaces.

Time frame: The goal is to undertake a general workshop at the beginning of the educational strategy and an annual evaluation workshop.

2.- The purpose of the thematic face-to-face workshops, aimed at faculty in formal settings and their counterparts in non-formal education spaces, is to strengthen and increase necessary knowledge and skills in order to carry educational practice based on GCE principles into their respective settings.

Equally important, as a result of the shared training process, opportunities will be sought to allow for the opening up of traditional education spaces (schools on one side, community on the other) through continuous coordination and communication between trainers, students and other agents, creating a community dialogue, in other words, local citizenship.

Time frame: The goal is to carry out four thematic workshops in the first year of implementation of the educational strategy and two annual follow-up workshops, aimed at consolidating, strengthening and broadening the acquisition of theory-practice understanding.

The training team will be responsible for the training of trainer agents and key players, including professionals with a wide range of prior experience in transformative education processes and in the use of active, participatory and cooperative methodologies, appropriate to the intended outcome.

This team will be responsible for defining the methodological design of training workshops, preparation of development materials and resources, as well as the initial training in both general and thematic workshops. It will then take charge of monitoring and advice, as and when is needed by those who will take specific interventions back to their respective educational settings.


45

Advice and support requested from the training team by those who are putting into practice decisions made on paper, are also training activities that consolidate and complement sessions with training content. They in turn afford the opportunity to evaluate decisions that have been made and to readjust them to the specific context in which they will be put into action.

Time frame: It is expected that such action will occur depending on the needs of individual groups, with a minimum of one session per semester.

NETWORKING

Participation, as it is understood in this Agenda, has at least two perspectives. On the one hand, as a basic principle of a coherent methodological model with the mode of education it seeks and on the other, as a coordination and networking strategy referring to the involvement of multiple players. Networking is based on the idea of involving the greatest number of players, ideas, proposals and resources, also using a participatory methodology in communication processes and decision-making in order to achieve a shared objective.

The participation of a given population in political decision-making has always been an a cause for improvement and legitimising of public action. Along with political representatives, there are representative bodies on a regional and/or sectoral level that, due to their popularity and diversity of activities, have an influence on the population, picking up on, informing and raising awareness of social problems, while at the same time being central to energising life among the population.41

As is the case with training, networking is understood as one of the fields of action, whose main strategic line is the coordination of agents. Such coordination leads to establishing agreements for the development of joint GCE interventions. Networking is thus a logical result of the conscious decision of educators and a basic prerequisite that allows coherent, possible and sustainable action over time. Moreover, both from the perspective of local development, as well as education, networking is included in all innovative models.

From a development perspective, as underlined by UNESCO in its Roadmap, in local and rural areas “many important sustainability solutions can be found”, which is why they prioritise:

… strengthening multi-stakeholder networks at local level, and improving the quality of local platforms for learning and cooperation. Mobilising many new stakeholders to involve as large a stakeholder population as possible is an important objective.

41 Federación Andaluza de Municipios y Provincias (FAMP): Agenda 21 Local. Pg.83

http://www.famp.es/recsa/Documentos/2_Agenda_21/A_Agenda21_Local.pdf

Networking is, on the one hand, a conscious decision by educators and on the other, a necessary prerequisite for the development of long-lasting educational interventions.

A solid network on the local rural level can design interventions that integrate principles, values and GCE methods in educational policies and social, economic and human development.

44

4. Setting up of a virtual bank of resources, materials, programmes and significant players

The creation of a bank of resources is another strategy aimed at strengthening networks and promoting exchange between agents. Taking advantage of advances in virtual communication allows for connection without the interference of time or physical space which would otherwise separate agents. Collaborative learning, creation and recreation of meaningful knowledge and the communicated experience, allow networks to be widened and to promote rural citizenship models in different contexts with different realities, but with the same shared goals. It allows for strategic alliances based on commitment to the overall goal of the educational model.

In this sense, the virtual world is a very useful tool for “tackling” inequality, in that the creation of this bank allows for the possibility of collaboration and to maximise skills developed in areas and settings with less favourable conditions, but which, in the virtual world are on equal footing in terms of developing models and promoting joint learning.

On the other hand, this shared space for exchanging strategies, resources, ideas, etc., also tackles the real or perceived isolation, which in many cases, hampers initiatives and projects in rural areas. To be “a part of” a wider and connected community reduces feelings of loneliness or distance when faced with other challenges.

Sharing information in a network of trainers with models aimed at creating liveable spaces, communities full of life in which people and place are prioritised, helps growth and continuous learning on a professional and personal level, reinforcing the idea of an ongoing process. Moreover, collaborating in such spaces promotes a change of mindset regarding the purpose of a teacher, ceasing to be a mere transmitter of stagnant knowledge to become a creative person, generating knowledge and proposals, that converge with contributions made by other people and groups, primarily the targets of educational action.

This virtual space also offers the opportunity to engage in mapping exercises of collective interest such as significant experiences, relevant players, new regulations or innovative projects, among others. The map as a tool offers a panoramic view of rural Europe (in our case) that facilitates the search for and representation of achievements, gaps, needs and possibilities in each place.

Time frame: Continuous updating from initial creation.

5. Advice and support in the design and implementation phase

This intervention will be the backbone of the entire process, ensuring coherence and guaranteeing its continuity and that objectives are met.

Introducing change is not an easy task to put into practice and it requires determination and a willingness to do things differently. Thus, it is essential to embark on such ventures with the support and relying on the contributions of others who are wholeheartedly invested in the process. This is the purpose of this intervention.


45

Advice and support requested from the training team by those who are putting into practice decisions made on paper, are also training activities that consolidate and complement sessions with training content. They in turn afford the opportunity to evaluate decisions that have been made and to readjust them to the specific context in which they will be put into action.

Time frame: It is expected that such action will occur depending on the needs of individual groups, with a minimum of one session per semester.

NETWORKING

Participation, as it is understood in this Agenda, has at least two perspectives. On the one hand, as a basic principle of a coherent methodological model with the mode of education it seeks and on the other, as a coordination and networking strategy referring to the involvement of multiple players. Networking is based on the idea of involving the greatest number of players, ideas, proposals and resources, also using a participatory methodology in communication processes and decision-making in order to achieve a shared objective.

The participation of a given population in political decision-making has always been an a cause for improvement and legitimising of public action. Along with political representatives, there are representative bodies on a regional and/or sectoral level that, due to their popularity and diversity of activities, have an influence on the population, picking up on, informing and raising awareness of social problems, while at the same time being central to energising life among the population.41

As is the case with training, networking is understood as one of the fields of action, whose main strategic line is the coordination of agents. Such coordination leads to establishing agreements for the development of joint GCE interventions. Networking is thus a logical result of the conscious decision of educators and a basic prerequisite that allows coherent, possible and sustainable action over time. Moreover, both from the perspective of local development, as well as education, networking is included in all innovative models.

From a development perspective, as underlined by UNESCO in its Roadmap, in local and rural areas “many important sustainability solutions can be found”, which is why they prioritise:

… strengthening multi-stakeholder networks at local level, and improving the quality of local platforms for learning and cooperation. Mobilising many new stakeholders to involve as large a stakeholder population as possible is an important objective.

41 Federación Andaluza de Municipios y Provincias (FAMP): Agenda 21 Local. Pg.83

http://www.famp.es/recsa/Documentos/2_Agenda_21/A_Agenda21_Local.pdf

Networking is, on the one hand, a conscious decision by educators and on the other, a necessary prerequisite for the development of long-lasting educational interventions.

A solid network on the local rural level can design interventions that integrate principles, values and GCE methods in educational policies and social, economic and human development.

44

4. Setting up of a virtual bank of resources, materials, programmes and significant players

The creation of a bank of resources is another strategy aimed at strengthening networks and promoting exchange between agents. Taking advantage of advances in virtual communication allows for connection without the interference of time or physical space which would otherwise separate agents. Collaborative learning, creation and recreation of meaningful knowledge and the communicated experience, allow networks to be widened and to promote rural citizenship models in different contexts with different realities, but with the same shared goals. It allows for strategic alliances based on commitment to the overall goal of the educational model.

In this sense, the virtual world is a very useful tool for “tackling” inequality, in that the creation of this bank allows for the possibility of collaboration and to maximise skills developed in areas and settings with less favourable conditions, but which, in the virtual world are on equal footing in terms of developing models and promoting joint learning.

On the other hand, this shared space for exchanging strategies, resources, ideas, etc., also tackles the real or perceived isolation, which in many cases, hampers initiatives and projects in rural areas. To be “a part of” a wider and connected community reduces feelings of loneliness or distance when faced with other challenges.

Sharing information in a network of trainers with models aimed at creating liveable spaces, communities full of life in which people and place are prioritised, helps growth and continuous learning on a professional and personal level, reinforcing the idea of an ongoing process. Moreover, collaborating in such spaces promotes a change of mindset regarding the purpose of a teacher, ceasing to be a mere transmitter of stagnant knowledge to become a creative person, generating knowledge and proposals, that converge with contributions made by other people and groups, primarily the targets of educational action.

This virtual space also offers the opportunity to engage in mapping exercises of collective interest such as significant experiences, relevant players, new regulations or innovative projects, among others. The map as a tool offers a panoramic view of rural Europe (in our case) that facilitates the search for and representation of achievements, gaps, needs and possibilities in each place.

Time frame: Continuous updating from initial creation.

5. Advice and support in the design and implementation phase

This intervention will be the backbone of the entire process, ensuring coherence and guaranteeing its continuity and that objectives are met.

Introducing change is not an easy task to put into practice and it requires determination and a willingness to do things differently. Thus, it is essential to embark on such ventures with the support and relying on the contributions of others who are wholeheartedly invested in the process. This is the purpose of this intervention.


47

o Based on collaborative arrangements that ensure expertise over the longer term with provisions for periodic review.43

The same document suggests that this process can happen gradually, beginning with what is feasible such as working initially with a small group of schools that show interest; focusing on one aspect of the educational process, such as training practising teachers; revising textbooks to incorporate GCE issues; embarking on school projects that offer students the opportunity and motivation to learn more about what it means to be a citizen of the world, etc.44

In our particular case, we envisage the implementation of the Rural DEAR Agenda through the gradual launch of the following strategic lines and actions.

Strategic actions and networking

Among the needs indicated in the Analysis of development education in European rural areas45, all countries and groups consulted make reference to the existing ignorance among GCE actors and as a result, the lack of coordination in their actions. Thus, the first strategic action we propose seeks to facilitate understanding, exchange and collaboration between actors through the generation of local spaces for participation. Such collaboration must translate into the implementation of joint GCE actions and medium-long term work plans. Finally, the aim is to create a network of local authorities which, extending beyond the local area alone, carry GCE to regions and provincewide.

Table 3: Networking. Objectives and strategic actions




Creation of a space for local coordination.

Joint work plans and interventions.

Creation of a network of local authorities for GCE.

Source: Original compilation

43 UNESCO, (2015): Global Citizenship Education: Topics and learning objectives. Pg. 46

http://unesdoc.unesco.org/images/0023/002329/232993e.pdf

44 UNESCO, (2015): Pg. 51

45 Department of International Development Cooperation of Valladolid (2017). Analysis of development education in European rural areas. Pg. 206

46

Local authorities and local leaders are called upon to increase and strengthen learning opportunities for the community through formal, non-formal, and informal venues.42

From an educational perspective, moments and spaces relating to training are increasingly understood in a multidimensional way, where spheres of formal, non-formal and informal mix, share methodology and technology and where different people meet and together build an educational model. In this context, networking is essential in order to carry out educative work, to use resources efficiently, define integrated strategic planning and to obtain long-lasting results, etc.

One relevant issue in this gathering of agents is the definition of lines of action and the distribution of roles. Thus, local bodies and political representatives, must stimulate GCE in different educational settings by providing the regulatory framework as well as necessary and sufficient resources for the definition of policies which, on a local and national level, seek to incorporate this strategy in educational plans and programmes.

Teachers in the formal education sector have an important role as facilitators and positive agents, who from their accumulated practice in classrooms and schools, can offer experiences, models, thematic developments and involve families etc.

NGOs and CSOs, as representatives of civil society and educational agents, have a role in facilitating educational strategies and experiences, undertaken with the needs of participants at the forefront. Moreover, as part of civil society, they must influence, along with other players, public figures so that they in turn take the necessary measures to generate and fund training processes such as that being rolled out.

Such networking and coordination of agents must include, among other actions, specific mechanisms for agreement among agents (contracts, agreements, alliances, etc.), which allow, on the one hand, the clarity of the process of coordination itself and on the other, the integration of GCE programmes and perspectives in planning processes and policy making on a local level.

A solid network on the local rural level can design interventions that integrate principles, values and GCE methods in educational policies and social, economic and human development. Likewise, the network allows local authority policies to be shaped by models that have been debated and agreed on the ground (organisations, educational centres, etc.)

Among the expected results of networking is the integration of GCE in plans, strategies, educational programmes and processes related to education in all fields and although it is true, as UNESCO indicates, that “there is no single approach to implementing global citizenship education”, there are factors that “contribute to its successful delivery”, when it is:

o Embedded in policy, with wide stakeholder buy-in; o Long-term and sustainable; o Reinforced in each year of schooling and preferably in the wider society; o Covering the local, national and global dimensions; o Developed and sustained in collaboration with local communities; o With feedback from monitoring and evaluation processes;

42 UNESCO, (2014): Pg. 24


47

o Based on collaborative arrangements that ensure expertise over the longer term with provisions for periodic review.43

The same document suggests that this process can happen gradually, beginning with what is feasible such as working initially with a small group of schools that show interest; focusing on one aspect of the educational process, such as training practising teachers; revising textbooks to incorporate GCE issues; embarking on school projects that offer students the opportunity and motivation to learn more about what it means to be a citizen of the world, etc.44

In our particular case, we envisage the implementation of the Rural DEAR Agenda through the gradual launch of the following strategic lines and actions.

Strategic actions and networking

Among the needs indicated in the Analysis of development education in European rural areas45, all countries and groups consulted make reference to the existing ignorance among GCE actors and as a result, the lack of coordination in their actions. Thus, the first strategic action we propose seeks to facilitate understanding, exchange and collaboration between actors through the generation of local spaces for participation. Such collaboration must translate into the implementation of joint GCE actions and medium-long term work plans. Finally, the aim is to create a network of local authorities which, extending beyond the local area alone, carry GCE to regions and provincewide.

Table 3: Networking. Objectives and strategic actions




Creation of a space for local coordination.

Joint work plans and interventions.

Creation of a network of local authorities for GCE.


43 UNESCO, (2015): Global Citizenship Education: Topics and learning objectives. Pg. 46

http://unesdoc.unesco.org/images/0023/002329/232993e.pdf

44 UNESCO, (2015): Pg. 51

45 Department of International Development Cooperation of Valladolid (2017). Analysis of development education in European rural areas. Pg. 206

46

Local authorities and local leaders are called upon to increase and strengthen learning opportunities for the community through formal, non-formal, and informal venues.42

From an educational perspective, moments and spaces relating to training are increasingly understood in a multidimensional way, where spheres of formal, non-formal and informal mix, share methodology and technology and where different people meet and together build an educational model. In this context, networking is essential in order to carry out educative work, to use resources efficiently, define integrated strategic planning and to obtain long-lasting results, etc.

One relevant issue in this gathering of agents is the definition of lines of action and the distribution of roles. Thus, local bodies and political representatives, must stimulate GCE in different educational settings by providing the regulatory framework as well as necessary and sufficient resources for the definition of policies which, on a local and national level, seek to incorporate this strategy in educational plans and programmes.

Teachers in the formal education sector have an important role as facilitators and positive agents, who from their accumulated practice in classrooms and schools, can offer experiences, models, thematic developments and involve families etc.

NGOs and CSOs, as representatives of civil society and educational agents, have a role in facilitating educational strategies and experiences, undertaken with the needs of participants at the forefront. Moreover, as part of civil society, they must influence, along with other players, public figures so that they in turn take the necessary measures to generate and fund training processes such as that being rolled out.

Such networking and coordination of agents must include, among other actions, specific mechanisms for agreement among agents (contracts, agreements, alliances, etc.), which allow, on the one hand, the clarity of the process of coordination itself and on the other, the integration of GCE programmes and perspectives in planning processes and policy making on a local level.

A solid network on the local rural level can design interventions that integrate principles, values and GCE methods in educational policies and social, economic and human development. Likewise, the network allows local authority policies to be shaped by models that have been debated and agreed on the ground (organisations, educational centres, etc.)

Among the expected results of networking is the integration of GCE in plans, strategies, educational programmes and processes related to education in all fields and although it is true, as UNESCO indicates, that “there is no single approach to implementing global citizenship education”, there are factors that “contribute to its successful delivery”, when it is:

o Embedded in policy, with wide stakeholder buy-in; o Long-term and sustainable; o Reinforced in each year of schooling and preferably in the wider society; o Covering the local, national and global dimensions; o Developed and sustained in collaboration with local communities; o With feedback from monitoring and evaluation processes;

42 UNESCO, (2014): Pg. 24


49

Image 4. Organisation Chart


Time frame: Initial action to begin with implementation of the programme.

2. Work plans and joint interventions in local settings

With the coordination space set up, efforts will be directed towards meeting commitments and putting in place the necessary actions for the introduction of the Agenda on the local level. Thus, the space will rely on the advice and support of bodies that promote the Agenda and the training team.

While networking allows for the maximising of resources and supports, the objective of the network is not only to adopt a joined up approach to save on resources. Networks develop, grow and acquire meaning due to their shared objectives, the “why” that draws them together in the first place. In this way, the network is a source of ideas and contributes to the realisation of a joint endeavour that reinforces the understanding of educational processes as a shared responsibility.

In this field, there are two main activities that will be undertaken:

2.1/ Carry out a micro-analysis of GCE needs and educational resources

This involves an understanding of what is being/has been done in relation to GCE in a local setting, who and how they do/have done it and what are/have been the results. Such knowledge, whether previous

Development

manager

Local, provincial, regional government, etc.

Local Team 1

- Local body

- Educative centres

- NGOs/CSOs …

Local Team 2

- Local body

- Educative centres

- NGOs/CSOs …

Local Team 3

- Local body

- Educative centres

- NGOs/CSOs …

Training Team

- training

- monitoring

- advise ; evaluation

Coordinating

group

- NGOs/CSOs

- Educational Centres

- Local Authorities …

Local Team (n)

- Local body

- Educative centres

- NGOs/CSOs …

48

1. Creation of a space for local coordination made up of agents involved in the programme.

In order to implement the Agenda, given the quantity and diversity of participating actors (local and/or regional bodies, educational centres, local social organisations and non-governmental development organisations, etc.) a “coordinating team” is needed which will stimulate and direct processes in the right direction, making sure that objectives are met and to fulfill the roles of advice, support, monitoring and coordination.

According to the Agenda organisation chart46, this team made up of representatives of different local authorities participating in the programme, will be responsible for coordinating and planning the programme of GCE activities to be undertaken in each of the participating councils, secure training and advice for the local actors involved, in continuous coordination with the training team, trying to involve other councils in the programme, etc.

The fundamental objective of such local coordination spaces is, in turn, to put in place the GCE Agenda in rural council areas, seeking stable collaboration, including signing of agreements, with participating bodies.

Belonging to a local coordination space requires compliance with basic rules that allow participating bodies a shared frame of reference and generate a friendly and effective work space. These rules cover issues such as attendance at and participation in meetings, prior preparation and agenda items, acting in the best interest of the space as a whole rather than in the interest of a single body, staying on top of issues related to work etc.

The training team, for their part, made up of experts in educational processes and stimulating social participation, is responsible for ensuring the appropriate implementation of the programme with regards to the establishment of objectives, methodologies used, processes followed, training and advice for actors involved, monitoring and facilitation of systematisation processes and programme evaluation, etc.

46 See Organisation chart page 49.


49

Image 4. Organisation Chart


Time frame: Initial action to begin with implementation of the programme.

2. Work plans and joint interventions in local settings

With the coordination space set up, efforts will be directed towards meeting commitments and putting in place the necessary actions for the introduction of the Agenda on the local level. Thus, the space will rely on the advice and support of bodies that promote the Agenda and the training team.

While networking allows for the maximising of resources and supports, the objective of the network is not only to adopt a joined up approach to save on resources. Networks develop, grow and acquire meaning due to their shared objectives, the “why” that draws them together in the first place. In this way, the network is a source of ideas and contributes to the realisation of a joint endeavour that reinforces the understanding of educational processes as a shared responsibility.

In this field, there are two main activities that will be undertaken:

2.1/ Carry out a micro-analysis of GCE needs and educational resources

This involves an understanding of what is being/has been done in relation to GCE in a local setting, who and how they do/have done it and what are/have been the results. Such knowledge, whether previous

Development

manager

Local, provincial, regional government, etc.

Local Team 1

- Local body

- Educative centres

- NGOs/CSOs …

Local Team 2

- Local body

- Educative centres

- NGOs/CSOs …

Local Team 3

- Local body

- Educative centres

- NGOs/CSOs …

Training Team

- training

- monitoring

- advise ; evaluation

Coordinating

group

- NGOs/CSOs

- Educational Centres

- Local Authorities …

Local Team (n)

- Local body

- Educative centres

- NGOs/CSOs …

48

1. Creation of a space for local coordination made up of agents involved in the programme.

In order to implement the Agenda, given the quantity and diversity of participating actors (local and/or regional bodies, educational centres, local social organisations and non-governmental development organisations, etc.) a “coordinating team” is needed which will stimulate and direct processes in the right direction, making sure that objectives are met and to fulfill the roles of advice, support, monitoring and coordination.

According to the Agenda organisation chart46, this team made up of representatives of different local authorities participating in the programme, will be responsible for coordinating and planning the programme of GCE activities to be undertaken in each of the participating councils, secure training and advice for the local actors involved, in continuous coordination with the training team, trying to involve other councils in the programme, etc.

The fundamental objective of such local coordination spaces is, in turn, to put in place the GCE Agenda in rural council areas, seeking stable collaboration, including signing of agreements, with participating bodies.

Belonging to a local coordination space requires compliance with basic rules that allow participating bodies a shared frame of reference and generate a friendly and effective work space. These rules cover issues such as attendance at and participation in meetings, prior preparation and agenda items, acting in the best interest of the space as a whole rather than in the interest of a single body, staying on top of issues related to work etc.

The training team, for their part, made up of experts in educational processes and stimulating social participation, is responsible for ensuring the appropriate implementation of the programme with regards to the establishment of objectives, methodologies used, processes followed, training and advice for actors involved, monitoring and facilitation of systematisation processes and programme evaluation, etc.

46 See Organisation chart page 49.


51

However, in spite of these processes, during the undertaking of the Analysis47, various sectors (teachers, NGOs, local bodies, etc.) have shown the need for greater understanding of what is done and thought on a provincial and regional level regarding GCE. Thus, the Agenda proposes the generation of coordination spaces, that need not be formally structured, but rather constitute genuine opportunities for exchange, joint reflection and action, such as the coordination of interventions and establishing strong links to support action.

As F. Fantova states:

“We cannot attempt to address or resolve on a micro level alone, through the construction and reconstruction of links (in our individual lives, our family, our neighbourhood), problems of a macro nature relating to access to resources and rights.

[…]

Community intervention needs alliances between people with political or administrative responsibility in local authorities who seek to relax and legitimise public action, entrepreneurs capable of generating a dynamic economy alongside social responsibility, social sectors geared towards self-management and the active participation of citizens, various third sector organisations (some with greater management capability, others more deeply woven into the social fabric (...)”48

In this sense, the network is a source of proposals that contributes to the understanding of educational processes such as shared responsibility. Beyond the local context, the introduction of the Agenda and the creation of a network of local government in support of GCE can bring about meaningful changes in the education sector, such as:

o Steady interaction between various educational players and the establishment of shared objectives.

o Putting into practice innovative educational processes in rural environments. o The incorporation of GCE in educational strategies in local government and social organisations,

etc.

Analysis and exchange of educational experiences in training days, workshops, awards, etc., can help, on the one hand, to broaden understanding of what has been under development for years on this subject in our immediate environment and on the other, as a space for the transfer of knowledge, methodologies, actions, etc., which until now have been developed somewhat in isolation. Both issues can can have largely positive repercussions for the promotion of global citizenship education in rural environments.

Time frame: During the first year of implementation and particularly through the presentation and dissemination of GCE activities carried out in this year. It is hoped to bring together other local councils in order to gradually include them in the network.

47 Department of International Development Cooperation of Valladolid (2017).

48 Fantova, F. (2008): La intervención comunitaria en barrios desfavorecidos ante los nuevos riesgos sociales. Pg. 5 and 8. http://fantova.net/?wpfb_dl=31

50

action has been carried out or not, is necessary not only to understand the current/historical context and possible impact of educational interventions, but also to make initial contact with the main players in GCE.

With such contacts made and additional consultations with other interested local parties, it will be possible to detect the perceived needs within the field of reference.

The micro-analysis will also provide the necessary information for detailed analysis and decision-making in relation to the introduction of the Agenda and its basic contents which will include answers to questions on what it does, who does it, how it is done and what have been the results and what is needed.

Time frame: Undertake micro-analysis in the first semester of the beginning of the programme at a local level.

2.2/ Planning and monitoring of the development of the GCE Agenda in each council area

Taking as references the Agenda and the results of the micro-analysis, each local coordination space will plan activities and facilitate the establishment of agreements between different agents.

This involves sharing a common educational project with different parties. This does not mean that everyone must carry out the same activities, but rather that each party, from their specific setting (formal, non-formal or informal), will undertake educational actions that contribute to the shared objective previously agreed on by all parties.

During the realisation of activities, there will be regular information exchange sessions on the dynamics of the different processes, sharing resources and impressions, redefining objectives as necessary, suggesting new actions, etc. A representative of the training team will attend these sessions with the aim of gathering inputs and suggestions as well as contributing resources and elements that will lend themselves to the development of the Agenda.

Time frame: It is anticipated that planning will begin once the local micro-analysis is complete, including the frequency of monitoring sessions. A minimum of three annual sessions is recommended.

3. Creation of a network of local authorities for Global Citizenship Education

The process of coordination and agreement between educational agents required by the Agenda on a local level and the exchange and monitoring activities to be carried out by local authorities involved in the programme open up opportunities to widen the experience to other players and local authorities.

For years, diverse formal and non-formal activities (training days, workshops, seminars, conferences, awards, etc.) geared towards exchange, analysis and debates on educational practices have been undertaken. Such interventions are mutually beneficial in that they signal new paths and help to define future goals.


51

However, in spite of these processes, during the undertaking of the Analysis47, various sectors (teachers, NGOs, local bodies, etc.) have shown the need for greater understanding of what is done and thought on a provincial and regional level regarding GCE. Thus, the Agenda proposes the generation of coordination spaces, that need not be formally structured, but rather constitute genuine opportunities for exchange, joint reflection and action, such as the coordination of interventions and establishing strong links to support action.

As F. Fantova states:

“We cannot attempt to address or resolve on a micro level alone, through the construction and reconstruction of links (in our individual lives, our family, our neighbourhood), problems of a macro nature relating to access to resources and rights.

[…]

Community intervention needs alliances between people with political or administrative responsibility in local authorities who seek to relax and legitimise public action, entrepreneurs capable of generating a dynamic economy alongside social responsibility, social sectors geared towards self-management and the active participation of citizens, various third sector organisations (some with greater management capability, others more deeply woven into the social fabric (...)”48

In this sense, the network is a source of proposals that contributes to the understanding of educational processes such as shared responsibility. Beyond the local context, the introduction of the Agenda and the creation of a network of local government in support of GCE can bring about meaningful changes in the education sector, such as:

o Steady interaction between various educational players and the establishment of shared objectives.

o Putting into practice innovative educational processes in rural environments. o The incorporation of GCE in educational strategies in local government and social organisations,

etc.

Analysis and exchange of educational experiences in training days, workshops, awards, etc., can help, on the one hand, to broaden understanding of what has been under development for years on this subject in our immediate environment and on the other, as a space for the transfer of knowledge, methodologies, actions, etc., which until now have been developed somewhat in isolation. Both issues can can have largely positive repercussions for the promotion of global citizenship education in rural environments.

Time frame: During the first year of implementation and particularly through the presentation and dissemination of GCE activities carried out in this year. It is hoped to bring together other local councils in order to gradually include them in the network.

47 Department of International Development Cooperation of Valladolid (2017).

48 Fantova, F. (2008): La intervención comunitaria en barrios desfavorecidos ante los nuevos riesgos sociales. Pg. 5 and 8. http://fantova.net/?wpfb_dl=31

50

action has been carried out or not, is necessary not only to understand the current/historical context and possible impact of educational interventions, but also to make initial contact with the main players in GCE.

With such contacts made and additional consultations with other interested local parties, it will be possible to detect the perceived needs within the field of reference.

The micro-analysis will also provide the necessary information for detailed analysis and decision-making in relation to the introduction of the Agenda and its basic contents which will include answers to questions on what it does, who does it, how it is done and what have been the results and what is needed.

Time frame: Undertake micro-analysis in the first semester of the beginning of the programme at a local level.

2.2/ Planning and monitoring of the development of the GCE Agenda in each council area

Taking as references the Agenda and the results of the micro-analysis, each local coordination space will plan activities and facilitate the establishment of agreements between different agents.

This involves sharing a common educational project with different parties. This does not mean that everyone must carry out the same activities, but rather that each party, from their specific setting (formal, non-formal or informal), will undertake educational actions that contribute to the shared objective previously agreed on by all parties.

During the realisation of activities, there will be regular information exchange sessions on the dynamics of the different processes, sharing resources and impressions, redefining objectives as necessary, suggesting new actions, etc. A representative of the training team will attend these sessions with the aim of gathering inputs and suggestions as well as contributing resources and elements that will lend themselves to the development of the Agenda.

Time frame: It is anticipated that planning will begin once the local micro-analysis is complete, including the frequency of monitoring sessions. A minimum of three annual sessions is recommended.

3. Creation of a network of local authorities for Global Citizenship Education

The process of coordination and agreement between educational agents required by the Agenda on a local level and the exchange and monitoring activities to be carried out by local authorities involved in the programme open up opportunities to widen the experience to other players and local authorities.

For years, diverse formal and non-formal activities (training days, workshops, seminars, conferences, awards, etc.) geared towards exchange, analysis and debates on educational practices have been undertaken. Such interventions are mutually beneficial in that they signal new paths and help to define future goals.


53

Specific objectives Operational objectives Strategic lines Strategic actions




Community revitalisation and support for the creation of new movements and social organisations;

Organisational strengthening of local social groups

Support for the design and implementation of GCE social participation actions

Promotion of opportunities and spaces for debate.

1. Community revitalisation and support for new movements and social organisations

The first requirement for participation is “to feel a part of something”, that is to be a member of a more or less fixed group, formal or informal, a community, a neighbourhood, etc. Thus, the first action proposed is to develop community revitalisation projects to contribute to strengthening a feeling of belonging and stimulating interest in participation.

The purpose of community action is to revitalise social cohesion, contributing to connection and social organisation, in addition to such collective undertakings aimed at improving quality of life, particularly in socially disadvantaged areas.49 From this perspective, the group and its organisation appear as an element

49 Zambrano, A. (2007): Criterios de intervención en estrategias de empoderamiento comunitario: la perspectiva de profesionales y expertos de la intervención comunitaria en Chile y España. Unpublished doctoral thesis in Social Psychology, University of Barcelona, Spain.

Tesis no publicada para optar al grado de Doctor en Psicología Social, Universidad de Barcelona, España.

The purpose of community action is to revitalise social cohesion, improving connection and social organisation, in addition to collective undertakings aimed at improving quality of life.

52

PARTICIPATION AND MOBILISATION

Participation and social mobilisation are the means that allow citizens to be involved in decision making regarding that which affects them on a number of levels, from the local to the global, in the development of models geared at transforming reality. Participation has a threefold dimension within the framework of this Agenda:

- Methodological principle: the participatory focus is a general principle of the Agenda and its methods are present in each field of action, with the goal of the Agenda itself being appropriated by agents and the local population:

o Training proposes a participatory methodology, providing actors with the necessary skills and

abilities to design and implement in a participatory way those GCE interventions that respond to the unique characteristics of rural areas.

o The coordination of agents and networking promote the participation of different types of bodies that represent the local population with establishing agreements;

o Participatory research involves rural actors, harnessing the understanding generated by their experience to collectively build strategies for action.

- GCE Objective and result: achieving greater participation among the local population and social organisations in terms of global citizenship, implying that sufficient critical awareness has been raised among social groups for them to be involved in such action on a regular basis.

- GCE tool and medium: in the DEAR Rural Agenda, participation contributes in a specific way to the objective of promoting a change in social attitude towards development and global citizenship (SO.2), in that it seeks to convert the population into the protagonist and promoter of GCE models, incorporating a critical and “glocal” perspective.

Lines of action

Although participation is in the background throughout the Agenda, we believe it is helpful to include specific actions to encourage it, along with social mobilisation, in rural areas. These actions are as follows:

1. Community revitalisation and support for the creation of new movements and social organisations;

2. Organisational strengthening of local social groups;

3. Support for the design and implementation of GCE social participation actions;

4. Promotion of opportunities and spaces for debate.


53

Specific objectives Operational objectives Strategic lines Strategic actions




Community revitalisation and support for the creation of new movements and social organisations;

Organisational strengthening of local social groups

Support for the design and implementation of GCE social participation actions

Promotion of opportunities and spaces for debate.

1. Community revitalisation and support for new movements and social organisations

The first requirement for participation is “to feel a part of something”, that is to be a member of a more or less fixed group, formal or informal, a community, a neighbourhood, etc. Thus, the first action proposed is to develop community revitalisation projects to contribute to strengthening a feeling of belonging and stimulating interest in participation.

The purpose of community action is to revitalise social cohesion, contributing to connection and social organisation, in addition to such collective undertakings aimed at improving quality of life, particularly in socially disadvantaged areas.49 From this perspective, the group and its organisation appear as an element

49 Zambrano, A. (2007): Criterios de intervención en estrategias de empoderamiento comunitario: la perspectiva de profesionales y expertos de la intervención comunitaria en Chile y España. Unpublished doctoral thesis in Social Psychology, University of Barcelona, Spain.

Tesis no publicada para optar al grado de Doctor en Psicología Social, Universidad de Barcelona, España.

The purpose of community action is to revitalise social cohesion, improving connection and social organisation, in addition to collective undertakings aimed at improving quality of life.

52

PARTICIPATION AND MOBILISATION

Participation and social mobilisation are the means that allow citizens to be involved in decision making regarding that which affects them on a number of levels, from the local to the global, in the development of models geared at transforming reality. Participation has a threefold dimension within the framework of this Agenda:

- Methodological principle: the participatory focus is a general principle of the Agenda and its methods are present in each field of action, with the goal of the Agenda itself being appropriated by agents and the local population:

o Training proposes a participatory methodology, providing actors with the necessary skills and

abilities to design and implement in a participatory way those GCE interventions that respond to the unique characteristics of rural areas.

o The coordination of agents and networking promote the participation of different types of bodies that represent the local population with establishing agreements;

o Participatory research involves rural actors, harnessing the understanding generated by their experience to collectively build strategies for action.

- GCE Objective and result: achieving greater participation among the local population and social organisations in terms of global citizenship, implying that sufficient critical awareness has been raised among social groups for them to be involved in such action on a regular basis.

- GCE tool and medium: in the DEAR Rural Agenda, participation contributes in a specific way to the objective of promoting a change in social attitude towards development and global citizenship (SO.2), in that it seeks to convert the population into the protagonist and promoter of GCE models, incorporating a critical and “glocal” perspective.

Lines of action

Although participation is in the background throughout the Agenda, we believe it is helpful to include specific actions to encourage it, along with social mobilisation, in rural areas. These actions are as follows:

1. Community revitalisation and support for the creation of new movements and social organisations;

2. Organisational strengthening of local social groups;

3. Support for the design and implementation of GCE social participation actions;

4. Promotion of opportunities and spaces for debate.


55

future vision for growth and development so that they may become effective vehicles for civic participation.

Ideally, a plan for strengthening will be drawn up for each organisation, given their individual characteristics, thus, the facilitating team must bear in mind the unique nature of each group. In order to design this plan, the following activities are proposed:

- Organisational analysis: this involves those people who make up the organisation identifying its strengths and weaknesses as a group, its opportunities and risks, in terms of meeting objectives and in relation to implementing GCE actions, both those that can be undertaken from within as well as outside the organisation.

An organisational analysis should count on the participation of its members, using participatory techniques such as a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis or other similar techniques in order to encourage reflection and self-criticism and from there identify problems.

The starting point for reflection could be for people to ask themselves “what is hurting” different parts of the community or organisation and “why?”, “what can be done?”, “for what purpose?” and “for whom?”. Moving from this initial “hurt” (the most striking symptoms) to the joint construction of the issue is already a good starting point.51

Time frame: Throughout the programme.

- Strengthening plan design: Once the analysis has been carried out, the strengthening plan is designed which should establish objectives depending on the nature of the organisation.

To aid the design process, an organisational workshop is recommended. The facilitation team will be responsible for organising this workshop, counting on the participation of organisation members. Contributions made by participants should be recorded and discussion, analysis, reflection and teamwork should be encouraged, using time efficiently in order to achieve the objectives of the workshop. Following the workshop, the facilitation team must organise the information so as to create a strengthening plan draft document. This draft should be discussed and revised in a plenary session with the organisation so that it may be approved.

During the workshop, it is important to define the activities that will be undertaken for the strengthening of the organisation and it should be clearly defined which activities will take place, who will be responsible and how activities will be evaluated, all to be completed within the anticipated time frame for strengthening the organisation.

Time frame: Following the organisational analysis.

51 Observatorio Internacional de Ciudadanía y Medio Ambiente Sostenible (CIMAS), (2009): Metodologías Participativas, Manual. CIMAS-IEPALA, Madrid, 2009. Pg. 8.

http://www.redcimas.org/wordpress/wp-content/uploads/2012/09/manual_2010.pdf

54

which, within a specific social space, allow social life to be reinvigorated through the strengthening of the political subject, promoting structural relations that make democratic participation possible.50

The following are activities that can be undertaken for the purposes of community revitalisation:

- Local micro-studies: aimed at promoting participation that responds to the real needs and expectations of communities, it is important to preserve local history, the unique characteristics of the population, its organisational practices, whether the community feels represented by them, whether or not there are natural leaders within local government, etc.

The same assessment can be used for the purposes of agent coordination and participation. This activity is taken from the chapter dealing with research.

Time frame: It is hoped to carry out the micro-study on a local level during the first semester of the programme.

- Awareness raising activities: including holding talks, training days, workshops, etc., with the local population, which will demonstrate the strength and potential of the group and the collaborative work, beyond personal interest, cultural or gender identity, etc. With the goal of neighbours feeling as their own, not only that which directly affects them, but rather everything that concerns the town, region, world, demonstrating the “glocal” perspective and to this end, events, activities and spaces identified in the assessment as moments in which local people gather spontaneously should be maximised. Activities should respond to the needs of people, rather than expect that people will come to pre-planned activities.

In order to encourage participation, it is important to involve those with natural leadership qualities in the area who have already been identified in the micro-study.

Time frame: Beginning once the micro-study has been completed and running until the end of the programme.

- Technical support, such as advice on how to structure an organisation, types of organisations, legal and financial issues, etc. for new organisations. The first step will be to devise forms of community participation, seeking models that are cohesive and significant for the group.

Time frame: Throughout the programme, depending on the level of demand from organisations.

2. Organisational strengthening of local social groups.

The intention is to strengthen existing and recently established social groups and organisations. This action focuses on creating adequate and necessary conditions for organisations to succeed in achieving their objectives and goals, such as fulfilling commitments, in order to insure their continued existence and

50 Lapalma, A. (2001): El escenario de la intervención comunitaria. Revista de Psicología Universidad de Chile, 10(2). Pg. 61-70.


55

future vision for growth and development so that they may become effective vehicles for civic participation.

Ideally, a plan for strengthening will be drawn up for each organisation, given their individual characteristics, thus, the facilitating team must bear in mind the unique nature of each group. In order to design this plan, the following activities are proposed:

- Organisational analysis: this involves those people who make up the organisation identifying its strengths and weaknesses as a group, its opportunities and risks, in terms of meeting objectives and in relation to implementing GCE actions, both those that can be undertaken from within as well as outside the organisation.

An organisational analysis should count on the participation of its members, using participatory techniques such as a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis or other similar techniques in order to encourage reflection and self-criticism and from there identify problems.

The starting point for reflection could be for people to ask themselves “what is hurting” different parts of the community or organisation and “why?”, “what can be done?”, “for what purpose?” and “for whom?”. Moving from this initial “hurt” (the most striking symptoms) to the joint construction of the issue is already a good starting point.51


- Strengthening plan design: Once the analysis has been carried out, the strengthening plan is designed which should establish objectives depending on the nature of the organisation.

To aid the design process, an organisational workshop is recommended. The facilitation team will be responsible for organising this workshop, counting on the participation of organisation members. Contributions made by participants should be recorded and discussion, analysis, reflection and teamwork should be encouraged, using time efficiently in order to achieve the objectives of the workshop. Following the workshop, the facilitation team must organise the information so as to create a strengthening plan draft document. This draft should be discussed and revised in a plenary session with the organisation so that it may be approved.

During the workshop, it is important to define the activities that will be undertaken for the strengthening of the organisation and it should be clearly defined which activities will take place, who will be responsible and how activities will be evaluated, all to be completed within the anticipated time frame for strengthening the organisation.

Time frame: Following the organisational analysis.

51 Observatorio Internacional de Ciudadanía y Medio Ambiente Sostenible (CIMAS), (2009): Metodologías Participativas, Manual. CIMAS-IEPALA, Madrid, 2009. Pg. 8.

http://www.redcimas.org/wordpress/wp-content/uploads/2012/09/manual_2010.pdf

54

which, within a specific social space, allow social life to be reinvigorated through the strengthening of the political subject, promoting structural relations that make democratic participation possible.50

The following are activities that can be undertaken for the purposes of community revitalisation:

- Local micro-studies: aimed at promoting participation that responds to the real needs and expectations of communities, it is important to preserve local history, the unique characteristics of the population, its organisational practices, whether the community feels represented by them, whether or not there are natural leaders within local government, etc.

The same assessment can be used for the purposes of agent coordination and participation. This activity is taken from the chapter dealing with research.

Time frame: It is hoped to carry out the micro-study on a local level during the first semester of the programme.

- Awareness raising activities: including holding talks, training days, workshops, etc., with the local population, which will demonstrate the strength and potential of the group and the collaborative work, beyond personal interest, cultural or gender identity, etc. With the goal of neighbours feeling as their own, not only that which directly affects them, but rather everything that concerns the town, region, world, demonstrating the “glocal” perspective and to this end, events, activities and spaces identified in the assessment as moments in which local people gather spontaneously should be maximised. Activities should respond to the needs of people, rather than expect that people will come to pre-planned activities.

In order to encourage participation, it is important to involve those with natural leadership qualities in the area who have already been identified in the micro-study.

Time frame: Beginning once the micro-study has been completed and running until the end of the programme.

- Technical support, such as advice on how to structure an organisation, types of organisations, legal and financial issues, etc. for new organisations. The first step will be to devise forms of community participation, seeking models that are cohesive and significant for the group.

Time frame: Throughout the programme, depending on the level of demand from organisations.

2. Organisational strengthening of local social groups.

The intention is to strengthen existing and recently established social groups and organisations. This action focuses on creating adequate and necessary conditions for organisations to succeed in achieving their objectives and goals, such as fulfilling commitments, in order to insure their continued existence and

50 Lapalma, A. (2001): El escenario de la intervención comunitaria. Revista de Psicología Universidad de Chile, 10(2). Pg. 61-70.


57

Such opportunities and mechanisms for public participation promote the exchange of information and carry out an essential role in facilitating ongoing dialogue. Participation spaces stimulate consensus and alternative solutions, serve to build links between actors who otherwise would not communicate with one another and also can be the first step towards stronger association between participants.

For this reason, it is important to generate spaces for debate between civil society and its organisations, local bodies, education centres, etc. These spaces can emerge from forums, training days, seminars, trade fairs or other events that can be promoted by the project manager, the coordinating team and by individual rural actors.

In addition to these events that serve to generate opportunities for debate, it is also important to provide physical spaces in which different parties can meet and exchange opinions, reflect, devise and plan joint actions. Such spaces can be specifically designated places, for this type of action alone or those in which people already gather in a more spontaneous way for other reasons (a town square, a bar, a cultural centre, a care home, etc.) but which can also be used as a space for debate.


RESEARCH

The field of research in any action strategy involves gathering, reusing and maximising the learning derived from the implementation of actions from the same strategy. In this way a cyclical feedback process is generated between the programme itself and learning: reflection on programmes/projects/actions undertaken produce learning which influences the planning of new programmes/projects/actions. Thus, continuity is driven long term as well as the gradual improvement and redesign of actions which allows for adaptation within an ever-changing reality.

As previously shown in Image 3 of this document, research drives the development of new practices in a cyclical way.

Debating spaces between actors promote the exchange of information, facilitate dialogue, create links, stimulate consensus and the implementation of joint actions.

56

- Skills development within local organisations: Training should be planned in such a way that it is based on and improves the existing skills of people within the organisation. The training programme should respond to weaknesses identified, with the goal of achieving more efficient internal management.

By means of a matrix, the training programme can be clearly outlined, establishing the area to be strengthened, training to be delivered, person responsible for training, the date it will take place and any other information the facilitation team deem important to highlight. For each issue, it is necessary to define the content to be covered and the training method, which should be simple and in accessible language for participants; finally training materials must be prepared, for both the facilitation team as well as participants.

Some training themes could be leadership and teamwork, decision-making and conflict resolution, inclusion of gender and identity perspectives in the organisation, strategic planning, resource gathering, project planning and others requested by those involved in the organisation.

Time frame: Throughout the programme in response to the demand and need of specific organisations.

3. Support for the design and implementation of GCE social participation actions

This involves supporting the design of educational actions and social mobilisation campaigns on the realities such interventions seek to transform and also the organisations or individuals who wish to implement GCE actions but who need technical assistance for certain issues. Such support favours active participation in the promotion of GCE and in attitudinal change towards a more just and sustainable reality.

Intervention will vary in form and content depending on the types of actions proposed, characteristics of actors involved in implementation, the theme of such action, the intended audience and the specific needs for its design and execution, etc.

Thus, it is proposed that such support is designed according to the demand and particular requirements of each action, respecting the individual journeys of each community, responding to specific needs through actions that range from one-off trainings, to management consultancy or assisting in access to resources, among others.


4. Promotion of opportunities and spaces for debate. The people and groups that have contributed to the Analysis of Development Education in European Rural Areas52 (local bodies, NGOs/CSOs, GCE specialists, education centres and the general population) highlight the problem of a scarcity of opportunities and regular, structured mechanisms for debate, consultation and effective participation.

52 Department of International Development Cooperation of the University of Valladolid (2017)


57

Such opportunities and mechanisms for public participation promote the exchange of information and carry out an essential role in facilitating ongoing dialogue. Participation spaces stimulate consensus and alternative solutions, serve to build links between actors who otherwise would not communicate with one another and also can be the first step towards stronger association between participants.

For this reason, it is important to generate spaces for debate between civil society and its organisations, local bodies, education centres, etc. These spaces can emerge from forums, training days, seminars, trade fairs or other events that can be promoted by the project manager, the coordinating team and by individual rural actors.

In addition to these events that serve to generate opportunities for debate, it is also important to provide physical spaces in which different parties can meet and exchange opinions, reflect, devise and plan joint actions. Such spaces can be specifically designated places, for this type of action alone or those in which people already gather in a more spontaneous way for other reasons (a town square, a bar, a cultural centre, a care home, etc.) but which can also be used as a space for debate.


RESEARCH

The field of research in any action strategy involves gathering, reusing and maximising the learning derived from the implementation of actions from the same strategy. In this way a cyclical feedback process is generated between the programme itself and learning: reflection on programmes/projects/actions undertaken produce learning which influences the planning of new programmes/projects/actions. Thus, continuity is driven long term as well as the gradual improvement and redesign of actions which allows for adaptation within an ever-changing reality.

As previously shown in Image 3 of this document, research drives the development of new practices in a cyclical way.

Debating spaces between actors promote the exchange of information, facilitate dialogue, create links, stimulate consensus and the implementation of joint actions.

56

- Skills development within local organisations: Training should be planned in such a way that it is based on and improves the existing skills of people within the organisation. The training programme should respond to weaknesses identified, with the goal of achieving more efficient internal management.

By means of a matrix, the training programme can be clearly outlined, establishing the area to be strengthened, training to be delivered, person responsible for training, the date it will take place and any other information the facilitation team deem important to highlight. For each issue, it is necessary to define the content to be covered and the training method, which should be simple and in accessible language for participants; finally training materials must be prepared, for both the facilitation team as well as participants.

Some training themes could be leadership and teamwork, decision-making and conflict resolution, inclusion of gender and identity perspectives in the organisation, strategic planning, resource gathering, project planning and others requested by those involved in the organisation.

Time frame: Throughout the programme in response to the demand and need of specific organisations.

3. Support for the design and implementation of GCE social participation actions

This involves supporting the design of educational actions and social mobilisation campaigns on the realities such interventions seek to transform and also the organisations or individuals who wish to implement GCE actions but who need technical assistance for certain issues. Such support favours active participation in the promotion of GCE and in attitudinal change towards a more just and sustainable reality.

Intervention will vary in form and content depending on the types of actions proposed, characteristics of actors involved in implementation, the theme of such action, the intended audience and the specific needs for its design and execution, etc.

Thus, it is proposed that such support is designed according to the demand and particular requirements of each action, respecting the individual journeys of each community, responding to specific needs through actions that range from one-off trainings, to management consultancy or assisting in access to resources, among others.


4. Promotion of opportunities and spaces for debate. The people and groups that have contributed to the Analysis of Development Education in European Rural Areas52 (local bodies, NGOs/CSOs, GCE specialists, education centres and the general population) highlight the problem of a scarcity of opportunities and regular, structured mechanisms for debate, consultation and effective participation.



59

● Coordinating group

Those responsible for carrying out participatory research are members of what we have called the coordinating group. This group, made up of representatives from different GCE bodies in the rural area in which the agenda is introduced, has the role of interlocutor between the promotional group and the work on the ground. It is responsible for:

o Identifying people and bodies from rural areas that will undertake participatory research (among those people/bodies that are implementing GCE actions)

o Designing and planning, jointly with people in rural areas and with the assistance of the facilitation team, the research plan (questions, sampling methods, session dates, etc.)

o Organising, convening and facilitating participatory research sessions (assessment, monitoring and systematic documenting) with the supporting of the facilitation team.

o Gathering conclusions from each of the sessions in the form of preliminary reports or project reports.

o Coordinating the dissemination of findings among participating councils and towards other new regions, e.g. organising training days or seminars, supporting the creation of documents, videos, exhibitions, etc.

o Gathering new proposals for action and sharing these with the project manager.

● Rural council area actors

These are the people involved in GCE actions in each of the rural council areas in which the Agenda is being implemented. They may be members of educational centres, NGOs, CSOs, local bodies, etc. These actors, with the support of the facilitation team and coordinated by the coordination team, undertake the following participatory research strategic actions:

o Analyse their immediate environment and carry out an assessment of the area. o Participate in the definition of criteria and indicators for monitoring and evaluation of GCE actions

to be jointly developed with the coordination team and with the support of the facilitation team, taking as a reference point the definition of GCE outlined by the Agenda.

o Identify the people responsible for gathering information to carry out research (e.g. forming a monitoring committee) based on previously established criteria and indicators.

o Jointly analyse findings, learning and lessons learned through the systematic documenting of experiences.

o Participate in the sharing of findings.

Lines of action in research

The Rural Agenda for Global Citizenship Education suggests two strategic lines of action within the field of research:

1. Participatory research of GCE context and actions. 2. Evaluation of the Agenda.

58

Image 3: Logic of proposed model

Source: Original composition

Viewed from this perspective, research in itself is an inherent part of the educative process and of learning from individual experience and real life practice. Research and training go hand in hand. Agents involved must receive training in research practices while on the other hand, the actual process of researching actions and specific realities also entails an educational-training exercise.

Participatory research, one of the lines of action proposed, is linked to the field of participation

and social mobilisation reinforcing the achievement of objectives, given that it is a process involving participation and joint reflection which entails specific models and collective action.

Agents involved in research

● Project Manager

The project manager is responsible for ensuring the Agenda is implemented in the best possible way, to whom others should answer to. The project manager will decide and agree on terms of reference for evaluation, in terms of what information is needed to evaluate whether or not the implementation of the Agenda has been adequate and if anticipated results are being met.

● Facilitation team

The role of the facilitation team is to train the coordinating team in participatory research techniques, continually supporting and guiding its development. The following are the responsibilities of the facilitation group in the process of participatory research:

• Train the coordinating group. • Support in the development of research design:

o Identify basic needs, problems and centres of interest o Formulate the central issue and field of study o Design techniques and procedures that will be used to gather data and obtain

information. • Facilitation of participatory research workshops and seminars. • Coordination of organisation and classification of information. • Facilitation of data analysis and interpretation sessions. • Report writing.


59

● Coordinating group

Those responsible for carrying out participatory research are members of what we have called the coordinating group. This group, made up of representatives from different GCE bodies in the rural area in which the agenda is introduced, has the role of interlocutor between the promotional group and the work on the ground. It is responsible for:

o Identifying people and bodies from rural areas that will undertake participatory research (among those people/bodies that are implementing GCE actions)

o Designing and planning, jointly with people in rural areas and with the assistance of the facilitation team, the research plan (questions, sampling methods, session dates, etc.)

o Organising, convening and facilitating participatory research sessions (assessment, monitoring and systematic documenting) with the supporting of the facilitation team.

o Gathering conclusions from each of the sessions in the form of preliminary reports or project reports.

o Coordinating the dissemination of findings among participating councils and towards other new regions, e.g. organising training days or seminars, supporting the creation of documents, videos, exhibitions, etc.

o Gathering new proposals for action and sharing these with the project manager.

● Rural council area actors

These are the people involved in GCE actions in each of the rural council areas in which the Agenda is being implemented. They may be members of educational centres, NGOs, CSOs, local bodies, etc. These actors, with the support of the facilitation team and coordinated by the coordination team, undertake the following participatory research strategic actions:

o Analyse their immediate environment and carry out an assessment of the area. o Participate in the definition of criteria and indicators for monitoring and evaluation of GCE actions

to be jointly developed with the coordination team and with the support of the facilitation team, taking as a reference point the definition of GCE outlined by the Agenda.

o Identify the people responsible for gathering information to carry out research (e.g. forming a monitoring committee) based on previously established criteria and indicators.

o Jointly analyse findings, learning and lessons learned through the systematic documenting of experiences.

o Participate in the sharing of findings.

Lines of action in research

The Rural Agenda for Global Citizenship Education suggests two strategic lines of action within the field of research:

1. Participatory research of GCE context and actions. 2. Evaluation of the Agenda.

58

Image 3: Logic of proposed model

Source: Original composition

Viewed from this perspective, research in itself is an inherent part of the educative process and of learning from individual experience and real life practice. Research and training go hand in hand. Agents involved must receive training in research practices while on the other hand, the actual process of researching actions and specific realities also entails an educational-training exercise.

Participatory research, one of the lines of action proposed, is linked to the field of participation

and social mobilisation reinforcing the achievement of objectives, given that it is a process involving participation and joint reflection which entails specific models and collective action.

Agents involved in research

● Project Manager

The project manager is responsible for ensuring the Agenda is implemented in the best possible way, to whom others should answer to. The project manager will decide and agree on terms of reference for evaluation, in terms of what information is needed to evaluate whether or not the implementation of the Agenda has been adequate and if anticipated results are being met.

● Facilitation team

The role of the facilitation team is to train the coordinating team in participatory research techniques, continually supporting and guiding its development. The following are the responsibilities of the facilitation group in the process of participatory research:

• Train the coordinating group. • Support in the development of research design:

o Identify basic needs, problems and centres of interest o Formulate the central issue and field of study o Design techniques and procedures that will be used to gather data and obtain

information. • Facilitation of participatory research workshops and seminars. • Coordination of organisation and classification of information. • Facilitation of data analysis and interpretation sessions. • Report writing.


61

findings from said research to plan new actions, in a process of continual collective maturation. In this way, the community appropriates the planned actions and is empowered through its role as the protagonist of the process.

Participatory research in itself constitutes a global citizenship education process, in that both PAR and Systematisation seek to produce a type of understanding that is critical, reflexive, collective, participatory and emancipatory.

Moreover, it seeks to act in response to social realities, transforming them starting with the central role of the actors themselves: “the main objective is not the acquisition of data or the verification of facts in an exclusive way… the priority is the dialectic established in social agents, between one another, that is to say the continuous interaction between reflection and action, … a pragmatic vision of the social world, where the fundamental principle is the constant dialogue with reality in order to effect its transformation”55.

Thus, the unifying link in this research is a cyclical process of reflection-action-reflection, in which the relationship between knowing and doing, subject and object, is restructured in such a way that, with every step, the skill set of those involved is continuously shaped and consolidated.

This research focus allows for the consolidation of the participation and involvement of community members, establishing of networks, as well as the development and implementation of the very attitudes of global citizenship for which this Agenda strives.

Participatory research is divided into four strategic actions:

1.1 Participatory analysis

1.2 Monitoring

1.3 Systematic documenting of experiences

1.4 Dissemination or sharing of findings

In order to undertake participatory research, at least the following two conditions are necessary:

A) An explicit representation of voices and opinions from those who make up the community. All participatory research is a process of recognising local knowledge in a community, made up of women and men of different ages, situations and individual characteristics. Thus, gathering knowledge within a community requires a focus on gender and for attention to be paid to cultural and functional diversity, throughout the research process and to use horizontal communication strategies.

In the bibliography, links to resources and guides can be found to support undertaking equitable and inclusive participatory research.

55 GUERRA, C. (1995).; "Investigación-acción participativa en la periferia urbana de Salamanca", en Cuadernos de la Red, nº 3 (Red CIMS), Madrid .

60

Operational objectives Fields of action Strategic actions


1. Participatory research

Participatory assessment

Participatory monitoring

Systematic documenting

Dissemination and sharing of findings





2. Evaluation

Design of evaluation plan and indicators

Monitoring

Gathering and analysis of information

Evaluation report


The participatory research we propose here is a combination of focuses from Participatory Action Research (PAR)53 and the Systematisation of Experiences54. It is a search for collective understanding, characterised by the fact that the people involved in the action being studied (in this case the implementation of GCE interventions) are both researchers and also the same people who will use the

53 Participatory Action Research (PAR), a research method and collective learning on reality, based on a critical analysis with the active participation of groups involved, geared towards stimulating transformative practice and social change. Emerging in the 1970s, amidst a climate of social struggle and faced with the failure of classical research methods in the field of social intervention, its predecessors can be found in the concept of “action-research” coined by Kurt Lewin in 1944. It is since the Global Symposium on Action-Research and Scientific Analysis held in Cartagena (Colombia) that the development of PAR began as a participatory, transformative and research method, committed to popular praxis. (HEGOA, Dictionary of Humanitarian Action and Development Aid)

54 “Systematisation is the critical interpretation of one or various experiences which, from their ordering and reconstruction, discover or set out the logic of the lived process, the factors that have intervened in said process, how they relate to one another and why they have done it this way”. JARA, O. (1997) Para Sistematizar Experiencias. Instituto Mexicano para el Desarrollo Comunitario (IMDEC), Guadalajara, Jalisco, México. Pg. 20-50. http://www.fahce.unlp.edu.ar/extension/Documentos%20y%20Ponencias/para-sistematizar-experiencias-una-propuesta-teorica-y-practica


61

findings from said research to plan new actions, in a process of continual collective maturation. In this way, the community appropriates the planned actions and is empowered through its role as the protagonist of the process.

Participatory research in itself constitutes a global citizenship education process, in that both PAR and Systematisation seek to produce a type of understanding that is critical, reflexive, collective, participatory and emancipatory.

Moreover, it seeks to act in response to social realities, transforming them starting with the central role of the actors themselves: “the main objective is not the acquisition of data or the verification of facts in an exclusive way… the priority is the dialectic established in social agents, between one another, that is to say the continuous interaction between reflection and action, … a pragmatic vision of the social world, where the fundamental principle is the constant dialogue with reality in order to effect its transformation”55.

Thus, the unifying link in this research is a cyclical process of reflection-action-reflection, in which the relationship between knowing and doing, subject and object, is restructured in such a way that, with every step, the skill set of those involved is continuously shaped and consolidated.

This research focus allows for the consolidation of the participation and involvement of community members, establishing of networks, as well as the development and implementation of the very attitudes of global citizenship for which this Agenda strives.

Participatory research is divided into four strategic actions:


1.2 Monitoring


1.4 Dissemination or sharing of findings

In order to undertake participatory research, at least the following two conditions are necessary:

A) An explicit representation of voices and opinions from those who make up the community. All participatory research is a process of recognising local knowledge in a community, made up of women and men of different ages, situations and individual characteristics. Thus, gathering knowledge within a community requires a focus on gender and for attention to be paid to cultural and functional diversity, throughout the research process and to use horizontal communication strategies.

In the bibliography, links to resources and guides can be found to support undertaking equitable and inclusive participatory research.

55 GUERRA, C. (1995).; "Investigación-acción participativa en la periferia urbana de Salamanca", en Cuadernos de la Red, nº 3 (Red CIMS), Madrid .

60

Operational objectives Fields of action Strategic actions



Participatory assessment



Dissemination and sharing of findings





2. Evaluation

Design of evaluation plan and indicators

Monitoring

Gathering and analysis of information

Evaluation report


The participatory research we propose here is a combination of focuses from Participatory Action Research (PAR)53 and the Systematisation of Experiences54. It is a search for collective understanding, characterised by the fact that the people involved in the action being studied (in this case the implementation of GCE interventions) are both researchers and also the same people who will use the

53 Participatory Action Research (PAR), a research method and collective learning on reality, based on a critical analysis with the active participation of groups involved, geared towards stimulating transformative practice and social change. Emerging in the 1970s, amidst a climate of social struggle and faced with the failure of classical research methods in the field of social intervention, its predecessors can be found in the concept of “action-research” coined by Kurt Lewin in 1944. It is since the Global Symposium on Action-Research and Scientific Analysis held in Cartagena (Colombia) that the development of PAR began as a participatory, transformative and research method, committed to popular praxis. (HEGOA, Dictionary of Humanitarian Action and Development Aid)

54 “Systematisation is the critical interpretation of one or various experiences which, from their ordering and reconstruction, discover or set out the logic of the lived process, the factors that have intervened in said process, how they relate to one another and why they have done it this way”. JARA, O. (1997) Para Sistematizar Experiencias. Instituto Mexicano para el Desarrollo Comunitario (IMDEC), Guadalajara, Jalisco, México. Pg. 20-50. http://www.fahce.unlp.edu.ar/extension/Documentos%20y%20Ponencias/para-sistematizar-experiencias-una-propuesta-teorica-y-practica


63

1.2 Participatory monitoring

The monitoring of findings and implementation of planned actions is necessary in all stages of this life cycle. This involves a systematic recording and regular analysis of information selected and recorded by community members following templates and using previously agreed on indicators. For this to be truly effective, it must be done in an open way with broad participation of interested parties.

This is how the Food and Agriculture Organization (FAO) describe it in their ‘Community Toolbox’57:

“Take the example of a bus trip from one community to the other. When passengers can see out the windows, they can monitor progress by observing the passing landscape, reading the road signs, and watching the movement of the sun across the sky. Monitoring these kinds of information on a bus trip lets them know whether they are heading in the right direction.

Participatory monitoring is having all passengers on the bus know their destination and decide how they will measure their progress.

But, suppose a rainstorm made it impossible for passengers to see out the windows. The bus would be moving, but passengers would be unable to know if they were on the right road, or headed in the right direction. That is what it would be like without monitoring. If only the bus driver of the bus knows where the bus is going, and measures progress without discussion with the passengers, that is like monitoring without participation.”

Adequate participatory monitoring fulfills the following functions:

- Guarantees that any irregularity will be detected and corrected in time. - Keeps the community informed of and involved in actions and results. - Provides information for evaluation and systematic documenting of experiences, which in turn

lays the foundations for new action plans.

Participatory monitoring is not limited to recording data alone. It also involves pausing at specific moments to analyse (add up, discuss, understand) information on the progress (or lack thereof) towards objectives and planned activities.

Preparation for monitoring and its indicators must take place at the beginning of the implementation of Agenda activities. Data required must be agreed on, how it will be gathered, who will be responsible for doing so, etc. This information will be analysed at intervals that will be established and agreed upon depending on the characteristics of each rural area, the availability of people involved, etc.

57 DAVIS-CASE, D (1993): The community's toolbox: The idea, methods and tools for participatory assessment, monitoring and evaluation in community forestry. FAO. http://www.fao.org/docrep/x5307e/x5307e00.htm

62

B) For people involved to have the necessary instruments and training to be able to participate. This does not equate to “the right to participate”, but rather the operational capacity to be able to effectively participate. Given this goal, the facilitation team will take responsibility for training the coordinating group in participatory research methodologies as outlined in the Field of Training and also to facilitate and support the entire research process throughout the three phases or moments.


The analysis should follow the maxim of “understanding in order to act”. All analyses must be the link between research and planning in that they have the function of being a “hinge” between one and another phase of the methodological process.

The Analysis of Development Education in European Rural Areas56 brought to light that in order to design effective interventions in rural areas, it is necessary for each specific local area (town, community, region, etc.) to carry out a micro-analysis of the situation in their area to find out:

• What are the problems and why do these problems exist in the area/town/region? • What is the context that conditions the situation/problem studied? • What are the resources and immediate available means and those that can be accessed at short

notice to resolve such problems? • What are the most significant factors that influence, condition or determine the situation and the

social actors involved? • What are the foreseeable tendencies in the future, how is it foreseen that the situation may

evolve depending on the diverse options for intervention (or non-intervention) in the original situation?

• Reflect on the problems and needs, in such a way that sufficient information is made available to make decisions relating to priorities of and strategies for intervention.

• What are the conceivable factors that affect the viability and feasibility of social intervention?

In order to undertake such participatory analysis, there are multiple techniques that allow for expression, debate and analysis within the community. Most of these techniques are visual and use simple materials that enable anyone to participate in discussion and analysis. Using a combination of such techniques, the information obtained can be contrasted to build a detailed image of the complex and diverse reality of the local population. Such techniques can be combined with other types of foci, seeking those most appropriate to the characteristics and needs and each area and community.

In the useful resources section of the bibliography, there are some examples of methods and participatory analysis techniques as well as other resources containing the necessary tools for organising participatory analysis sessions.

Time frame: The analysis should be undertaken as a the first step in planning and the implementation of any GCE action.



63

1.2 Participatory monitoring

The monitoring of findings and implementation of planned actions is necessary in all stages of this life cycle. This involves a systematic recording and regular analysis of information selected and recorded by community members following templates and using previously agreed on indicators. For this to be truly effective, it must be done in an open way with broad participation of interested parties.

This is how the Food and Agriculture Organization (FAO) describe it in their ‘Community Toolbox’57:

“Take the example of a bus trip from one community to the other. When passengers can see out the windows, they can monitor progress by observing the passing landscape, reading the road signs, and watching the movement of the sun across the sky. Monitoring these kinds of information on a bus trip lets them know whether they are heading in the right direction.

Participatory monitoring is having all passengers on the bus know their destination and decide how they will measure their progress.

But, suppose a rainstorm made it impossible for passengers to see out the windows. The bus would be moving, but passengers would be unable to know if they were on the right road, or headed in the right direction. That is what it would be like without monitoring. If only the bus driver of the bus knows where the bus is going, and measures progress without discussion with the passengers, that is like monitoring without participation.”

Adequate participatory monitoring fulfills the following functions:

- Guarantees that any irregularity will be detected and corrected in time. - Keeps the community informed of and involved in actions and results. - Provides information for evaluation and systematic documenting of experiences, which in turn

lays the foundations for new action plans.

Participatory monitoring is not limited to recording data alone. It also involves pausing at specific moments to analyse (add up, discuss, understand) information on the progress (or lack thereof) towards objectives and planned activities.

Preparation for monitoring and its indicators must take place at the beginning of the implementation of Agenda activities. Data required must be agreed on, how it will be gathered, who will be responsible for doing so, etc. This information will be analysed at intervals that will be established and agreed upon depending on the characteristics of each rural area, the availability of people involved, etc.

57 DAVIS-CASE, D (1993): The community's toolbox: The idea, methods and tools for participatory assessment, monitoring and evaluation in community forestry. FAO. http://www.fao.org/docrep/x5307e/x5307e00.htm

62

B) For people involved to have the necessary instruments and training to be able to participate. This does not equate to “the right to participate”, but rather the operational capacity to be able to effectively participate. Given this goal, the facilitation team will take responsibility for training the coordinating group in participatory research methodologies as outlined in the Field of Training and also to facilitate and support the entire research process throughout the three phases or moments.


The analysis should follow the maxim of “understanding in order to act”. All analyses must be the link between research and planning in that they have the function of being a “hinge” between one and another phase of the methodological process.

The Analysis of Development Education in European Rural Areas56 brought to light that in order to design effective interventions in rural areas, it is necessary for each specific local area (town, community, region, etc.) to carry out a micro-analysis of the situation in their area to find out:

• What are the problems and why do these problems exist in the area/town/region? • What is the context that conditions the situation/problem studied? • What are the resources and immediate available means and those that can be accessed at short

notice to resolve such problems? • What are the most significant factors that influence, condition or determine the situation and the

social actors involved? • What are the foreseeable tendencies in the future, how is it foreseen that the situation may

evolve depending on the diverse options for intervention (or non-intervention) in the original situation?

• Reflect on the problems and needs, in such a way that sufficient information is made available to make decisions relating to priorities of and strategies for intervention.

• What are the conceivable factors that affect the viability and feasibility of social intervention?

In order to undertake such participatory analysis, there are multiple techniques that allow for expression, debate and analysis within the community. Most of these techniques are visual and use simple materials that enable anyone to participate in discussion and analysis. Using a combination of such techniques, the information obtained can be contrasted to build a detailed image of the complex and diverse reality of the local population. Such techniques can be combined with other types of foci, seeking those most appropriate to the characteristics and needs and each area and community.

In the useful resources section of the bibliography, there are some examples of methods and participatory analysis techniques as well as other resources containing the necessary tools for organising participatory analysis sessions.

Time frame: The analysis should be undertaken as a the first step in planning and the implementation of any GCE action.



65

EFFICIENCY.

The optimum allocation of resources for the project.

Does the budget correspond to the objectives the action seeks to achieve?

Does the budget correspond to the activities to be undertaken?

Are the anticipated human and material resources adequate to meet the objectives and to carry out the proposed activities?

FEASIBILITY AND REPLICABILITY

The capacity for an experience to be repeated with similar results.

Can the project be repeated in different contexts, with the assurance that it will obtain good results?

Can the project carry out the process in an optimum way in similar contexts?

Does the project foresee the generation of sufficient data to allow it to be repeated in other contexts with other actors?

EFFICACY AND INNOVATION

The coherence between objectives and results and the incorporation of new elements.

Is the project designed to produce the desired result?

Has a new element been introduced to the focus?

Has a new element been introduced in the method or processes promoted?

SUSTAINABILITY AND IMPACT

The ability to maintain the experience and to produce transformative change.

Is the action capable of maintaining itself over time and producing long-lasting effects?

Does the project/action involve other actors, particularly local ones? Does it involve networking?

Does the project include a commitment to monitoring, support and feedback following on from the intervention?

To what degree does the project promote (or has it promoted) changes in the target group and the local community with a view to a more peaceful and sustainable world?

Does the undertaking of the project include influential actions in corresponding administrations?

The calendar of monitoring sessions should be agreed on as a part of the planning of specific GCE actions. In order to plan, monitoring can include all people directly involved in activities, as well as other interested

sustainability; Sustainable Development Goals (SDG); poverty and development; distribution of wealth and power; North-South relations; conflict management.

64

Such criteria will be jointly agreed on by actors within rural areas, the coordinating team, continually supported by the facilitation team. In order to define these criteria, they must bear in mind the following evaluation criteria for good practice in GCE58:

GENERAL CRITERIA QUESTIONS

RELEVANCE.

The appropriateness of the intervention for the specific context and within the overall framework of GCE.

Does it respond to the needs of different groups in the community? (women, men, children, older people, migrants with cultural/religious and functional diversity, etc.)?

Is the action appropriate for the specific characteristics (demographic, environmental, geographic, economic, etc.) of the context in which it is to be rolled out?

Has the chosen area for the project been adequately identified and justified?

Does it respond to GCE objectives and principles?59

Will the intended population participate?

To what degree does the proposal promote equality with respect to gender, opportunities, needs of people with disabilities and minority rights?

To what degree does the action promote critical thought with respect to political, economic, social and cultural interdependence and the interconnectedness between local, national and global levels.

To what degree does it promote the feeling of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity and respect for differences and diversity?

Is the project related to GCE themes?60

58 Criteria for good educational practice redeveloped based on the MOST (Management Of Social Transformations) programme by UNESCO. http://www.unesco.org/new/en/moscow/social-human-sciences/management-of -social-transformations

59 These principles and objectives are outlined in the Conceptual Framework chapter of the Agenda, where the principles and objectives established by UNESCO in the Global Action Programme on Education for Sustainable Development, as a follow-up programme to the Decade of Education for Sustainable Development beyond 2014 (General Conference, 37th session, Paris).

60 Some of the main GCE thematic axes are: Global citizenship; ethical purchasing/fair trade/responsible consumption; development aid; human rights; value-based education: solidarity, justice, peace; gender equality, gender and development; rights and inclusion in diversity; globalisation; migration; refuge; environmental


65

EFFICIENCY.

The optimum allocation of resources for the project.

Does the budget correspond to the objectives the action seeks to achieve?

Does the budget correspond to the activities to be undertaken?

Are the anticipated human and material resources adequate to meet the objectives and to carry out the proposed activities?

FEASIBILITY AND REPLICABILITY

The capacity for an experience to be repeated with similar results.

Can the project be repeated in different contexts, with the assurance that it will obtain good results?

Can the project carry out the process in an optimum way in similar contexts?

Does the project foresee the generation of sufficient data to allow it to be repeated in other contexts with other actors?

EFFICACY AND INNOVATION

The coherence between objectives and results and the incorporation of new elements.

Is the project designed to produce the desired result?

Has a new element been introduced to the focus?

Has a new element been introduced in the method or processes promoted?

SUSTAINABILITY AND IMPACT

The ability to maintain the experience and to produce transformative change.

Is the action capable of maintaining itself over time and producing long-lasting effects?

Does the project/action involve other actors, particularly local ones? Does it involve networking?

Does the project include a commitment to monitoring, support and feedback following on from the intervention?

To what degree does the project promote (or has it promoted) changes in the target group and the local community with a view to a more peaceful and sustainable world?

Does the undertaking of the project include influential actions in corresponding administrations?

The calendar of monitoring sessions should be agreed on as a part of the planning of specific GCE actions. In order to plan, monitoring can include all people directly involved in activities, as well as other interested

sustainability; Sustainable Development Goals (SDG); poverty and development; distribution of wealth and power; North-South relations; conflict management.

64

Such criteria will be jointly agreed on by actors within rural areas, the coordinating team, continually supported by the facilitation team. In order to define these criteria, they must bear in mind the following evaluation criteria for good practice in GCE58:

GENERAL CRITERIA QUESTIONS

RELEVANCE.

The appropriateness of the intervention for the specific context and within the overall framework of GCE.

Does it respond to the needs of different groups in the community? (women, men, children, older people, migrants with cultural/religious and functional diversity, etc.)?

Is the action appropriate for the specific characteristics (demographic, environmental, geographic, economic, etc.) of the context in which it is to be rolled out?

Has the chosen area for the project been adequately identified and justified?

Does it respond to GCE objectives and principles?59

Will the intended population participate?

To what degree does the proposal promote equality with respect to gender, opportunities, needs of people with disabilities and minority rights?

To what degree does the action promote critical thought with respect to political, economic, social and cultural interdependence and the interconnectedness between local, national and global levels.

To what degree does it promote the feeling of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity and respect for differences and diversity?

Is the project related to GCE themes?60

58 Criteria for good educational practice redeveloped based on the MOST (Management Of Social Transformations) programme by UNESCO. http://www.unesco.org/new/en/moscow/social-human-sciences/management-of -social-transformations

59 These principles and objectives are outlined in the Conceptual Framework chapter of the Agenda, where the principles and objectives established by UNESCO in the Global Action Programme on Education for Sustainable Development, as a follow-up programme to the Decade of Education for Sustainable Development beyond 2014 (General Conference, 37th session, Paris).

60 Some of the main GCE thematic axes are: Global citizenship; ethical purchasing/fair trade/responsible consumption; development aid; human rights; value-based education: solidarity, justice, peace; gender equality, gender and development; rights and inclusion in diversity; globalisation; migration; refuge; environmental


67

2. Description of practice. Elaboration of a descriptive discourse of reconstructed practice: Order and classify information, establish categories, stages and themes.

3. Critical interpretation of reconstructed practice and deep reflection: what was it that happened and why did things happen in that way? With this description of what happened during practice as a foundation, an analysis and synthesis is undertaken through a critical interpretation of the process.

4. Conclusions: What results does this practice produce? Conclusions arise as a result of the previous reflexive-interpretive stage and are considered on two levels:

a. Theoretical: hypothesis, concepts, references, in relation to the proposed project

objectives. b. Practical: lessons learned, recommendations, in relation to satisfying the needs that it

was hoped would be met.

5. Future planning: Discussion of results. How can this practice be transformed to achieve better results? With the foundation of learnings obtained, what perspectives have opened up to explore new alternatives in order to generate a new, richer and more effective practice? What decisions can be made to improve practice? That is to say: what suggestions and recommendations can be made for the improvement of practice? Which elements of practice should be left to one side and which should be consolidated? Which should be innovated and which should be created? Which should become new structural axes of practice? How should objectives be reformulated? What should be the new methodological strategies?

In the following image, the logic model of systematic documenting is illustrated, tracing a hermeneutical and chronological journey from the beginning to the end of the process. (next page)

66

groups. However, it will concentrate on the former and those who have been chosen to take responsibility for monitoring.

Time frame: Our proposal is for the frequency of participatory monitoring sessions to be proportionate to the duration of processes implemented bearing in mind continuity.


Systematisation, the systematic documenting of experiences, emerged in the 1970s and 80s as an alternative research method, in education, social work and social sciences, to establish new forms of knowledge production processes within social organisations, social movements and Latin American communities61.

“Systematisation is the critical interpretation of one or various experiences which, from their ordering and reconstruction, discover or set out the logic of the lived process, the factors that have intervened in said process, how they relate to one another and why they have done it this way”62

In our Agenda, the goal is to systematically document GCE interventions carried out by local rural actors. Those directly involved, with a central role, will be the ones who systematically document the actions they have undertaken, with the coordination of the coordinating team and the assistance of the facilitation team.

To begin systematic documenting, objectives must first be established. It must be clear why systematisation is necessary. “Why do we want to systematically document practice? To better understand and improve it? To extract learning to share with others? To construct a proposal for work which responds to a specific challenge? Why do results serve as a foundation to begin theorising on practice? That is to say, we must clarify and outline the objectives we hope to obtain through systematic documenting of the practice we have chosen.”63

The systematisation method can be summarised in the following steps64:

1. Contextualisation and reconstruction through practice: reconstruct, narrate the history of the action/project, what happened? how did it happen?

61 CIFUENTES, R. M. (1999) La sistematización de la práctica del Trabajo Social. Buenos Aires: Lumen Humanitas. Pg. 47-69

62 JARA, O. (1997)

63 Ibid, Pg. 103-125

64 PERESSON, M. (1996) Metodología de un Proceso de Sistematización de Experiencias: Búsquedas Recientes. Revista Aportes número 44, Bogotá, 1996, Pg. 54-79. http://centroderecursos.alboan.org/ebooks/0000/0813/6_UIC_GUI.pdf


67

2. Description of practice. Elaboration of a descriptive discourse of reconstructed practice: Order and classify information, establish categories, stages and themes.

3. Critical interpretation of reconstructed practice and deep reflection: what was it that happened and why did things happen in that way? With this description of what happened during practice as a foundation, an analysis and synthesis is undertaken through a critical interpretation of the process.

4. Conclusions: What results does this practice produce? Conclusions arise as a result of the previous reflexive-interpretive stage and are considered on two levels:

a. Theoretical: hypothesis, concepts, references, in relation to the proposed project

objectives. b. Practical: lessons learned, recommendations, in relation to satisfying the needs that it

was hoped would be met.

5. Future planning: Discussion of results. How can this practice be transformed to achieve better results? With the foundation of learnings obtained, what perspectives have opened up to explore new alternatives in order to generate a new, richer and more effective practice? What decisions can be made to improve practice? That is to say: what suggestions and recommendations can be made for the improvement of practice? Which elements of practice should be left to one side and which should be consolidated? Which should be innovated and which should be created? Which should become new structural axes of practice? How should objectives be reformulated? What should be the new methodological strategies?

In the following image, the logic model of systematic documenting is illustrated, tracing a hermeneutical and chronological journey from the beginning to the end of the process. (next page)

66

groups. However, it will concentrate on the former and those who have been chosen to take responsibility for monitoring.

Time frame: Our proposal is for the frequency of participatory monitoring sessions to be proportionate to the duration of processes implemented bearing in mind continuity.


Systematisation, the systematic documenting of experiences, emerged in the 1970s and 80s as an alternative research method, in education, social work and social sciences, to establish new forms of knowledge production processes within social organisations, social movements and Latin American communities61.

“Systematisation is the critical interpretation of one or various experiences which, from their ordering and reconstruction, discover or set out the logic of the lived process, the factors that have intervened in said process, how they relate to one another and why they have done it this way”62

In our Agenda, the goal is to systematically document GCE interventions carried out by local rural actors. Those directly involved, with a central role, will be the ones who systematically document the actions they have undertaken, with the coordination of the coordinating team and the assistance of the facilitation team.

To begin systematic documenting, objectives must first be established. It must be clear why systematisation is necessary. “Why do we want to systematically document practice? To better understand and improve it? To extract learning to share with others? To construct a proposal for work which responds to a specific challenge? Why do results serve as a foundation to begin theorising on practice? That is to say, we must clarify and outline the objectives we hope to obtain through systematic documenting of the practice we have chosen.”63

The systematisation method can be summarised in the following steps64:

1. Contextualisation and reconstruction through practice: reconstruct, narrate the history of the action/project, what happened? how did it happen?

61 CIFUENTES, R. M. (1999) La sistematización de la práctica del Trabajo Social. Buenos Aires: Lumen Humanitas. Pg. 47-69

62 JARA, O. (1997)

63 Ibid, Pg. 103-125

64 PERESSON, M. (1996) Metodología de un Proceso de Sistematización de Experiencias: Búsquedas Recientes. Revista Aportes número 44, Bogotá, 1996, Pg. 54-79. http://centroderecursos.alboan.org/ebooks/0000/0813/6_UIC_GUI.pdf


69

The resulting products of systematic documenting must be communicated both to those with direct interest as well as other related agents with specific thematic interests.

Dissemination should begin with the design of a communication strategy that must start out by identifying those to whom results should be communicated. While not an exhaustive list, below are some of the people who can be recipients of these findings and in each area and with each implementation of the agenda, there will be a need to identify who else could potentially be included:

• Actors directly involved. • Coordinating group. • Project manger and other possible project funders. • Other interested entities in other rural areas (councils, regional government, educational centres,

rural council networks, etc.) • Local, national and international authorities.

Each one of these recipient groups requires a particular type of information, in terms of content, as well and form and language. Depending to whom the message is directed, we should think about what is the most appropriate type of presentation, without forgetting the possibility of communicating findings, not only through written means, but also through audiovisual options and online, etc.

The following steps and activities are proposed for the dissemination and sharing of findings:

Steps Activities

1. Develop a communication strategy

o Identification of audiences o Decide the type of media and most

appropriate formats for each audience. 2. Design and edit publications and other materials for dissemination.

Create material for the chosen dissemination method: technical documents, educational publications, videos, exhibitions, theatre pieces, etc.

3. Hold events to publicly share findings.

o Workshops for presentation of findings. o Conferences. o Seminars. o Etc.

2. Evaluation of the Rural DEAR Agenda

Evaluating the Rural DEAR Agenda is a necessary process in understanding the degree of success in the achievement of objectives and in detecting if changes are taking place in rural areas where it is implemented from a "glocal" perspective (i.e. analyzing the impact of the implemented actions). It is necessary as well in assessing the degree of commitment and involvement of all participants in the Agenda’s implementation process, including both local authorities and general citizens. In doing so, the results that are being obtained can be reported to the organization or institution promoting the Agenda (for example, the Municipality, Local Government, Province, etc.), as well as to the teams and agents involved in its execution.

68

IMAGE 4: Logic model of systematic documenting.

Source: BERDEGUÉ, J. A., OCAMPO, A. y ESCOBAR, G. 65

Time frame: Systematisation should be undertaken in each locality, town or rural area during the moments at which the process requires it or when the group decides.

1.4. Dissemination and sharing of information

Dissemination or communication of findings, while not a research practice in itself, is a necessary line of action and gives meaning to the research as a whole, in that it allows for the generation of knowledge and its application in the design and planning of new proposals.

65 BERDEGUÉ, J. A., OCAMPO, A. y ESCOBAR, G. (2000): Aprendiendo a dar el siguiente paso. Sistematización de experiencias locales para la reducción de la pobreza rural. Guía metodológica. FIDA, Lima, 2000. Cited by ACOSTA, L.A (2005) Guía práctica para la sistematización de proyectos y programas de cooperación técnica. FAO Regional Office for Latin America and the Caribbean.


69

The resulting products of systematic documenting must be communicated both to those with direct interest as well as other related agents with specific thematic interests.

Dissemination should begin with the design of a communication strategy that must start out by identifying those to whom results should be communicated. While not an exhaustive list, below are some of the people who can be recipients of these findings and in each area and with each implementation of the agenda, there will be a need to identify who else could potentially be included:

• Actors directly involved. • Coordinating group. • Project manger and other possible project funders. • Other interested entities in other rural areas (councils, regional government, educational centres,

rural council networks, etc.) • Local, national and international authorities.

Each one of these recipient groups requires a particular type of information, in terms of content, as well and form and language. Depending to whom the message is directed, we should think about what is the most appropriate type of presentation, without forgetting the possibility of communicating findings, not only through written means, but also through audiovisual options and online, etc.

The following steps and activities are proposed for the dissemination and sharing of findings:

Steps Activities

1. Develop a communication strategy

o Identification of audiences o Decide the type of media and most

appropriate formats for each audience. 2. Design and edit publications and other materials for dissemination.

Create material for the chosen dissemination method: technical documents, educational publications, videos, exhibitions, theatre pieces, etc.

3. Hold events to publicly share findings.

o Workshops for presentation of findings. o Conferences. o Seminars. o Etc.

2. Evaluation of the Rural DEAR Agenda

Evaluating the Rural DEAR Agenda is a necessary process in understanding the degree of success in the achievement of objectives and in detecting if changes are taking place in rural areas where it is implemented from a "glocal" perspective (i.e. analyzing the impact of the implemented actions). It is necessary as well in assessing the degree of commitment and involvement of all participants in the Agenda’s implementation process, including both local authorities and general citizens. In doing so, the results that are being obtained can be reported to the organization or institution promoting the Agenda (for example, the Municipality, Local Government, Province, etc.), as well as to the teams and agents involved in its execution.

68

IMAGE 4: Logic model of systematic documenting.

Source: BERDEGUÉ, J. A., OCAMPO, A. y ESCOBAR, G. 65

Time frame: Systematisation should be undertaken in each locality, town or rural area during the moments at which the process requires it or when the group decides.

1.4. Dissemination and sharing of information

Dissemination or communication of findings, while not a research practice in itself, is a necessary line of action and gives meaning to the research as a whole, in that it allows for the generation of knowledge and its application in the design and planning of new proposals.

65 BERDEGUÉ, J. A., OCAMPO, A. y ESCOBAR, G. (2000): Aprendiendo a dar el siguiente paso. Sistematización de experiencias locales para la reducción de la pobreza rural. Guía metodológica. FIDA, Lima, 2000. Cited by ACOSTA, L.A (2005) Guía práctica para la sistematización de proyectos y programas de cooperación técnica. FAO Regional Office for Latin America and the Caribbean.


71

Implementation and process Have all the proposed measures been implemented? What has been the scope of these measures? What difficulties have come up in the implementation of these measures? What has been the degree of involvement of the work teams, organizations, and others involved? Has the communication between the work teams been adequate, effective, clear, and sufficiently frequent? Has the coordination been effective? Has the technical facilitation team performed their duties well? Have the opinions and specific needs of different social groups (by age, gender, or cultural, religious and/or functional diversity) been taken into account?

Results and impact Agent training:

What lessons (meaning knowledge, values, or attitudes) have been learned in relation to the GCE by the agents who have participated in the training?

Have the new approaches been included in the professional practice of these agents? Are there new measures created to include the global dimension in the actions of NGOs,

Civil Society Organisations, Local Bodies, educational centres ...? Networking: Have new coordination spaces been created? Have networks of work, mutual support, exchange, etc. been created?

Are actions or projects jointly planned? Have different agents been able to carry out actions in a coordinated and complementary manner?

Civil society participation: Is there a greater involvement of people from civil society in the problems of municipalities? Which social groups are the most active in local participation? Have procedures and spaces for debate that allow active participation in the municipality/region been created? Are there new proposals from civil society groups to respond to the municipality’s social problems?

Research: Is the impact of the implemented GCE actions known? Are the results of the research useful for planning new GCE actions? Have the research actions been used to design actions that are appropriate to the circumstances and characteristics of the rural environment? What knowledge have the people participating in the research acquired? Have new proposals for action been generated?

Based on the evaluation questions, the indicators used to monitor and track implementation are created. The indicators can be quantitative or qualitative, they are not methods and, on the contrary, their use in a combined way is recommended. The following are the characteristics that the impact indicators must have:

● They express the changes generated from the Agenda’s implementation. They should allow comparison with the situation prior to the program’s implementation and in the successive programmed evaluation cuts. For this, it is necessary to have the so-called "baseline," and the moments of intermediate, final, and impact evaluation.

70

The purpose of the evaluation is to frequently provide information on how the measures proposed in the Agenda are being put into practice, and to what extent the expected results and impact are being obtained. It serves to assess the need for revision, updating, and/or improvement of the Agenda.

The evaluation process proposed is of both process and impact. This means, on the one hand, to detect and specify possible failures or imbalances of the process, and on the other, to assess the changes produced by the Agenda’s execution.

The evaluation processes, as well as the methodology to be followed within it, may be diverse (meaning quantitative, qualitative, and mixed methods), and must be designed individually in each case. However, they will always be based on the following aspects: type of programming that has been designed and the material and human resources available.

The evaluation is divided into four strategic actions:

2.1 Design of the evaluation plan and indicators

2.2 Monitoring

2.3 Information collection and analysis

2.4 Writing the evaluation report


This step means designing and deciding what type of evaluation is going to be carried out, formulating the evaluation questions, designing the indicators to measure progress, and identifying the most appropriate sources and methods for information collection.

The first step must be to determine what aspects need to be evaluated. The following table lists some of the questions that must be asked to evaluate the Agenda’s implementation. It is not an exhaustive list, as it should be individualized to each rural setting according to the implementation that has been carried out, therefore it is intended as only a guide when designing the evaluation:

Achievement of objectives Is the quality and effectiveness of GCE (Global Citizenship Education) actions being promoted? ( Specific Objective SO.1)

To what extent have GCE training processes been implemented by agents from different educational fields? (Operational Objective - OO.1.1) To what extent does the Agenda serve to facilitate the design of GCE actions? (OO.1.2) To what extent is the Agenda promoting networking, coordination, and complementarity? (OO.1.3) To what extent does the Agenda serve to analyze the impact of GCE actions to generate new proposals? (OO.1.4)

Are attitudes among rural citizens changing? (SO.2 Has participation in GCE processes been promoted in people and social organizations in rural areas? (OO.2.1) To what extent have there been changes in the attitudes of citizens in favor of peace, justice, human rights ...? (OO.2.2)


71











70






2.2 Monitoring










73

Some general recommendations67 for making an evaluation report are:

● Include a description of the program and its implementation including: the title of the program; duration and key dates; logic of the intervention; objectives, outputs and expected results; total budget; geographical location; and description and identification of beneficiaries.

● The analysis should be based on the evaluation questions formulated in the evaluation design.

● The evaluation questions must be answered within a context. For example, when analyzing the relevance of program design, it is important to initially describe the design and process by which it was carried out. In general terms, the report should be easy to read for any reader.

● The analysis must be based on evidence. It is not enough to quote the opinion of a counterpart or present the evaluator’s opinion. Assertions must be based on facts and on valid and reliable data, obtained, for example, by documentation, surveys, triangulation of information, etc.

● The evaluation must analyze the degree to which the expected results of the intervention have been achieved. First, the activities, outputs, and expected results must be described. Secondly, the degree to which these planned objectives have been achieved should be analyzed based on indicators and other data.

● The conclusions should not be a mere repetition of the analysis, but using the analysis as a starting point, should synthesize and highlight the key points, successes, and weaknesses of the program.

● A section of lessons learned that adds the findings of the program may be included in light of its possible extension to other interventions or formulation of public policies.

● Do not mix conclusions or recommendations. Although the recommendations must be based on the analysis, they must be presented in a separate section at the end of the report.

● The recommendations should be based on the findings and conclusions. They must be clear, realistic, and doable. Additionally, the audience/counterparts to whom each recommendation is addressed should be clearly defined. Equally, the scope and estimated period of execution for each recommendation should be clearly determined (long term or short term).

Timing: The evaluation report is drafted at the end of the evaluation.

67Recommendations based on: MDG ACHIEVEMENT FUND: Guide for Final Evaluation Report. In http://www.mdgfund.org/sites/default/files/Gu%C3%ADa%20para%20informes%20de%20Evaluaci%C3%B3n%20Final.pdf

72

● They reflect changes observed in the target population, as well as qualitatively expressed situations (such as satisfaction or well-being).

● They are defined from the design of the actions, in this way guaranteeing their solidity and reliability.

● They must be valid, that is, they must effectively check what is intended to be measured. ● They must be reliable. Their value does not depend on who measures them, because the

variations it reflects are actually found in reality. ● They can be quantitative and qualitative, the latter should be based on the participant’s

perception or degree of conviction about a certain situation.

Timing: The design of the evaluation and indicators should be done simultaneously with the design and planning of the Agenda’s implementation in each specific rural area.

2.2. Monitoring

Monitoring is the systematic process of collecting, analyzing, and utilizing information to track the progress of a program in pursuit of its objectives, as well as to guide management decisions. Monitoring generally addresses processes in terms of how, when, and where activities take place, who executes them, and how many people or entities they benefit from66 .

Monitoring will be planned when designing the evaluation process, and the same indicators that have been designed for it will be used for monitoring as well.

Timing: Monitoring starts once the program has begun, and continues throughout the implementation period.

2.3 Collection and analysis of information

The most appropriate sources and methods for collecting information are identified by the indicators. Some suggestions for how the actions of each area of action could be evaluated are made in the Agenda Implementation Plan.

Timing: Throughout the Agenda’s implementation.


The evaluation report should contain the results of the evaluation in a way that is useful for decision-making and for planning new action proposals. Each report will collect the information pertinent to the concrete Agenda implementation that has been made, and will respond to the evaluation questions that were formulated in the design of it.

66UN WOMEN (2013): Special planning elements for the elimination of violence against women and children.

http://www.endvawnow.org/es/articles/330-cual-es-el-monitoreo-y-la-evaluacion.html


73

Some general recommendations67 for making an evaluation report are:

● Include a description of the program and its implementation including: the title of the program; duration and key dates; logic of the intervention; objectives, outputs and expected results; total budget; geographical location; and description and identification of beneficiaries.

● The analysis should be based on the evaluation questions formulated in the evaluation design.

● The evaluation questions must be answered within a context. For example, when analyzing the relevance of program design, it is important to initially describe the design and process by which it was carried out. In general terms, the report should be easy to read for any reader.

● The analysis must be based on evidence. It is not enough to quote the opinion of a counterpart or present the evaluator’s opinion. Assertions must be based on facts and on valid and reliable data, obtained, for example, by documentation, surveys, triangulation of information, etc.

● The evaluation must analyze the degree to which the expected results of the intervention have been achieved. First, the activities, outputs, and expected results must be described. Secondly, the degree to which these planned objectives have been achieved should be analyzed based on indicators and other data.

● The conclusions should not be a mere repetition of the analysis, but using the analysis as a starting point, should synthesize and highlight the key points, successes, and weaknesses of the program.

● A section of lessons learned that adds the findings of the program may be included in light of its possible extension to other interventions or formulation of public policies.

● Do not mix conclusions or recommendations. Although the recommendations must be based on the analysis, they must be presented in a separate section at the end of the report.

● The recommendations should be based on the findings and conclusions. They must be clear, realistic, and doable. Additionally, the audience/counterparts to whom each recommendation is addressed should be clearly defined. Equally, the scope and estimated period of execution for each recommendation should be clearly determined (long term or short term).

Timing: The evaluation report is drafted at the end of the evaluation.

67Recommendations based on: MDG ACHIEVEMENT FUND: Guide for Final Evaluation Report. In http://www.mdgfund.org/sites/default/files/Gu%C3%ADa%20para%20informes%20de%20Evaluaci%C3%B3n%20Final.pdf

72

● They reflect changes observed in the target population, as well as qualitatively expressed situations (such as satisfaction or well-being).

● They are defined from the design of the actions, in this way guaranteeing their solidity and reliability.

● They must be valid, that is, they must effectively check what is intended to be measured. ● They must be reliable. Their value does not depend on who measures them, because the

variations it reflects are actually found in reality. ● They can be quantitative and qualitative, the latter should be based on the participant’s

perception or degree of conviction about a certain situation.

Timing: The design of the evaluation and indicators should be done simultaneously with the design and planning of the Agenda’s implementation in each specific rural area.

2.2. Monitoring

Monitoring is the systematic process of collecting, analyzing, and utilizing information to track the progress of a program in pursuit of its objectives, as well as to guide management decisions. Monitoring generally addresses processes in terms of how, when, and where activities take place, who executes them, and how many people or entities they benefit from66 .

Monitoring will be planned when designing the evaluation process, and the same indicators that have been designed for it will be used for monitoring as well.

Timing: Monitoring starts once the program has begun, and continues throughout the implementation period.

2.3 Collection and analysis of information

The most appropriate sources and methods for collecting information are identified by the indicators. Some suggestions for how the actions of each area of action could be evaluated are made in the Agenda Implementation Plan.

Timing: Throughout the Agenda’s implementation.


The evaluation report should contain the results of the evaluation in a way that is useful for decision-making and for planning new action proposals. Each report will collect the information pertinent to the concrete Agenda implementation that has been made, and will respond to the evaluation questions that were formulated in the design of it.

66UN WOMEN (2013): Special planning elements for the elimination of violence against women and children.

http://www.endvawnow.org/es/articles/330-cual-es-el-monitoreo-y-la-evaluacion.html


75

IMPLEMENTATION PLAN FOR THE AGENDA OF GLOBAL CITIZENSHIP EDUCATION IN EUROPEAN RURAL AREAS

In the Tables that follow, a guide to the process that has been presented above is shown in an orientative way, like a “nautical chart.” This guide includes the different strategic lines most developed through the actions, activities, and expected changes in relation to the acquisition of new knowledge, skills, and values in the different target groups.

The expected changes will be the reference on which the evaluation criteria are defined, and the tools to measure these changes.

As in the presentation of the Agenda, the implementation tables are presented by strategic lines in order to facilitate their logic and timing. Again, it is insisted that they should be understood as a proposal that must be adapted to each of the potential realities or local contexts.

74


75

IMPLEMENTATION PLAN FOR THE AGENDA OF GLOBAL CITIZENSHIP EDUCATION IN EUROPEAN RURAL AREAS

In the Tables that follow, a guide to the process that has been presented above is shown in an orientative way, like a “nautical chart.” This guide includes the different strategic lines most developed through the actions, activities, and expected changes in relation to the acquisition of new knowledge, skills, and values in the different target groups.

The expected changes will be the reference on which the evaluation criteria are defined, and the tools to measure these changes.

As in the presentation of the Agenda, the implementation tables are presented by strategic lines in order to facilitate their logic and timing. Again, it is insisted that they should be understood as a proposal that must be adapted to each of the potential realities or local contexts.

74


76

70






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onsib

le

Mai

nta

rget

gro

ups

Tim

efr

ame

Them

es.C

onte

nt

1In

itial

join

twor

ksho

p

Trai

ning

team

Tr

aini

ngte

am;t

each

ers;

NGO

ed

ucat

ors;

CSO

s;lo

cal

gove

rnm

ents

taff.

1w

orks

hop

betw

een

mon

ths1

-2

1pa

rtic

ipat

ory

wor

ksho

pon

the

Conc

ept,

Prin

cipl

esa

ndM

etho

dolo

gies

of

Tra

nsfo

rmat

ive

Educ

atio

n.

4

Them

atic

wor

ksho

ps

Trai

ning

team

Trai

ning

team

Teac

hers

NGO

Tra

inin

gst

aff

CS

OT

rain

ing

staf

f

Educ

ator

sin

gene

ral

1w

orks

hop

betw

een

mon

ths3

and

4

Them

atic

wor

ksho

p:P

artic

ipat

ory

peda

gogi

calt

ools

1w

orks

hop

betw

een

mon

ths6

and

7

Th

emat

icw

orks

hop:

Par

ticip

ator

ype

dago

gica

ltoo

ls(2

)

1w

orks

hop

betw

een

mon

ths9

and

10

Th

emat

icw

orks

hop:

Gro

upw

ork

1w

orks

hop

betw

een

mon

ths1

1an

d12

Th

emat

icw

orks

hop:

Par

ticip

ator

yev

alua

tion:

app

licat

ion

tool

s

1.1

Trai

ning

Antic

ipat

edC

hang

esa

ndO

bjec

tives

Kn

owle

dge

Abili

ties

Attit

udes

Pa

rtic

ipan

tsin

corp

orat

eor

incr

ease

thei

rkno

wle

dge

offu

ndam

enta

ledu

catio

npr

inci

ples

oft

he

educ

atio

nals

trat

egy,

Tra

nsfo

rmat

ive

Educ

atio

n.

Part

icip

ants

acq

uire

ors

tren

gthe

nth

eira

bilit

iesi

ned

ucat

iona

lmod

elss

uch

asa

ctiv

eco

mm

unic

atio

nan

dac

tion

that

isp

artic

ipat

ory

and

supp

ortiv

eof

chan

gesi

nsp

aces

and

wor

k,e

tc.

Part

icip

ants

acq

uire

orc

onso

lidat

eat

titud

esre

late

dto

em

path

y,a

ctiv

elis

teni

ng,c

olla

bora

tion,

pos

itivi

tya

ndco

-re

spon

sibili

ty.

Part

icip

ants

inco

rpor

ate

know

ledg

ean

ded

ucat

iona

lst

rate

gies

oft

rans

form

ativ

eed

ucat

ion

into

thei

rpl

ansa

ndd

esig

nsfo

rwor

kon

the

grou

nd.

Part

icip

ants

feel

capa

ble

ofd

esig

ning

and

put

ting

into

pr

actic

ene

wp

artic

ipat

ory

stra

tegi

esin

thei

rfie

ldo

fw

ork.

Part

icip

ants

dem

onst

rate

an

open

att

itude

top

ropo

sals

to

met

hodo

logi

calc

hang

ean

djo

inta

ctio

n.

Part

icip

ants

inco

rpor

ate

new

reso

urce

sand

ed

ucat

iona

lstr

ateg

ieso

ftra

nsfo

rmat

ive

educ

atio

nin

toth

eirp

lans

and

des

igns

forw

ork

onth

egr

ound

.

Part

icip

ants

feel

capa

ble

ofd

esig

ning

and

put

ting

into

pr

actic

ene

wp

artic

ipat

ory

stra

tegi

esin

thei

rfie

ldo

fw

ork.

Part

icip

ants

dem

onst

rate

an

open

att

itude

top

ropo

sals

for

met

hodo

logi

calc

hang

ean

djo

inta

ctio

n.

Part

icip

ants

und

erst

and

and

appl

ygr

oup

dyna

mic

san

dco

llect

ive

wor

kst

rate

gies

inth

ede

sign

of

educ

atio

nalp

lans

.

Part

icip

ants

exp

erie

nce

team

wor

kan

dar

eca

pabl

eof

de

signi

ngin

terv

entio

nsw

ithg

roup

s.

Part

icip

ants

dem

onst

rate

an

open

att

itude

tow

orki

nga

long

side

othe

rage

ntsa

swel

lasp

ropo

sals

forc

hang

e.

Teac

hers

and

edu

cato

rtea

msu

nder

stan

dth

epr

inci

ples

and

mai

nm

etho

dolo

gica

lstr

ateg

iest

ode

sign

and

appl

ypa

rtic

ipat

ory

eval

uatio

nto

ols.

Teac

hers

and

edu

cato

rtea

msa

reca

pabl

eof

de

velo

ping

gro

upw

ork

and

met

hodo

logi

cala

pplic

atio

nab

ilitie

sin

orde

reva

luat

epr

oces

sesa

ndre

sults

ina

pa

rtic

ipat

ory

man

ner.

Teac

hers

and

edu

cato

rtea

msd

emon

stra

tea

nop

en,r

espe

ctfu

l,cr

itica

land

pos

itive

att

itude

tow

ards

the

deve

lopm

ento

fpa

rtic

ipat

ory

eval

uatio

n.


78

70






2.2 Monitoring









71











1.1.

1Tr

aini

ng

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Atle

asth

alfo

fpar

ticip

ants

com

mit

tota

keso

me

ofth

epr

opos

alsd

evel

oped

bac

kto

thei

rwor

kpl

ace.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ew

unde

rsta

ndin

g.

oDe

sign

trai

ning

oAc

tivity

repo

rt

o

Mat

eria

lsan

dac

tiviti

esu

sed

oPa

rtic

ipan

tgro

upe

valu

atio

n

o

Part

icip

antg

roup

sign

atur

es

Atle

asth

alfo

ftea

cher

sand

non

form

ale

duca

tion

team

sin

corp

orat

epa

rtic

ipat

ory

tool

sin

thei

redu

catio

nald

esig

ns.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

Atle

asth

alfo

ftea

cher

sand

non

form

ale

duca

tion

team

sin

corp

orat

epa

rtic

ipat

ory

tool

sin

thei

redu

catio

nald

esig

ns.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

Som

eof

the

part

icip

ants

wor

kw

ithg

roup

sand

/ord

esig

nac

tiviti

esto

be

carr

ied

outi

nw

orki

ngg

roup

s.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

Som

epa

rtic

ipan

tsco

mm

itto

take

som

eof

the

prop

osal

sde

velo

ped

back

toth

eirw

ork

plac

e.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing


79

70






2.2 Monitoring









71











1.1.

1Tr

aini

ng

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Atle

asth

alfo

fpar

ticip

ants

com

mit

tota

keso

me

ofth

epr

opos

alsd

evel

oped

bac

kto

thei

rwor

kpl

ace.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ew

unde

rsta

ndin

g.

oDe

sign

trai

ning

oAc

tivity

repo

rt

o

Mat

eria

lsan

dac

tiviti

esu

sed

oPa

rtic

ipan

tgro

upe

valu

atio

n

o

Part

icip

antg

roup

sign

atur

es

Atle

asth

alfo

ftea

cher

sand

non

form

ale

duca

tion

team

sin

corp

orat

epa

rtic

ipat

ory

tool

sin

thei

redu

catio

nald

esig

ns.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

Atle

asth

alfo

ftea

cher

sand

non

form

ale

duca

tion

team

sin

corp

orat

epa

rtic

ipat

ory

tool

sin

thei

redu

catio

nald

esig

ns.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

Som

eof

the

part

icip

ants

wor

kw

ithg

roup

sand

/ord

esig

nac

tiviti

esto

be

carr

ied

outi

nw

orki

ngg

roup

s.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

Som

epa

rtic

ipan

tsco

mm

itto

take

som

eof

the

prop

osal

sde

velo

ped

back

toth

eirw

ork

plac

e.

Desig

nac

tiviti

es

Educ

atio

nalp

lann

ing

2Tr

aini

ng

Activ

ities

Ag

ents

resp

onsib

le

Mai

nta

rget

gro

ups

Tim

efr

ame

Them

es.C

onte

nt

Crea

tion

ofa

sem

inar

on

Glob

al

Citiz

ensh

ipE

duca

tion

inw

hich

di

ffere

nte

duca

tiona

lage

nts

part

icip

ate.

Loca

l,re

gion

ala

ndn

atio

nal

gove

rnm

ents

taff,

act

orsi

nfo

rmal

and

non

-form

al

educ

atio

nin

diff

eren

tfie

lds.

Educ

atio

nala

gent

sand

act

ors

ind

iffer

entf

ield

s1

annu

alm

eetin

g(in

the

seco

ndq

uart

ero

fthe

ye

ar)

Conc

epta

ndro

leo

fciti

zens

hip

inre

al

cont

exts

;mov

emen

tsa

ndp

ropo

sals

for

chan

gesu

gges

ted

bym

ovem

ents

and

ci

tizen

pla

tform

sin

diffe

rent

spac

esa

nd

field

sofa

ctio

ns;e

duca

tion;

env

ironm

ent;

resp

onsib

lee

cono

my

and

solid

arity

;rur

al

envi

ronm

enta

lsus

tain

abili

ty;n

ewci

tizen

s,et

c.

Aga

ther

ing

fort

hee

xcha

nge

of

signi

fican

tGlo

balC

itize

nshi

pEd

ucat

ion

expe

rienc

es

Teac

hing

staf

fin

educ

atio

nal

cent

resa

ndu

nive

rsiti

es,

educ

ator

sin

cultu

ralc

entr

es,

soci

ala

ctio

ngr

oups

,NGO

s,CS

Ose

tc.

Educ

atio

nala

gent

sand

act

ors

ind

iffer

entf

ield

s1

annu

alm

eetin

g(in

the

last

qua

rter

oft

hey

ear)

De

velo

pmen

tofa

ctio

nst

rate

gies

inth

efr

amew

ork

ofG

CE;d

esig

nof

pla

ns,

prop

osal

s,m

ater

ials,

act

ions

and

tool

sfor

ev

alua

tion

inli

new

ithG

CE.

Crea

tion

ofa

non

line

bank

of

mat

eria

ls,e

xper

ienc

esa

ndre

leva

nt

educ

atio

nalr

esou

rces

.

Tech

nica

lsta

ff,a

ctor

sand

ed

ucat

iona

lage

nts.

Loca

lau

thor

ities

.

Educ

atio

nala

gent

sand

act

ors

ind

iffer

entf

ield

sSt

artin

gin

mon

th4

and

co

ntin

uing

per

man

ently

Expe

rienc

eso

nth

egr

ound

De

sign

ofd

idac

ticm

ater

ials

In

nova

tive

stra

tegi

esfo

reva

luat

ion

and

syst

emat

isatio

n

Unde

rtak

em

appi

ngo

fspe

cific

re

gula

tions

,sig

nific

ante

xper

ienc

es,

rele

vant

act

orsa

ndin

nova

tive

proj

ects

.

Loca

l,re

gion

ala

ndn

atio

nal

gove

rnm

ents

taff,

act

orsi

nfo

rmal

and

non

-form

al

educ

atio

nin

diff

eren

tfie

lds.

Educ

atio

nala

gent

sand

act

ors

ind

iffer

entf

ield

sSt

artin

gin

mon

th4

and

co

ntin

uing

per

man

ently

Know

ledg

eof

law

sand

gen

eral

fram

ewor

ks

Know

ledg

eof

act

orsa

ndsi

gnifi

cant

pra

ctic

eKn

owle

dge

and

acce

ssto

sign

ifica

nt

proj

ects


80

70






2.2 Monitoring









71











2.1

Trai

ning

Antic

ipat

edC

hang

esa

ndO

bjec

tives

Kno

wle

dge

Abili

ties

Attit

udes

Part

icip

ants

incr

ease

thei

rkno

wle

dge

ofG

CEa

ndit

sim

plic

atio

ns

Part

icip

ants

bec

ome

inte

rest

edin

pro

posa

lsan

dpr

ojec

ts

desig

ned

and/

oru

nder

take

nin

sear

cho

fsoc

ialc

hang

e.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

GCE

abili

ties.

Pa

rtic

ipan

tssh

are

expe

rienc

esa

ndfo

rm

rela

tions

hips

with

oth

era

ctor

s.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nat

titud

esre

late

dto

GC

E.

Part

icip

ants

show

ag

reat

erin

tere

sta

ndw

illin

gnes

sto

enga

ge

ind

esig

nan

dne

twor

king

.

Part

icip

ants

com

mun

icat

ean

dco

llabo

rativ

ely

cons

truc

tthe

pr

actic

esu

nder

take

nas

wel

lasf

utur

epr

ojec

tions

.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

GCE

abili

ties.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nat

titud

esre

late

dto

GC

E.

Pa

rtic

ipan

tscl

early

stat

eth

eiri

nter

esti

nsh

arin

gkn

owle

dge

ina

colla

bora

tive

way

with

the

goal

ofi

mpr

ovin

gbo

thG

CE

know

ledg

ean

dm

odel

s.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

netw

orki

nga

ndco

llabo

rativ

ew

orki

nga

bilit

ies.

Pa

rtic

ipan

tssh

owa

gre

ater

inte

rest

and

will

ingn

esst

oen

gage

in

coop

erat

ive

wor

king

,net

wor

king

and

ado

pta

nd

inco

rpor

ate

aco

llabo

rativ

eat

titud

ein

the

deve

lopm

ento

fed

ucat

iona

lact

ions

.

Part

icip

ants

esp

ecia

llya

ndin

tere

sted

par

tiesi

nge

nera

lcan

be

com

efa

mili

arw

ithre

gula

tions

,pro

ject

dev

elop

men

t,ev

alua

tions

and

com

men

tarie

sfro

mth

ose

resp

onsib

le,

impa

cte

valu

atio

ns,e

tc.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

netw

orki

nga

ndco

llabo

rativ

ew

orki

nga

bilit

ies.

Part

icip

ants

are

cons

ciou

soft

heim

port

ance

ofi

ncor

pora

ting

stra

tegi

es,m

etho

dolo

gies

and

reso

urce

sste

mm

ing

from

a

GCE

prop

osal

into

regu

lato

ryfr

amew

orks

and

info

rmal

w

orki

ngd

ocum

ents

.


81

70






2.2 Monitoring









71











2.1

Trai

ning

Antic

ipat

edC

hang

esa

ndO

bjec

tives

Kno

wle

dge

Abili

ties

Attit

udes

Part

icip

ants

incr

ease

thei

rkno

wle

dge

ofG

CEa

ndit

sim

plic

atio

ns

Part

icip

ants

bec

ome

inte

rest

edin

pro

posa

lsan

dpr

ojec

ts

desig

ned

and/

oru

nder

take

nin

sear

cho

fsoc

ialc

hang

e.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

GCE

abili

ties.

Pa

rtic

ipan

tssh

are

expe

rienc

esa

ndfo

rm

rela

tions

hips

with

oth

era

ctor

s.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nat

titud

esre

late

dto

GC

E.

Part

icip

ants

show

ag

reat

erin

tere

sta

ndw

illin

gnes

sto

enga

ge

ind

esig

nan

dne

twor

king

.

Part

icip

ants

com

mun

icat

ean

dco

llabo

rativ

ely

cons

truc

tthe

pr

actic

esu

nder

take

nas

wel

lasf

utur

epr

ojec

tions

.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

GCE

abili

ties.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nat

titud

esre

late

dto

GC

E.

Pa

rtic

ipan

tscl

early

stat

eth

eiri

nter

esti

nsh

arin

gkn

owle

dge

ina

colla

bora

tive

way

with

the

goal

ofi

mpr

ovin

gbo

thG

CE

know

ledg

ean

dm

odel

s.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

netw

orki

nga

ndco

llabo

rativ

ew

orki

nga

bilit

ies.

Pa

rtic

ipan

tssh

owa

gre

ater

inte

rest

and

will

ingn

esst

oen

gage

in

coop

erat

ive

wor

king

,net

wor

king

and

ado

pta

nd

inco

rpor

ate

aco

llabo

rativ

eat

titud

ein

the

deve

lopm

ento

fed

ucat

iona

lact

ions

.

Part

icip

ants

esp

ecia

llya

ndin

tere

sted

par

tiesi

nge

nera

lcan

be

com

efa

mili

arw

ithre

gula

tions

,pro

ject

dev

elop

men

t,ev

alua

tions

and

com

men

tarie

sfro

mth

ose

resp

onsib

le,

impa

cte

valu

atio

ns,e

tc.

Part

icip

ants

acq

uire

and

/ors

tren

gthe

nth

eiro

wn

netw

orki

nga

ndco

llabo

rativ

ew

orki

nga

bilit

ies.

Part

icip

ants

are

cons

ciou

soft

heim

port

ance

ofi

ncor

pora

ting

stra

tegi

es,m

etho

dolo

gies

and

reso

urce

sste

mm

ing

from

a

GCE

prop

osal

into

regu

lato

ryfr

amew

orks

and

info

rmal

w

orki

ngd

ocum

ents

.

2.1.

1Tr

aini

ng

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Som

epa

rtic

ipan

tsta

keo

na

colla

bora

tive

wor

king

pr

ojec

twith

oth

era

ctor

s,in

corp

orat

ing

new

edu

catio

nal

met

hodo

logi

esa

ndst

rate

gies

.

Inte

rvie

wsw

ithp

artic

ipan

ts.

Join

tpro

ject

with

inno

vativ

epr

opos

alsf

ora

ctio

n.

oAc

tivity

repo

rt

oM

ater

ials

and

docu

men

tatio

npr

esen

ted/

used

o

Part

icip

antg

roup

sign

atur

es

oAc

tivity

pho

tos

So

me

part

icip

ants

def

ine

and

puti

nto

prac

tice

educ

atio

nalp

ropo

sals

inco

llabo

ratio

nor

asp

arto

fa

wid

ern

etw

ork.

Docu

men

t–A

naly

tical

Rep

orto

nne

wp

ract

ice

on

the

grou

nd.

o

Activ

ityre

port

o

Mat

eria

lsan

ddo

cum

enta

tion

pres

ente

d/us

ed

oPa

rtic

ipan

tgro

upsi

gnat

ures

o

Activ

ityp

hoto

s

Som

epa

rtic

ipan

tssh

are

signi

fican

tinf

orm

atio

n,

exch

ange

eva

luat

ions

and

refle

ctio

nsa

ndst

reng

then

ne

twor

ks.

Regi

ster

and

ana

lysis

ofa

ctio

nsu

nder

take

n:

quan

tity

and

qual

ityo

fcon

trib

utio

ns.G

ener

alle

vel

ofp

artic

ipat

ion.

oW

ebsit

ew

ithm

ater

ials,

exp

erie

nces

and

rele

vant

edu

catio

nal

reso

urce

s.

Som

epa

rtic

ipan

tsin

corp

orat

ere

leva

ntin

form

atio

n,

upda

tere

sear

chfi

ndin

gsa

ndsh

are

map

ping

with

oth

er

agen

ts.

Regi

ster

ofs

igni

fican

tand

inno

vativ

edo

cum

enta

tion.

oW

ebsit

ew

ithth

emat

icm

aps:

regu

latio

ns,e

xper

ienc

es,

proj

ects

and

act

ors.


82

70






2.2 Monitoring









71











3Tr

aini

ng

Ac

tiviti

es

Agen

tsre

spon

sible

M

ain

targ

etg

roup

sTi

me

fram

eTh

emes

.Con

tent

4Tr

aini

ngd

ayst

arge

ted

at

soci

alo

rgan

isatio

ns

Trai

ning

team

;tea

cher

s;N

GO

educ

ator

s;C

SOs.

Yo

uth,

wom

en’s,

inte

rcul

tura

lan

dot

herg

roup

sand

as

soci

atio

ns.

*1

betw

een

mon

th3

and

4:

Part

icip

ator

yan

alys

isan

dev

alua

tion.

Too

ls.

*2

betw

een

mon

th5

and

7:

Grou

pw

ork

tool

s.Ne

twor

king

. *

1be

twee

nm

onth

9a

nd1

0:G

roup

w

ork

tool

s.Im

pact

and

soci

al

mob

ilisa

tion.

Unde

rsta

ndin

gof

Act

ion

Tech

niqu

es

-Par

ticip

ator

yre

sear

ch

Unde

rsta

ndin

gof

stra

tegi

esa

nd

activ

ities

forw

orki

ngin

gro

ups.

Unde

rsta

ndin

gof

stra

tegi

esfo

rim

pact

and

soci

alm

obili

satio

n.

Cons

ulta

ncy

spac

esfo

rgro

ups

and

asso

ciat

ions

Trai

ning

team

;tea

cher

s;N

GO

educ

ator

s;C

SOs.

Yout

h,w

omen

’s,in

terc

ultu

ral

and

othe

rgro

upsa

nd

asso

ciat

ions

.

From

the

first

trai

ning

,one

-off,

de

pend

ing

onth

ene

edso

fgro

ups.

Atle

asto

nep

erse

mes

ter.

Inco

rpor

atio

nof

und

erst

andi

ng

acqu

ired

into

wor

kpl

ans;

app

licat

ion

ofm

etho

dolo

gica

lstr

ateg

ies;

gro

up

wor

kte

chni

ques

;oth

ers.


83

70






2.2 Monitoring









71











3Tr

aini

ng

Ac

tiviti

es

Agen

tsre

spon

sible

M

ain

targ

etg

roup

sTi

me

fram

eTh

emes

.Con

tent

4Tr

aini

ngd

ayst

arge

ted

at

soci

alo

rgan

isatio

ns

Trai

ning

team

;tea

cher

s;N

GO

educ

ator

s;C

SOs.

Yo

uth,

wom

en’s,

inte

rcul

tura

lan

dot

herg

roup

sand

as

soci

atio

ns.

*1

betw

een

mon

th3

and

4:

Part

icip

ator

yan

alys

isan

dev

alua

tion.

Too

ls.

*2

betw

een

mon

th5

and

7:

Grou

pw

ork

tool

s.Ne

twor

king

. *

1be

twee

nm

onth

9a

nd1

0:G

roup

w

ork

tool

s.Im

pact

and

soci

al

mob

ilisa

tion.

Unde

rsta

ndin

gof

Act

ion

Tech

niqu

es

-Par

ticip

ator

yre

sear

ch

Unde

rsta

ndin

gof

stra

tegi

esa

nd

activ

ities

forw

orki

ngin

gro

ups.

Unde

rsta

ndin

gof

stra

tegi

esfo

rim

pact

and

soci

alm

obili

satio

n.

Cons

ulta

ncy

spac

esfo

rgro

ups

and

asso

ciat

ions

Trai

ning

team

;tea

cher

s;N

GO

educ

ator

s;C

SOs.

Yout

h,w

omen

’s,in

terc

ultu

ral

and

othe

rgro

upsa

nd

asso

ciat

ions

.

From

the

first

trai

ning

,one

-off,

de

pend

ing

onth

ene

edso

fgro

ups.

Atle

asto

nep

erse

mes

ter.

Inco

rpor

atio

nof

und

erst

andi

ng

acqu

ired

into

wor

kpl

ans;

app

licat

ion

ofm

etho

dolo

gica

lstr

ateg

ies;

gro

up

wor

kte

chni

ques

;oth

ers.

3.1

Trai

ning

Antic

ipat

edC

hang

esa

ndO

bjec

tives

Kno

wle

dge

Abi

litie

sA

ttitu

des

Part

icip

ants

and

colle

ctiv

esu

nder

stan

dth

epr

inci

ples

an

dm

ain

tech

niqu

eso

fpar

ticip

ator

yac

tion-

rese

arch

to

des

ign

and

appl

ysu

chto

olsi

nw

ork

onth

egr

ound

.

Part

icip

ants

and

colle

ctiv

esa

reca

pabl

eof

dev

elop

ing

grou

pw

ork

and

appl

icat

ion

ofm

etho

dolo

gica

lapp

licat

ion

abili

ties

tojo

intly

com

plet

edi

agno

stic

ana

lyse

sand

eva

luat

epr

oces

sesa

ndre

sults

.

Part

icip

ants

and

colle

ctiv

esd

emon

stra

tea

nop

en,

resp

ectfu

l,cr

itica

land

pos

itive

att

itude

tow

ards

the

deve

lopm

ento

fpar

ticip

ator

yre

sear

ch-a

ctio

nte

chni

ques

.

Part

icip

ants

and

colle

ctiv

esa

rea

war

eof

gro

up

dyna

mic

sand

app

lyco

llect

ive

wor

king

stra

tegi

esto

th

ede

sign

ofa

ctio

npl

ans.

Part

icip

ants

and

colle

ctiv

ese

xper

ienc

ete

amw

ork

and

are

capa

ble

ofd

esig

ning

gro

upa

ctio

ns.

Part

icip

ants

and

colle

ctiv

esd

emon

stra

tea

nop

ena

ttitu

de

top

ropo

sals

tojo

inta

ctio

nw

itho

ther

act

orsa

swel

las

bein

gop

ento

pro

posa

lsfo

rcha

nge.

Part

icip

ants

and

colle

ctiv

esu

nder

stan

dth

epr

inci

ples

an

dm

ain

stra

tegi

eso

fact

ion

and

impa

ct.

Part

icip

ants

and

colle

ctiv

esa

reca

pabl

eof

des

igni

ngjo

int

stra

tegi

esfo

rgro

upa

ctio

ns.

Part

icip

ants

and

colle

ctiv

esd

emon

stra

tea

co-r

espo

nsib

le,

activ

e,cr

itica

land

pos

itive

att

itude

toth

ede

velo

pmen

tof

join

tact

ions

with

soci

alim

pact

.

Grou

ps(a

ssoc

iatio

ns,c

olle

ctiv

es,o

ther

s)p

utin

to

prac

tice

know

ledg

eac

quire

d.

Grou

ps(a

ssoc

iatio

ns,c

olle

ctiv

es,o

ther

s)p

utin

top

ract

ice

know

ledg

eac

quire

d.

Grou

ps(a

ssoc

iatio

ns,c

olle

ctiv

es,o

ther

s)d

emon

stra

tein

pr

actic

eth

ew

illin

gnes

sand

dec

ision

toa

ctin

coor

dina

tion

with

oth

era

ctor

s,bo

thlo

cally

and

ino

ther

are

as.


84

70






2.2 Monitoring









71











3.1.

1Tr

aini

ng

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Som

epa

rtic

ipan

tsa

ndco

llect

ives

com

mit

tota

kea

nac

tion

incl

udin

ga

part

icip

ator

yan

alys

isan

dev

alua

tion

proc

ess

back

toth

eirw

ork

plac

e.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ewu

nder

stan

ding

.De

sign

activ

ities

.

oDe

sign

trai

ning

oAc

tivity

Rep

ort

o

Mat

eria

lsan

dac

tiviti

esu

sed

oPa

rtic

ipan

tgro

upe

valu

atio

n

o

Part

icip

antg

roup

sign

atur

es

Som

eof

the

part

icip

ants

wor

kw

ithg

roup

sand

/ord

esig

nac

tiviti

esto

be

carr

ied

outi

nw

orki

ngg

roup

s.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ewu

nder

stan

ding

.De

sign

activ

ities

.

Som

epa

rtic

ipan

tsa

ndco

llect

ives

com

mit

tod

esig

ning

and

im

plem

entin

ga

join

tmob

ilisa

tion

orim

pact

act

ion.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ewu

nder

stan

ding

.De

sign

activ

ities

.

Anal

ysis

ofn

ewp

ract

ices

and

thei

rim

pact

.Re

port

on

mon

itorin

gac

tiviti

es.

o Fi

eld

diar

y/m

inut

eso

fmee

tings

Stra

tegi

c Li

ne T

RAIN

ING

Tim

elin

e:

…

YEA

R 1

Y

EAR

2

Fie

lds

of

stra

tegi

c a

ctio

n

Act

ivit

ies

M 1

M

2 M

3 M

4

M 5

M

6

M 7

M

8

M 9

M

10

M11

M

12

M

1

M 2

M

3

M 4

M

5

M 6

M

7

M 8

M

9

M1

0

M1

1 M

12

A/

Trai

nin

g

1 W

ork

sho

p: C

on

cep

t,

Pri

nci

ple

s, M

eth

od

olo

gie

s.

The

mat

ic w

ork

sho

p:

Par

tici

pat

ory

to

ols

Th

em

atic

wo

rksh

op

: To

ols

(2

)

The

mat

ic w

ork

sho

p: W

ork

ing

wit

h g

rou

ps

The

mat

ic w

ork

sho

p:

Par

tici

pat

ory

eva

luat

ion

to

ols

. Se

min

ar o

n G

lob

al C

itiz

en

ship

Ed

uca

tio

n.

Gat

he

rin

g fo

r e

xch

an

ge o

f G

CE

exp

eri

en

ces.

Cre

atio

n o

f o

nlin

e b

ank.

Mai

nte

nan

ce a

nd

mo

nit

ori

ng

o

nlin

e

ban

k.

……

……

..

……

……

……

……

. …

……

……

……

…

……

……

……

……

..

……

…

Map

pin

g: r

egu

lati

on

s

Map

pin

g: s

ign

ific

an

t e

xpe

rie

nce

s …

……

..

Map

pin

g: in

no

vati

ve p

roje

cts

……

…..

Map

pin

g: r

ele

van

t ac

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…

……

..

1 P

arti

cip

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ork

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An

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ork

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ps

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oci

atio

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……

…..

…

……

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….

……

……

……


85

70






2.2 Monitoring









71











3.1.

1Tr

aini

ng

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Som

epa

rtic

ipan

tsa

ndco

llect

ives

com

mit

tota

kea

nac

tion

incl

udin

ga

part

icip

ator

yan

alys

isan

dev

alua

tion

proc

ess

back

toth

eirw

ork

plac

e.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ewu

nder

stan

ding

.De

sign

activ

ities

.

oDe

sign

trai

ning

oAc

tivity

Rep

ort

o

Mat

eria

lsan

dac

tiviti

esu

sed

oPa

rtic

ipan

tgro

upe

valu

atio

n

o

Part

icip

antg

roup

sign

atur

es

Som

eof

the

part

icip

ants

wor

kw

ithg

roup

sand

/ord

esig

nac

tiviti

esto

be

carr

ied

outi

nw

orki

ngg

roup

s.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ewu

nder

stan

ding

.De

sign

activ

ities

.

Som

epa

rtic

ipan

tsa

ndco

llect

ives

com

mit

tod

esig

ning

and

im

plem

entin

ga

join

tmob

ilisa

tion

orim

pact

act

ion.

Que

stio

nnai

reo

nne

wle

arni

ng,n

ewu

nder

stan

ding

.De

sign

activ

ities

.

Anal

ysis

ofn

ewp

ract

ices

and

thei

rim

pact

.Re

port

on

mon

itorin

gac

tiviti

es.

o Fi

eld

diar

y/m

inut

eso

fmee

tings

Stra

tegi

c Li

ne T

RAIN

ING

Tim

elin

e:

…

YEA

R 1

Y

EAR

2

Fie

lds

of

stra

tegi

c a

ctio

n

Act

ivit

ies

M 1

M

2 M

3 M

4

M 5

M

6

M 7

M

8

M 9

M

10

M11

M

12

M

1

M 2

M

3

M 4

M

5

M 6

M

7

M 8

M

9

M1

0

M1

1 M

12

A/

Trai

nin

g

1 W

ork

sho

p: C

on

cep

t,

Pri

nci

ple

s, M

eth

od

olo

gie

s.

The

mat

ic w

ork

sho

p:

Par

tici

pat

ory

to

ols

Th

em

atic

wo

rksh

op

: To

ols

(2

)

The

mat

ic w

ork

sho

p: W

ork

ing

wit

h g

rou

ps

The

mat

ic w

ork

sho

p:

Par

tici

pat

ory

eva

luat

ion

to

ols

. Se

min

ar o

n G

lob

al C

itiz

en

ship

Ed

uca

tio

n.

Gat

he

rin

g fo

r e

xch

an

ge o

f G

CE

exp

eri

en

ces.

Cre

atio

n o

f o

nlin

e b

ank.

Mai

nte

nan

ce a

nd

mo

nit

ori

ng

o

nlin

e

ban

k.

……

……

..

……

……

……

……

. …

……

……

……

…

……

……

……

……

..

……

…

Map

pin

g: r

egu

lati

on

s

Map

pin

g: s

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ific

an

t e

xpe

rie

nce

s …

……

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pin

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no

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ve p

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……

…..

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ele

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……

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oci

atio

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……

……

…..

…

……

……

….

……

……

……


86

70






2.2 Monitoring









71











Stra

tegi

cLin

e:C

oord

inat

ion

ofa

ctor

s

Gene

ralo

bjec

tive

Tog

ener

ate,

test

and

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mot

ea

part

icipa

tory

mod

elo

fGlo

balC

itize

nshi

pEd

ucat

ion

forr

ural

mun

icipa

litie

s,w

ith

inclu

sive,

inno

vativ

ean

def

fect

ive

stra

tegi

esa

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neso

fact

ion.

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ifico

bjec

tive

1/T

opr

omot

eth

eim

prov

emen

tofq

ualit

yan

def

fect

iven

esso

fedu

catio

nala

ctio

ns,e

ncom

pass

ing

them

ina

wor

king

st

rate

gyto

incr

ease

thei

rsco

pea

ndim

pact

inru

ralE

urop

ean

mun

icipa

litie

s.

Ope

ratio

nalo

bjec

tives

1.

3/T

opr

omot

ene

twor

king

,coo

rdin

atio

nan

dco

mpl

emen

tarit

ybe

twee

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ents

.

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tegi

clin

eof

act

ion

Coor

dina

tion

ofa

ctor

s

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tegi

cact

ions

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tion

ofco

ordi

natio

nan

dsu

ppor

tspa

ces

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twor

kpl

ansa

nda

ctio

ns

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tion

ofa

net

wor

kof

tow

nsin

supp

orto

fGlo

balC

itize

nshi

pEd

ucat

ion


87

70






2.2 Monitoring









71











Stra

tegi

cLin

e:C

oord

inat

ion

ofa

ctor

s

Gene

ralo

bjec

tive

Tog

ener

ate,

test

and

pro

mot

ea

part

icipa

tory

mod

elo

fGlo

balC

itize

nshi

pEd

ucat

ion

forr

ural

mun

icipa

litie

s,w

ith

inclu

sive,

inno

vativ

ean

def

fect

ive

stra

tegi

esa

ndli

neso

fact

ion.

Spec

ifico

bjec

tive

1/T

opr

omot

eth

eim

prov

emen

tofq

ualit

yan

def

fect

iven

esso

fedu

catio

nala

ctio

ns,e

ncom

pass

ing

them

ina

wor

king

st

rate

gyto

incr

ease

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rsco

pea

ndim

pact

inru

ralE

urop

ean

mun

icipa

litie

s.

Ope

ratio

nalo

bjec

tives

1.

3/T

opr

omot

ene

twor

king

,coo

rdin

atio

nan

dco

mpl

emen

tarit

ybe

twee

nGC

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ents

.

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tegi

clin

eof

act

ion

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dina

tion

ofa

ctor

s

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tegi

cact

ions

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tion

ofco

ordi

natio

nan

dsu

ppor

tspa

ces

Join

twor

kpl

ansa

nda

ctio

ns

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tion

ofa

net

wor

kof

tow

nsin

supp

orto

fGlo

balC

itize

nshi

pEd

ucat

ion

1Co

ordi

natio

n

Activ

ities

Re

spon

sible

age

nts

Tim

efr

ame

Them

es.C

onte

nt.

Crea

tion

oflo

calc

oord

inat

ion

team

s

o Lo

cale

ntity

o NG

O/C

SO

o Ed

ucat

iona

lcen

tres

o

Cultu

ralc

entr

es

o Pa

rent

Tea

cher

Ass

ocia

tions

o

Yout

h,w

omen

’s,in

terc

ultu

rala

nd

othe

rgro

upsa

nda

ssoc

iatio

ns

Beg

inni

ng

Part

icip

atin

gen

titie

sund

erst

and

GCE

asa

met

hodo

logy

fort

he

com

preh

ensio

nof

loca

land

glo

balp

robl

ems.

Pa

rtic

ipat

ing

entit

iesr

ecog

nise

the

impo

rtan

ceo

fGCE

asa

loca

lde

velo

pmen

tstr

ateg

y.

Entit

iesu

nder

stan

dth

ene

edto

act

with

ina

net

wor

kfo

rthe

co

nsol

idat

ion

ofo

rgan

isatio

nals

tren

gthe

ning

and

the

deve

lopm

ento

ffa

r-re

achi

ngst

rate

gies

.

Carr

you

tam

icro

-ana

lysis

ofG

CE

need

sand

edu

catio

nalr

esou

rces

.o

Loca

lcoo

rdin

atio

nte

am

Firs

tsem

este

r

Tofi

ndo

utw

hatG

CEa

ctiv

ityh

asta

ken

plac

ein

the

area

inth

epa

st.

Toid

entif

yac

tors

,the

mes

,par

ticip

ants

,met

hodo

logi

es…

inG

CE

actio

ns.


88

70






2.2 Monitoring









71











1.1

Coor

dina

tion

Antic

ipat

edC

hang

esa

ndO

bjec

tives

K

now

ledg

eA

bilit

ies

Attit

udes

Pa

rtic

ipat

ing

entit

iesu

nder

stan

dGC

Eas

a

met

hodo

logy

foru

nder

stan

ding

loca

land

glo

bal

prob

lem

s.

Part

icip

atin

gen

titie

srec

ogni

seth

eim

port

ance

ofG

CE

asa

loca

ldev

elop

men

tstr

ateg

y.

Entit

iesu

nder

stan

dth

ene

edto

act

with

ina

net

wor

kfo

rthe

cons

olid

atio

nof

org

anisa

tiona

lstr

engt

heni

ng

and

the

deve

lopm

ento

ffar

-rea

chin

gst

rate

gies

.

Part

icip

atin

gen

titie

sim

prov

eth

eirc

apac

ityfo

rco

llabo

ratio

n.

Part

icip

atin

gen

titie

ssho

wth

eirw

illin

gnes

sto

unde

rtak

eco

llabo

rativ

ew

ork

with

oth

ere

ntiti

esa

nd

grou

ps.

Part

icip

atin

gpu

blic

and

priv

ate

entit

ies

deve

lop/

impr

ove

chan

nels

forp

artic

ipat

ion

inru

ral

area

s.

Part

icip

atin

gen

titie

sdem

onst

rate

an

open

and

pos

itive

att

itude

to

war

dsa

ndjo

inta

ctio

nw

itho

ther

ent

ities

. Pa

rtic

ipat

ing

entit

iesa

reca

pabl

eof

join

tlysu

ppor

ting

GCE

proc

esse

s.

Part

icip

atin

gen

titie

sare

capa

ble

ofe

stab

lishi

nga

llian

cesf

orth

ede

velo

pmen

tofG

CE.

Tofi

ndo

utw

hatG

CEa

ctiv

ityh

asta

ken

plac

ein

the

area

inth

epa

st.

Toid

entif

yac

tors

,the

mes

,par

ticip

ants

,m

etho

dolo

gies

…in

GCE

act

ions

.

The

loca

lcoo

rdin

atio

nte

ama

cqui

res/

impr

oves

the

man

agem

ento

fpar

ticip

ator

yte

chni

ques

and

tool

sin

proc

esse

sofr

ecol

lect

ion,

dat

aan

alys

isan

dex

perie

nces

. Th

elo

calc

oord

inat

ion

team

isca

pabl

eof

des

igni

nga

nd

impl

emen

ting

ana

naly

tical

pro

cess

and

ext

ract

ing

resu

lts.

Loca

laut

horit

iesa

ndso

cial

org

anisa

tions

colla

bora

tein

the

anal

ysis

and

crea

tion

ofa

ltern

ativ

esto

loca

ldev

elop

men

tpr

oble

ms.

Th

elo

calc

oord

inat

ing

team

take

son

ana

ctiv

ero

lein

the

deve

lopm

ento

fthe

tow

n.


89

70






2.2 Monitoring









71











1.1

Coor

dina

tion

Antic

ipat

edC

hang

esa

ndO

bjec

tives

K

now

ledg

eA

bilit

ies

Attit

udes

Pa

rtic

ipat

ing

entit

iesu

nder

stan

dGC

Eas

a

met

hodo

logy

foru

nder

stan

ding

loca

land

glo

bal

prob

lem

s.

Part

icip

atin

gen

titie

srec

ogni

seth

eim

port

ance

ofG

CE

asa

loca

ldev

elop

men

tstr

ateg

y.

Entit

iesu

nder

stan

dth

ene

edto

act

with

ina

net

wor

kfo

rthe

cons

olid

atio

nof

org

anisa

tiona

lstr

engt

heni

ng

and

the

deve

lopm

ento

ffar

-rea

chin

gst

rate

gies

.

Part

icip

atin

gen

titie

sim

prov

eth

eirc

apac

ityfo

rco

llabo

ratio

n.

Part

icip

atin

gen

titie

ssho

wth

eirw

illin

gnes

sto

unde

rtak

eco

llabo

rativ

ew

ork

with

oth

ere

ntiti

esa

nd

grou

ps.

Part

icip

atin

gpu

blic

and

priv

ate

entit

ies

deve

lop/

impr

ove

chan

nels

forp

artic

ipat

ion

inru

ral

area

s.

Part

icip

atin

gen

titie

sdem

onst

rate

an

open

and

pos

itive

att

itude

to

war

dsa

ndjo

inta

ctio

nw

itho

ther

ent

ities

. Pa

rtic

ipat

ing

entit

iesa

reca

pabl

eof

join

tlysu

ppor

ting

GCE

proc

esse

s.

Part

icip

atin

gen

titie

sare

capa

ble

ofe

stab

lishi

nga

llian

cesf

orth

ede

velo

pmen

tofG

CE.

Tofi

ndo

utw

hatG

CEa

ctiv

ityh

asta

ken

plac

ein

the

area

inth

epa

st.

Toid

entif

yac

tors

,the

mes

,par

ticip

ants

,m

etho

dolo

gies

…in

GCE

act

ions

.

The

loca

lcoo

rdin

atio

nte

ama

cqui

res/

impr

oves

the

man

agem

ento

fpar

ticip

ator

yte

chni

ques

and

tool

sin

proc

esse

sofr

ecol

lect

ion,

dat

aan

alys

isan

dex

perie

nces

. Th

elo

calc

oord

inat

ion

team

isca

pabl

eof

des

igni

nga

nd

impl

emen

ting

ana

naly

tical

pro

cess

and

ext

ract

ing

resu

lts.

Loca

laut

horit

iesa

ndso

cial

org

anisa

tions

colla

bora

tein

the

anal

ysis

and

crea

tion

ofa

ltern

ativ

esto

loca

ldev

elop

men

tpr

oble

ms.

Th

elo

calc

oord

inat

ing

team

take

son

ana

ctiv

ero

lein

the

deve

lopm

ento

fthe

tow

n.

1.1.

1Co

ordi

natio

n

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Part

icip

atio

nof

diff

eren

tcom

mun

itya

gent

s,in

clud

ing

loca

land

pr

ovin

cial

inst

itutio

ns.

Que

stio

nnai

refo

rent

ities

and

or

gani

satio

nsin

volv

ed.

Colla

bora

tive

agre

emen

tsb

etw

een

entit

ies.

Pl

anni

ngo

fGCE

pro

cess

esa

nda

ctiv

ities

. Ac

tivity

repo

rt

• Ac

tivity

repo

rtto

carr

you

tana

lysis

•

Loca

lGCE

ana

lysis

repo

rt

Re-e

nerg

ising

ofs

ocia

lfab

ricb

yth

eco

ordi

natio

nan

dst

reng

then

ing

ofe

xist

ing

orga

nisa

tions

ort

hecr

eatio

nof

new

on

es.

Focu

sgro

upfo

reva

luat

ion

with

ent

ities

an

dor

gani

satio

nsin

volv

ed.

Colla

bora

tion

fort

hed

evel

opm

ento

fGCE

pro

cess

esa

nd

activ

ities

. An

alys

isof

info

rmat

ion

cont

ribut

ed.

Part

icip

atio

nof

diff

eren

tcom

mun

itya

gent

s,in

clud

ing

loca

land

pr

ovin

cial

inst

itutio

ns.

Grou

p/in

divi

dual

inte

rvie

ws.

Com

mun

ityfo

rum

s/fo

cusg

roup

s. An

alys

isof

info

rmat

ion

cont

ribut

ed.

Writ

ten

reco

rdo

fact

iviti

esa

ndo

bjec

tives

fort

hest

udy

ofG

CE

activ

ities

und

erta

ken.


90

70






2.2 Monitoring









71











2Co

ordi

natio

n Ac

tiviti

es

Resp

onsib

lea

gent

sTi

me

fram

eTh

emes

.Con

tent

.

Plan

ning

and

mon

itorin

gof

GCE

Ag

enda

dev

elop

men

tin

each

tow

n.

oLo

calc

oord

inat

ing

team

6th

mon

th–

end

of

the

prog

ram

me

Part

icip

ants

und

erst

and

deve

lopm

entp

robl

emso

na

loca

land

glo

bal

leve

l.

Part

icip

ants

und

erst

and

the

impo

rtan

ceo

falli

ance

sbet

wee

nag

ents

an

dth

esh

ared

resp

onsib

ility

forg

loba

land

loca

ldev

elop

men

t.

Part

icip

ants

beg

inth

efo

rmul

atio

nof

pro

posa

lsfo

rcha

nge

ina

co

llabo

rativ

ean

dan

alyt

ical

way

.

Diss

emin

atio

nof

pro

gram

me

and

incl

usio

nof

new

tow

ns

o Ju

nta

deC

astil

lay

León

o Pr

ovin

cial

coun

cil

o Lo

cale

ntity

o

NGO

/CSO

o

Educ

atio

nalc

entr

es

o Cu

ltura

lcen

tres

o

Pare

ntT

each

erA

ssoc

iatio

ns

o O

ther

rela

ted/

inte

rest

eda

ssoc

iatio

ns

12th

mon

th–

end

of

the

prog

ram

me

Loca

laut

horit

ies,

soci

alo

rgan

isatio

nsa

ndci

tizen

sare

inte

rest

edin

fin

ding

out

abo

uto

ther

exp

erie

nces

and

loca

ldev

elop

men

tmod

els.

Loca

laut

horit

ies,

soci

alo

rgan

isatio

nsa

ndci

tizen

sare

inte

rest

edin

ot

here

xper

ienc

esa

saso

urce

ofp

oten

tialm

odel

sfor

loca

lact

ion.


91

70






2.2 Monitoring









71











2Co

ordi

natio

n Ac

tiviti

es

Resp

onsib

lea

gent

sTi

me

fram

eTh

emes

.Con

tent

.

Plan

ning

and

mon

itorin

gof

GCE

Ag

enda

dev

elop

men

tin

each

tow

n.

oLo

calc

oord

inat

ing

team

6th

mon

th–

end

of

the

prog

ram

me

Part

icip

ants

und

erst

and

deve

lopm

entp

robl

emso

na

loca

land

glo

bal

leve

l.

Part

icip

ants

und

erst

and

the

impo

rtan

ceo

falli

ance

sbet

wee

nag

ents

an

dth

esh

ared

resp

onsib

ility

forg

loba

land

loca

ldev

elop

men

t.

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icip

ants

beg

inth

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rmul

atio

nof

pro

posa

lsfo

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nge

ina

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ical

way

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emin

atio

nof

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gram

me

and

incl

usio

nof

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tow

ns

o Ju

nta

deC

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lay

León

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ovin

cial

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cil

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cale

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atio

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entr

es

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ltura

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tres

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ntT

each

erA

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ns

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ther

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rest

eda

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iatio

ns

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mon

th–

end

of

the

prog

ram

me

Loca

laut

horit

ies,

soci

alo

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isatio

nsa

ndci

tizen

sare

inte

rest

edin

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ding

out

abo

uto

ther

exp

erie

nces

and

loca

ldev

elop

men

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els.

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laut

horit

ies,

soci

alo

rgan

isatio

nsa

ndci

tizen

sare

inte

rest

edin

ot

here

xper

ienc

esa

saso

urce

ofp

oten

tialm

odel

sfor

loca

lact

ion.

2.1

Coor

dina

tion

Antic

ipat

edC

hang

esa

ndO

bjec

tives

K

now

ledg

eA

bilit

ies

Attit

udes

Pa

rtic

ipan

tsu

nder

stan

dde

velo

pmen

tpro

blem

son

alo

cala

ndg

loba

llev

el.

Part

icip

ants

und

erst

and

the

impo

rtan

ceo

falli

ance

sbe

twee

nag

ents

and

the

shar

edre

spon

sibili

tyfo

rgl

obal

and

loca

ldev

elop

men

t.

Part

icip

ants

beg

inth

efo

rmul

atio

nof

pro

posa

lsfo

rch

ange

ina

colla

bora

tive

and

anal

ytic

alw

ay.

Part

icip

ants

acq

uire

tool

sto

wor

kw

itho

ther

sin

the

prom

otio

nof

dev

elop

men

ton

agl

obal

and

loca

llev

el.

Part

icip

ants

impl

emen

tcol

labo

rativ

ew

orki

ng

stra

tegi

esin

acc

orda

nce

with

des

ired

outc

omes

and

in

aw

ell-d

efin

edco

ntex

t.

Part

icip

ants

hav

eth

eab

ility

tod

esig

npr

opos

alst

hat

are

rele

vant

and

ada

pted

toth

epa

rtic

ular

cont

exta

nd

the

desir

edo

utco

mes

.

Part

icip

ants

can

inte

ract

and

mot

ivat

eot

hers

inth

ene

twor

king

fr

amew

ork,

taki

ngo

nan

act

ive

and

criti

calc

ivic

role

inth

ere

solu

tion

ofd

evel

opm

entp

robl

emso

na

glob

ala

ndlo

call

evel

. Pa

rtic

ipan

tsca

nin

tegr

ate

into

thei

rdai

lyro

utin

eth

esu

ppor

tof

activ

ities

forr

ural

sust

aina

ble

deve

lopm

enta

nda

ska

utho

ritie

sto

take

on

thei

rres

pons

ibili

tyfo

rsai

dde

velo

pmen

t.

Loca

laut

horit

ies,

soci

alo

rgan

isatio

nsa

ndci

tizen

sare

in

tere

sted

infi

ndin

gou

tabo

uto

ther

exp

erie

nces

and

lo

cald

evel

opm

entm

odel

s. Lo

cala

utho

ritie

s,so

cial

org

anisa

tions

and

citiz

ensa

re

inte

rest

edin

oth

ere

xper

ienc

esa

saso

urce

of

pote

ntia

lmod

elsf

orlo

cala

ctio

n.

Part

icip

ants

can

refle

cto

not

here

xper

ienc

esw

ithth

eai

mo

fada

ptin

gth

em

oste

ffect

ive

and

usef

ulfo

rmul

as

toth

eiro

wn

real

ity.

Part

icip

ants

shar

eex

perie

nces

with

oth

era

ctor

sand

gr

oups

,see

king

tow

iden

the

scop

ean

dst

reng

tho

fthe

ne

twor

k.

Part

icip

ants

and

ent

ities

are

capa

ble

offa

cilit

atin

gan

des

tabl

ishin

gal

lianc

esfo

rthe

dev

elop

men

tofG

CEa

ctiv

ities

and

pr

ogra

mm

es.

Part

icip

ants

and

ent

ities

can

publ

icly

ask

fora

llian

cesa

nd

polic

iesf

orG

CEp

rom

otio

nto

be

impl

emen

ted.


92

70






2.2 Monitoring









71











1.1.

1 Co

ordi

natio

n

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Part

icip

atio

nof

diff

eren

tcom

mun

itya

gent

s,in

clud

ing

loca

land

pr

ovin

cial

inst

itutio

ns.

Addr

esse

sthe

mai

nin

tere

stsa

ndco

ncer

nso

fthe

loca

lpop

ulat

ion

rega

rdin

gde

velo

pmen

tin

GCE

actio

npl

ans.

In

ters

ectio

nalit

y,in

clus

ion

ofd

iffer

ents

ecto

rsa

ndch

alle

nges

in

GCE

actio

npl

ans.

Pers

onal

/gro

upq

uest

ionn

aire

son

the

deve

lopm

ento

fth

epr

ogra

mm

e.

Eval

uatio

nfo

cusg

roup

with

indi

vidu

als,

entit

iesa

nd

grou

psin

volv

ed.

Part

iale

valu

atio

nsfo

rspe

cific

act

iviti

esu

nder

take

n.

Loca

lpro

gram

min

gof

GCE

act

iviti

es

Activ

ityre

port

W

ork

plan

with

des

igns

ofa

ctiv

ities

Part

icip

atio

nof

diff

eren

tcom

mun

itya

gent

s,in

clud

ing

loca

land

pr

ovin

cial

inst

itutio

ns.

Re-e

nerg

ising

ofs

ocia

lfab

ricb

yth

eco

ordi

natio

nan

dst

reng

then

ing

ofe

xist

ing

orga

nisa

tions

ort

hecr

eatio

nof

new

on

es.

Crea

tion

ofst

able

colla

bora

tion

spac

esfo

rthe

dev

elop

men

tof

GCE

proc

esse

sand

act

iviti

es.

Day-

long

sem

inar

fore

xcha

nge

ofe

xper

ienc

esa

ndg

ood

prac

tice

betw

een

vario

use

ntiti

es,i

nstit

utio

ns,

orga

nisa

tions

,etc

.Cr

eatio

n/in

crea

seo

fcol

labo

ratio

nsp

aces

fore

xcha

nge

and

deve

lopm

ento

fGCE

act

ion

plan

s.

Colla

bora

tion

agre

emen

tsb

etw

een

entit

ies.

Rela

tions

hips

bet

wee

nco

unci

lsin

volv

edin

the

netw

ork.

Do

cum

enta

tion

ofsh

ared

pro

ject

s.


93

70






2.2 Monitoring









71











1.1.

1 Co

ordi

natio

n

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Part

icip

atio

nof

diff

eren

tcom

mun

itya

gent

s,in

clud

ing

loca

land

pr

ovin

cial

inst

itutio

ns.

Addr

esse

sthe

mai

nin

tere

stsa

ndco

ncer

nso

fthe

loca

lpop

ulat

ion

rega

rdin

gde

velo

pmen

tin

GCE

actio

npl

ans.

In

ters

ectio

nalit

y,in

clus

ion

ofd

iffer

ents

ecto

rsa

ndch

alle

nges

in

GCE

actio

npl

ans.

Pers

onal

/gro

upq

uest

ionn

aire

son

the

deve

lopm

ento

fth

epr

ogra

mm

e.

Eval

uatio

nfo

cusg

roup

with

indi

vidu

als,

entit

iesa

nd

grou

psin

volv

ed.

Part

iale

valu

atio

nsfo

rspe

cific

act

iviti

esu

nder

take

n.

Loca

lpro

gram

min

gof

GCE

act

iviti

es

Activ

ityre

port

W

ork

plan

with

des

igns

ofa

ctiv

ities

Part

icip

atio

nof

diff

eren

tcom

mun

itya

gent

s,in

clud

ing

loca

land

pr

ovin

cial

inst

itutio

ns.

Re-e

nerg

ising

ofs

ocia

lfab

ricb

yth

eco

ordi

natio

nan

dst

reng

then

ing

ofe

xist

ing

orga

nisa

tions

ort

hecr

eatio

nof

new

on

es.

Crea

tion

ofst

able

colla

bora

tion

spac

esfo

rthe

dev

elop

men

tof

GCE

proc

esse

sand

act

iviti

es.

Day-

long

sem

inar

fore

xcha

nge

ofe

xper

ienc

esa

ndg

ood

prac

tice

betw

een

vario

use

ntiti

es,i

nstit

utio

ns,

orga

nisa

tions

,etc

.Cr

eatio

n/in

crea

seo

fcol

labo

ratio

nsp

aces

fore

xcha

nge

and

deve

lopm

ento

fGCE

act

ion

plan

s.

Colla

bora

tion

agre

emen

tsb

etw

een

entit

ies.

Rela

tions

hips

bet

wee

nco

unci

lsin

volv

edin

the

netw

ork.

Do

cum

enta

tion

ofsh

ared

pro

ject

s.

Stra

tegi

c Li

ne C

OO

RDIN

ATIO

N T

imel

ine:

YEAR

1

YEAR

2

Fiel

ds o

f st

rate

gic

actio

n Ac

tiviti

es

M 1

M 2

M 3

M 4

M 5

M 6

M

7 M

8 M

9 M

10 M

11 M

12 M

1

M 2

M

3

M 4

M

5

M 6

M 7

M 8

M

9 M

10 M

11 M

12

Networking

Crea

tion

of lo

cal c

oord

inat

ing

te

ams

Und

erta

ke a

mic

ro-a

naly

sis

of G

CE n

eeds

and

ed

ucat

iona

l res

ourc

es

Plan

ning

and

mon

itorin

g of

G

CE A

gend

a de

velo

pmen

t in

each

tow

n ……………..

……………….

………………

Diss

emin

atio

n an

d in

clus

ion

of p

rogr

amm

e in

new

tow

ns.

……………..

……………….


94

70






2.2 Monitoring









71











Stra

tegi

cLin

e:P

artic

ipat

ion

and

mob

ilisa

tion

Gene

ralO

bjec

tive

Tog

ener

ate,

test

and

pro

mot

ea

part

icip

ator

ym

odel

ofG

loba

lCiti

zens

hip

Educ

atio

nfo

rrur

alm

unic

ipal

ities

,with

incl

usiv

e,in

nova

tive

and

effe

ctiv

est

rate

gies

and

line

sofa

ctio

n.

Spec

ificO

bjec

tive

2/T

oco

ntrib

ute

toa

chan

gein

soci

ala

ttitu

deto

war

dsru

rald

evel

opm

ent,

inco

rpor

atin

gsu

stai

nabi

lity

(resp

onsib

lea

nde

thic

alco

nsum

ptio

n,

ethi

calp

ublic

recr

uitm

enta

ndfa

irtr

ade)

and

supp

ortf

orth

eSt

rate

gyb

eyon

d20

15in

rura

lEur

opea

nar

eas.

Ope

ratio

nalO

bjec

tives

2.

1/T

om

otiv

ate

the

part

icip

atio

nof

indi

vidu

alsa

ndso

cial

org

anisa

tions

inG

CEp

roce

sses

.

Stra

tegi

cLin

eof

Act

ion

Part

icip

atio

nan

dso

cial

mob

ilisa

tion

Stra

tegi

cAct

ions

Com

mun

ityre

vita

lizat

ion

and

supp

ortf

orth

eem

erge

nce

ofo

rgan

isatio

nsa

ndm

ovem

ents

.

Org

anisa

tiona

lstr

engt

heni

ngo

floc

also

cial

gro

ups.

Supp

ortf

orth

ede

sign

and

unde

rtak

ing

ofa

ctio

ns(c

ampa

igns

,edu

catio

nala

ctio

ns,i

mpa

ct,e

tc.)

Prom

otio

nof

opp

ortu

nitie

sand

spac

esfo

rdeb

ate.


95

70






2.2 Monitoring









71











Stra

tegi

cLin

e:P

artic

ipat

ion

and

mob

ilisa

tion

Gene

ralO

bjec

tive

Tog

ener

ate,

test

and

pro

mot

ea

part

icip

ator

ym

odel

ofG

loba

lCiti

zens

hip

Educ

atio

nfo

rrur

alm

unic

ipal

ities

,with

incl

usiv

e,in

nova

tive

and

effe

ctiv

est

rate

gies

and

line

sofa

ctio

n.

Spec

ificO

bjec

tive

2/T

oco

ntrib

ute

toa

chan

gein

soci

ala

ttitu

deto

war

dsru

rald

evel

opm

ent,

inco

rpor

atin

gsu

stai

nabi

lity

(resp

onsib

lea

nde

thic

alco

nsum

ptio

n,

ethi

calp

ublic

recr

uitm

enta

ndfa

irtr

ade)

and

supp

ortf

orth

eSt

rate

gyb

eyon

d20

15in

rura

lEur

opea

nar

eas.

Ope

ratio

nalO

bjec

tives

2.

1/T

om

otiv

ate

the

part

icip

atio

nof

indi

vidu

alsa

ndso

cial

org

anisa

tions

inG

CEp

roce

sses

.

Stra

tegi

cLin

eof

Act

ion

Part

icip

atio

nan

dso

cial

mob

ilisa

tion

Stra

tegi

cAct

ions

Com

mun

ityre

vita

lizat

ion

and

supp

ortf

orth

eem

erge

nce

ofo

rgan

isatio

nsa

ndm

ovem

ents

.

Org

anisa

tiona

lstr

engt

heni

ngo

floc

also

cial

gro

ups.

Supp

ortf

orth

ede

sign

and

unde

rtak

ing

ofa

ctio

ns(c

ampa

igns

,edu

catio

nala

ctio

ns,i

mpa

ct,e

tc.)

Prom

otio

nof

opp

ortu

nitie

sand

spac

esfo

rdeb

ate.

1.P

artic

ipat

ion:

Com

mun

ityR

evita

lisat

ion

Activ

ities

Re

spon

sible

age

nts

Tim

efr

ame

Them

es.C

onte

nt.

Loca

lmic

ro-s

tudi

es

Coor

dina

ting

team

Fa

cilit

atio

nte

am

Loca

lact

ors

Atth

ebe

ginn

ing

ofth

eim

plem

enta

tion

ofth

eAg

enda

The

situa

tion

ofso

cial

par

ticip

atio

nin

eac

hru

rala

rea.

Activ

ities

tom

otiv

ate

part

icip

atio

n

Coor

dina

ting

team

Fa

cilit

atio

nte

am

Loca

lact

orsa

ndo

rgan

isatio

ns

Onc

eth

elo

cals

tudy

has

bee

nco

mpl

eted

unt

ilth

een

dof

the

prog

ram

me

The

"glo

cal"

dim

ensio

n Th

eim

port

ance

and

pot

entia

lofg

roup

sand

colle

ctiv

ew

orki

ng

Tech

nica

lass

istan

cea

ndsu

ppor

tto

new

org

anisa

tions

Coor

dina

ting

team

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

e

Peop

lew

how

antt

ost

arta

mov

emen

tors

ocia

lor

gani

satio

nac

quire

the

nece

ssar

ykn

owle

dge

tod

oso

an

dre

ceiv

esu

ppor

t.


96

70






2.2 Monitoring









71











1.1

Part

icip

atio

n:C

omm

unity

Rev

italis

atio

n

Antic

ipat

edC

hang

es

Kno

wle

dge

Abi

litie

sA

ttitu

des

Loca

lact

orsk

now

and

und

erst

and

the

real

ityo

fso

cial

par

ticip

atio

nin

thei

rare

a.

The

faci

litat

ion

team

has

ab

ase

onw

hich

tob

egin

th

epr

oces

sofs

ocia

lrev

italis

atio

nin

the

area

.

Part

icip

atin

gor

gani

satio

nsa

ndin

divi

dual

sac

quire

/impr

ove

thei

rcol

lect

ive

rese

arch

skill

s.

Som

elo

cala

ctor

sbec

ome

invo

lved

thro

ugh

thei

rpa

rtic

ipat

ion

inth

est

udy.

Part

icip

atin

gor

gani

satio

nsa

ndin

divi

dual

sare

fa

mili

arw

itha

ndu

nder

stan

dth

e“g

loca

l”di

men

sion.

Lo

cali

ndiv

idua

lsan

dor

gani

satio

nsu

nder

stan

dth

est

reng

tha

ndp

oten

tialo

fgro

upsa

ndw

orki

ng

colle

ctiv

ely.

Part

icip

atin

gor

gani

satio

nsa

ndin

divi

dual

sfee

lin

volv

edin

eve

ryth

ing

that

affe

ctst

heg

roup

,tow

n,

regi

ona

ndth

ew

orld

. Lo

cali

ndiv

idua

lsan

dor

gani

satio

nsfe

elm

otiv

ated

to

actb

eyon

dpe

rson

alin

tere

sts,

natio

nal,

ethn

ic,

cultu

ralo

rgen

deri

dent

ities

.

Peop

lew

how

antt

ost

arta

mov

emen

tors

ocia

lor

gani

satio

nac

quire

the

nece

ssar

ykn

owle

dge

tod

oso

:typ

eso

forg

anisa

tions

,ste

psto

get

org

anise

d,

lega

land

fina

ncia

liss

ues,

etc.

Loca

lorg

anisa

tions

acq

uire

/impr

ove

thei

rski

llsfo

ror

gani

satio

n,fo

rmul

atio

nof

pro

posa

ls,e

tc.


97

70






2.2 Monitoring









71











1.1

Part

icip

atio

n:C

omm

unity

Rev

italis

atio

n

Antic

ipat

edC

hang

es

Kno

wle

dge

Abi

litie

sA

ttitu

des

Loca

lact

orsk

now

and

und

erst

and

the

real

ityo

fso

cial

par

ticip

atio

nin

thei

rare

a.

The

faci

litat

ion

team

has

ab

ase

onw

hich

tob

egin

th

epr

oces

sofs

ocia

lrev

italis

atio

nin

the

area

.

Part

icip

atin

gor

gani

satio

nsa

ndin

divi

dual

sac

quire

/impr

ove

thei

rcol

lect

ive

rese

arch

skill

s.

Som

elo

cala

ctor

sbec

ome

invo

lved

thro

ugh

thei

rpa

rtic

ipat

ion

inth

est

udy.

Part

icip

atin

gor

gani

satio

nsa

ndin

divi

dual

sare

fa

mili

arw

itha

ndu

nder

stan

dth

e“g

loca

l”di

men

sion.

Lo

cali

ndiv

idua

lsan

dor

gani

satio

nsu

nder

stan

dth

est

reng

tha

ndp

oten

tialo

fgro

upsa

ndw

orki

ng

colle

ctiv

ely.

Part

icip

atin

gor

gani

satio

nsa

ndin

divi

dual

sfee

lin

volv

edin

eve

ryth

ing

that

affe

ctst

heg

roup

,tow

n,

regi

ona

ndth

ew

orld

. Lo

cali

ndiv

idua

lsan

dor

gani

satio

nsfe

elm

otiv

ated

to

actb

eyon

dpe

rson

alin

tere

sts,

natio

nal,

ethn

ic,

cultu

ralo

rgen

deri

dent

ities

.

Peop

lew

how

antt

ost

arta

mov

emen

tors

ocia

lor

gani

satio

nac

quire

the

nece

ssar

ykn

owle

dge

tod

oso

:typ

eso

forg

anisa

tions

,ste

psto

get

org

anise

d,

lega

land

fina

ncia

liss

ues,

etc.

Loca

lorg

anisa

tions

acq

uire

/impr

ove

thei

rski

llsfo

ror

gani

satio

n,fo

rmul

atio

nof

pro

posa

ls,e

tc.

1.1.

1Pa

rtic

ipat

ion:

Com

mun

ityR

evita

lisat

ion

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Part

icip

atio

nan

dsc

ope

(who

par

ticip

ated

,qua

lity

of

part

icip

atio

n,g

roup

srep

rese

nted

,etc

.) Fo

cuso

nge

nder

and

div

ersit

y In

tern

al/e

xter

nalc

omm

unic

atio

nof

org

anisa

tions

,ru

ralp

opul

atio

n,lo

cala

ctor

s…

Colla

bora

tion

betw

een

orga

nisa

tions

and

diff

eren

tlo

cala

ctor

s Le

ader

ship

ofp

artic

ipan

ts

Seco

ndar

ydo

cum

enta

tion

(ana

lysis

repo

rt,m

ater

ials

and

docu

men

tatio

nge

nera

ted

ina

naly

sisse

ssio

ns,

etc.

) Sa

tisfa

ctio

nqu

estio

nnai

resf

orp

eopl

ein

volv

ed.

Deta

iled

inte

rvie

wsw

itha

sele

ctio

nof

par

ticip

ants

. Fo

cusg

roup

(s)

Mic

ro-a

naly

sisre

port

s

Scop

eof

act

iviti

es

Focu

son

gend

era

ndd

iver

sity

Com

mun

icat

ion

and

diss

emin

atio

nof

act

iviti

es

Colla

bora

tion

betw

een

orga

nisa

tions

and

diff

eren

tlo

cala

ctor

sQ

ualit

yan

dco

here

nce

ofco

nten

tsa

ndm

etho

dso

fac

tiviti

es

Impa

ct(i

ncre

ased

mot

ivat

ion

top

artic

ipat

e)

Impa

ct:O

rgan

isatio

nsa

ndso

cial

mov

emen

ts(n

ewo

rex

istin

g)h

ave

the

nece

ssar

ysu

ppor

tto

star

tor

impr

ove

thei

ract

ivity

.

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

act

iviti

es)

Satis

fact

ion/

opin

ion

ques

tionn

aire

sfor

par

ticip

ants

and

no

n-pa

rtic

ipan

ts.

Activ

ities

org

anise

d M

ater

ials

gene

rate

dby

act

iviti

es

Satis

fact

ion

amon

gm

embe

rso

forg

anisa

tions

. Sa

tisfa

ctio

n/ev

alua

tion

ques

tionn

aire

sfor

mem

bers

of

orga

nisa

tions

Enqu

iries

raise

dan

dco

ncer

nsre

solv

ed


98

70






2.2 Monitoring









71











2.P

artic

ipat

ion:

Org

anisa

tiona

lstr

engt

heni

ngo

floc

also

cial

gro

ups

Activ

ities

Re

spon

sible

age

nts

Tim

efr

ame

Them

es.C

onte

nt.

Org

anisa

tiona

lana

lysis

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

eSt

reng

ths,

wea

knes

ses,

oppo

rtun

ities

and

thre

atso

fea

cho

rgan

isatio

nto

mee

tits

obj

ectiv

esa

ndo

rgan

ise

GCE

activ

ities

Desig

nof

ast

reng

then

ing

plan

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Afte

rcar

ryin

gou

tthe

or

gani

satio

nala

naly

sisa

nd

thro

ugho

utth

epr

ogra

mm

e,a

slo

nga

sreq

uire

dby

an

orga

nisa

tion

Actio

npl

anin

resp

onse

top

erce

ived

nee

ds.

Deve

lopm

ento

floc

alo

rgan

isatio

nal

capa

city

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

e

Man

agem

entm

etho

ds,s

trat

egic

pla

nnin

g,o

rgan

isatio

n,

etc.


99

70






2.2 Monitoring









71











2.P

artic

ipat

ion:

Org

anisa

tiona

lstr

engt

heni

ngo

floc

also

cial

gro

ups

Activ

ities

Re

spon

sible

age

nts

Tim

efr

ame

Them

es.C

onte

nt.

Org

anisa

tiona

lana

lysis

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

eSt

reng

ths,

wea

knes

ses,

oppo

rtun

ities

and

thre

atso

fea

cho

rgan

isatio

nto

mee

tits

obj

ectiv

esa

ndo

rgan

ise

GCE

activ

ities

Desig

nof

ast

reng

then

ing

plan

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Afte

rcar

ryin

gou

tthe

or

gani

satio

nala

naly

sisa

nd

thro

ugho

utth

epr

ogra

mm

e,a

slo

nga

sreq

uire

dby

an

orga

nisa

tion

Actio

npl

anin

resp

onse

top

erce

ived

nee

ds.

Deve

lopm

ento

floc

alo

rgan

isatio

nal

capa

city

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

e

Man

agem

entm

etho

ds,s

trat

egic

pla

nnin

g,o

rgan

isatio

n,

etc.

2.1.

Par

ticip

atio

n:O

rgan

isatio

nals

tren

gthe

ning

ofl

ocal

soci

alg

roup

s

Antic

ipat

edch

ange

s

Know

ledg

eAb

ilitie

sAt

titud

es

Loca

lorg

anisa

tions

kno

wth

eirs

tren

gths

and

w

eakn

esse

sasa

gro

upa

ndfo

rim

plem

entin

gGC

Eac

tions

Loca

lorg

anisa

tions

acq

uire

/impr

ove

abili

tiesi

nin

tern

alco

mm

unic

atio

n,o

rgan

isatio

n,se

lf-cr

itici

sm

and

anal

ysis.

Loca

lorg

anisa

tions

hav

ees

tabl

ished

the

nece

ssar

yac

tiviti

eso

ract

ions

fors

tren

gthe

ning

Loca

lorg

anisa

tions

kno

wh

owto

dev

elop

a

stre

ngth

enin

gpl

anin

resp

onse

top

erce

ived

nee

ds.

Impr

ovem

ent/

acqu

isitio

nof

pla

nnin

gab

ilitie

s.

Impr

ovem

enti

npr

oact

ive

and

posit

ive

attit

udes

w

ithin

org

anisa

tions

.

Loca

lorg

anisa

tions

acq

uire

kno

wle

dge

insp

ecifi

cth

emes

nec

essa

ryfo

rstr

engt

heni

ng

Mem

bers

ofl

ocal

org

anisa

tions

acq

uire

or

gani

satio

nala

bilit

iess

uch

asco

mm

unic

atio

n,

team

wor

k,co

nflic

tres

olut

ion,

etc

.


100

70






2.2 Monitoring









71











2.1.

1.P

artic

ipat

ion:

Org

anisa

tiona

lstr

engt

heni

ngo

floc

also

cial

gro

ups

Eval

uatio

ncr

iteria

Ev

alua

tion

tool

sPr

ogre

ssin

dica

tors

/Pro

duct

sPa

rtic

ipat

ion

and

scop

e(w

hop

artic

ipat

ed,q

ualit

yof

par

ticip

atio

n,

grou

psre

pres

ente

d,e

tc.)

Focu

son

gend

era

ndd

iver

sity

(ana

lysis

incl

udes

cont

ribut

ions

from

bo

thm

ena

ndw

omen

and

peo

ple

from

cultu

rally

and

func

tiona

lly

dive

rse

back

grou

nds.

In

tern

alco

mm

unic

atio

nof

org

anisa

tions

. Im

pact

and

resu

lts(o

wn

orga

nisa

tiona

lana

lysis

)

Seco

ndar

ydo

cum

enta

tion

(list

ofp

artic

ipan

ts,

stre

ngth

enin

gpl

an,m

ater

ials,

doc

umen

tatio

nge

nera

ted

inw

orks

hop,

etc

.) Sa

tisfa

ctio

nqu

estio

nnai

resf

orp

eopl

ein

volv

ed.

Deta

iled

inte

rvie

wsw

itha

sele

ctio

nof

pa

rtic

ipan

ts.

Org

anisa

tiona

lana

lysis

repo

rts

Appr

opria

tene

ss(t

hep

lan

isap

prop

riate

tore

spon

dto

per

ceiv

ed

need

s)

Effe

ctiv

enes

s(th

em

easu

reso

fthe

pla

nre

ally

serv

eto

resp

ond

to

orga

nisa

tiona

lnee

ds)

Part

icip

atio

nan

dsc

ope

(who

par

ticip

ated

,qua

lity

ofp

artic

ipat

ion)

Fo

cuso

nge

nder

and

div

ersit

y(th

epl

anin

clud

esm

easu

rest

opr

omot

eor

gani

satio

nale

qual

ity)

Inte

rnal

com

mun

icat

ion

ofo

rgan

isatio

ns.

Impa

cta

ndre

sults

(ow

nst

reng

then

ing

plan

)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

of

part

icip

ants

.

Org

anisa

tiona

lstr

engt

heni

ngp

lan

Part

icip

atio

nan

dsc

ope

oftr

aini

ng(w

hop

artic

ipat

ed)

Qua

lity

oftr

aini

ng

Rele

vanc

e(if

itre

spon

dsto

the

real

nee

dso

forg

anisa

tions

) Fo

cuso

nge

nder

and

div

ersit

y Im

pact

and

resu

lts(i

mpr

ovem

ento

forg

anisa

tiona

lcap

acity

)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

of

part

icip

ants

.

Wor

ksho

psu

nder

take

n


101

70






2.2 Monitoring









71











2.1.

1.P

artic

ipat

ion:

Org

anisa

tiona

lstr

engt

heni

ngo

floc

also

cial

gro

ups

Eval

uatio

ncr

iteria

Ev

alua

tion

tool

sPr

ogre

ssin

dica

tors

/Pro

duct

sPa

rtic

ipat

ion

and

scop

e(w

hop

artic

ipat

ed,q

ualit

yof

par

ticip

atio

n,

grou

psre

pres

ente

d,e

tc.)

Focu

son

gend

era

ndd

iver

sity

(ana

lysis

incl

udes

cont

ribut

ions

from

bo

thm

ena

ndw

omen

and

peo

ple

from

cultu

rally

and

func

tiona

lly

dive

rse

back

grou

nds.

In

tern

alco

mm

unic

atio

nof

org

anisa

tions

. Im

pact

and

resu

lts(o

wn

orga

nisa

tiona

lana

lysis

)

Seco

ndar

ydo

cum

enta

tion

(list

ofp

artic

ipan

ts,

stre

ngth

enin

gpl

an,m

ater

ials,

doc

umen

tatio

nge

nera

ted

inw

orks

hop,

etc

.) Sa

tisfa

ctio

nqu

estio

nnai

resf

orp

eopl

ein

volv

ed.

Deta

iled

inte

rvie

wsw

itha

sele

ctio

nof

pa

rtic

ipan

ts.

Org

anisa

tiona

lana

lysis

repo

rts

Appr

opria

tene

ss(t

hep

lan

isap

prop

riate

tore

spon

dto

per

ceiv

ed

need

s)

Effe

ctiv

enes

s(th

em

easu

reso

fthe

pla

nre

ally

serv

eto

resp

ond

to

orga

nisa

tiona

lnee

ds)

Part

icip

atio

nan

dsc

ope

(who

par

ticip

ated

,qua

lity

ofp

artic

ipat

ion)

Fo

cuso

nge

nder

and

div

ersit

y(th

epl

anin

clud

esm

easu

rest

opr

omot

eor

gani

satio

nale

qual

ity)

Inte

rnal

com

mun

icat

ion

ofo

rgan

isatio

ns.

Impa

cta

ndre

sults

(ow

nst

reng

then

ing

plan

)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

of

part

icip

ants

.

Org

anisa

tiona

lstr

engt

heni

ngp

lan

Part

icip

atio

nan

dsc

ope

oftr

aini

ng(w

hop

artic

ipat

ed)

Qua

lity

oftr

aini

ng

Rele

vanc

e(if

itre

spon

dsto

the

real

nee

dso

forg

anisa

tions

) Fo

cuso

nge

nder

and

div

ersit

y Im

pact

and

resu

lts(i

mpr

ovem

ento

forg

anisa

tiona

lcap

acity

)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

of

part

icip

ants

.

Wor

ksho

psu

nder

take

n

1.

Part

icip

atio

n:S

uppo

rtin

the

desig

nan

dun

dert

akin

gof

GCE

act

ions

3.

1. P

artic

ipat

ion:

Sup

port

inth

ede

sign

and

unde

rtak

ing

ofG

CEa

ctio

ns

Antic

ipat

edC

hang

esa

ndO

bjec

tives

K

now

ledg

eAb

ilitie

s

Loca

lorg

anisa

tions

acq

uire

kno

wle

dge

insp

ecifi

cthe

mes

toim

plem

entG

CEa

ctio

ns

Loca

lorg

anisa

tions

acq

uire

spec

ifica

bilit

iest

oim

plem

entG

CEa

ctio

ns

Loca

lorg

anisa

tions

acq

uire

kno

wle

dge

insp

ecifi

cthe

mes

toim

plem

entG

CEa

ctio

ns

Loca

lsoc

ialo

rgan

isatio

nsa

reca

pabl

eof

impl

emen

ting

NGDO

act

ions

.

Activ

ities

Re

spon

sible

age

nts

Tim

efr

ame

Them

es.C

onte

nt.

Spec

ificw

orks

hops

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

eSp

ecifi

cthe

mes

rele

vant

toG

CE

Dire

ctte

chni

cals

uppo

rt

Loca

lorg

anisa

tions

Fa

cilit

atio

nte

am

Thro

ugho

utth

epr

ogra

mm

e

Tech

nica

l,ad

min

istra

tive

them

es,e

tc.

Supp

ortt

oes

tabl

ishco

llabo

ratio

ns,a

cces

sres

ourc

es

etc.


102

70






2.2 Monitoring









71











3.1.

1.P

artic

ipat

ion:

Sup

port

inth

ede

sign

and

unde

rtak

ing

ofG

CEa

ctio

ns

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Scop

eof

trai

ning

(who

rece

ived

trai

ning

,num

bera

ndp

rofil

e)

Qua

lity

oftr

aini

ng

Rele

vanc

ean

dap

prop

riate

ness

(ifi

tres

pond

sto

the

real

nee

dso

for

gani

satio

nsa

ndif

cont

ents

are

app

ropr

iate

fort

hea

ctio

nsto

be

unde

rtak

en)

Fo

cuso

nge

nder

and

div

ersit

y(w

orks

hops

are

org

anise

dto

en

sure

equ

ala

cces

sto

trai

ning

) Im

pact

and

resu

lts(i

mpr

ovem

ento

fcap

acity

too

rgan

iseG

CE

actio

ns)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

ofp

artic

ipan

ts.

Trai

ning

wor

ksho

psu

nder

take

n

Scop

eof

tech

nica

lass

istan

ce(n

umbe

rofo

rgan

isatio

nsre

ceiv

ing

supp

ort,

type

ofo

rgan

isatio

ns,t

ype

ofa

ssist

ance

,etc

.)

Qua

lity

ofte

chni

cala

ssist

ance

Re

leva

nce

and

appr

opria

tene

ss(i

fitr

espo

ndst

oth

ere

aln

eeds

of

orga

nisa

tions

)

Focu

son

gend

era

ndd

iver

sity

Im

pact

and

resu

lts(t

echn

ical

ass

istan

cefa

cilit

ates

the

orga

nisa

tion

ofG

CEa

ctio

ns)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

ofp

artic

ipan

ts.

Enqu

iries

raise

dan

dco

ncer

nsre

solv

ed


103

70






2.2 Monitoring









71











3.1.

1.P

artic

ipat

ion:

Sup

port

inth

ede

sign

and

unde

rtak

ing

ofG

CEa

ctio

ns

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Scop

eof

trai

ning

(who

rece

ived

trai

ning

,num

bera

ndp

rofil

e)

Qua

lity

oftr

aini

ng

Rele

vanc

ean

dap

prop

riate

ness

(ifi

tres

pond

sto

the

real

nee

dso

for

gani

satio

nsa

ndif

cont

ents

are

app

ropr

iate

fort

hea

ctio

nsto

be

unde

rtak

en)

Fo

cuso

nge

nder

and

div

ersit

y(w

orks

hops

are

org

anise

dto

en

sure

equ

ala

cces

sto

trai

ning

) Im

pact

and

resu

lts(i

mpr

ovem

ento

fcap

acity

too

rgan

iseG

CE

actio

ns)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

ofp

artic

ipan

ts.

Trai

ning

wor

ksho

psu

nder

take

n

Scop

eof

tech

nica

lass

istan

ce(n

umbe

rofo

rgan

isatio

nsre

ceiv

ing

supp

ort,

type

ofo

rgan

isatio

ns,t

ype

ofa

ssist

ance

,etc

.)

Qua

lity

ofte

chni

cala

ssist

ance

Re

leva

nce

and

appr

opria

tene

ss(i

fitr

espo

ndst

oth

ere

aln

eeds

of

orga

nisa

tions

)

Focu

son

gend

era

ndd

iver

sity

Im

pact

and

resu

lts(t

echn

ical

ass

istan

cefa

cilit

ates

the

orga

nisa

tion

ofG

CEa

ctio

ns)

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

. De

taile

din

terv

iew

swith

ase

lect

ion

ofp

artic

ipan

ts.

Enqu

iries

raise

dan

dco

ncer

nsre

solv

ed

4.P

artic

ipat

ion:

Pro

mot

ion

ofo

ppor

tuni

tiesa

ndsp

aces

ford

ebat

e.

4.1.

Par

ticip

atio

n: P

rom

otio

nof

opp

ortu

nitie

sand

spac

esfo

rdeb

ate.

Antic

ipat

edC

hang

es

Know

ledg

eAb

ilitie

sAt

titud

es

Civi

lsoc

iety

and

itso

rgan

isatio

ns,l

ocal

ent

ities

,ed

ucat

iona

lcen

tres

,etc

.exc

hang

ean

din

crea

se

know

ledg

ein

rela

tion

too

pini

ons,

met

hods

,ide

as,

alte

rnat

ive

solu

tions

,etc

.

Com

mun

icat

ion

and

dial

ogue

Prom

ote

exch

ange

sofi

nfor

mat

ion

and

cont

inue

ddi

alog

ueb

etw

een

diffe

rent

type

sofe

ntiti

es,l

ocal

or

gani

satio

nsa

ndp

eopl

e.

Links

and

cons

enus

esa

refo

rmed

and

join

tact

ions

ar

eim

plem

ente

d.

Activ

ities

Re

spon

sible

age

nts

Tim

efr

ame

Them

es.C

onte

nt.

Crea

tion

ofsp

ace

ford

ebat

e

Loca

l/pro

vinc

ial/r

egio

nal/n

atio

nalp

ublic

en

tity

Loca

lorg

anisa

tions

(CSO

s,NG

Os,

PTAs

etc

.)

Thro

ugho

utth

epr

ogra

mm

e

Prom

otio

nof

dia

logu

ean

dex

chan

geo

fopi

nion

s,m

etho

ds,i

deas

,sol

utio

ns,a

ltern

ativ

es,e

tc.b

etw

een

orga

nisa

tions

ofa

lldi

ffere

ntty

pes.

Es

tabl

ishm

ento

fnew

alli

ance

sand

colla

bora

tions

Jo

intp

ropo

sals

fora

ctio

nPr

omot

ion

and

orga

nisa

tion

of

gath

erin

gsfo

rloc

ala

ctor

s

Loca

l/pro

vinc

ial/r

egio

nal/n

atio

nalp

ublic

en

tity

Coor

dina

ting

team

Lo

cala

ctor

sand

org

anisa

tions


104

70






2.2 Monitoring









71











4.1.

1.P

artic

ipat

ion:

Pro

mot

ion

ofo

ppor

tuni

tiesa

ndsp

aces

ford

ebat

e.

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Part

icip

atio

n/de

cisio

n-m

akin

g(p

artic

ipat

ion

ofd

iffer

ent

grou

psa

nda

ctor

shas

bee

nfa

cilit

ated

) Fo

cuso

nge

nder

and

div

ersit

y In

tern

al/E

xter

nalc

omm

unic

atio

n Co

llabo

ratio

n(c

olla

bora

tions

and

new

pro

posa

lsem

erge

)

Grou

p/in

divi

dual

inte

rvie

ws

Com

mun

ityfo

rum

s In

form

atio

nan

alys

is Co

mm

unity

que

stio

nnai

res

Deve

lopm

ento

fmap

s

Exist

ence

ofp

hysic

alm

eetin

gsp

aces

Re

port

on

trai

ning

,for

ums,

etc.


105

70






2.2 Monitoring









71











Stra

tegi

c Li

ne P

ARTI

CIPA

TIO

N T

imel

ine:

YEAR

1

YEAR

2

Stra

tegi

c ac

tions

Ac

tiviti

es

M 1

M 2

M 3

M 4

M 5

M 6

M 7

M 8

M

9 M

10

M 1

1 M

12

M 1

3 M

14

M 1

5 M

16

M 1

7 M

18

M 1

9 M

20

M 2

1 M

22

M 2

3 M

24

Community revitalisation

Loca

l mic

ro-s

tudi

es

Activ

ities

to m

otiv

ate

part

icip

atio

n

Tech

nica

l ass

istan

ce a

nd

supp

ort f

or n

ew

orga

nisa

tions

Organizational

Strengthening

Org

anisa

tiona

l ana

lysis

Desig

n of

stre

ngth

enin

g pl

an

Deve

lopm

ent o

f cap

acity

of

loca

l org

anisa

tions

Support for the design and

undertaking of GCE actions

Spec

ific

wor

ksho

ps

Dire

ct te

chni

cal a

ssist

ance

Creation of opportunities

and spaces for debate

Crea

tion

of sp

aces

and

m

omen

ts fo

r deb

ate

4.1.

1.P

artic

ipat

ion:

Pro

mot

ion

ofo

ppor

tuni

tiesa

ndsp

aces

ford

ebat

e.

Ev

alua

tion

crite

ria

Eval

uatio

nto

ols

Prog

ress

indi

cato

rs/P

rodu

cts

Part

icip

atio

n/de

cisio

n-m

akin

g(p

artic

ipat

ion

ofd

iffer

ent

grou

psa

nda

ctor

shas

bee

nfa

cilit

ated

) Fo

cuso

nge

nder

and

div

ersit

y In

tern

al/E

xter

nalc

omm

unic

atio

n Co

llabo

ratio

n(c

olla

bora

tions

and

new

pro

posa

lsem

erge

)

Grou

p/in

divi

dual

inte

rvie

ws

Com

mun

ityfo

rum

s In

form

atio

nan

alys

is Co

mm

unity

que

stio

nnai

res

Deve

lopm

ento

fmap

s

Exist

ence

ofp

hysic

alm

eetin

gsp

aces

Re

port

on

trai

ning

,for

ums,

etc.


106

70






2.2 Monitoring









71











Stra

tegi

clin

e:R

esea

rch

Gene

ralo

bjec

tive

Tog

ener

ate,

test

and

pro

mot

ea

part

icip

ator

ym

odel

ofG

loba

lCiti

zens

hip

Educ

atio

nfo

rrur

alm

unic

ipal

ities

,with

incl

usiv

e,in

nova

tive

and

effe

ctiv

est

rate

gies

and

line

sofa

ctio

n.

Spec

ifico

bjec

tive

1/T

opr

omot

eth

eim

prov

emen

tofq

ualit

yan

def

fect

iven

esso

fedu

catio

nala

ctio

ns,e

ncom

pass

ing

them

ina

wor

king

stra

tegy

toin

crea

seth

eir

scop

ean

dim

pact

inru

ralE

urop

ean

mun

icip

aliti

es.

Ope

ratio

nalo

bjec

tives

1.

2/T

ofa

cilit

ate

the

desig

nan

dex

ecut

ion

ofD

Ein

terv

entio

nso

rigin

atin

gfr

oma

ndfo

rthe

rura

lenv

ironm

ent.

1.4/

To

anal

yse

the

impa

cto

fsuc

hGC

Ein

terv

entio

nsw

hich

will

gen

erat

ene

wp

ropo

sals.

Stra

tegi

clin

eof

act

ion

1.P

artic

ipat

ory

rese

arch

2.

Age

nda

eval

uatio

n

Stra

tegi

cact

ions

Part

icip

ator

yan

alys

is

Part

icip

ator

ym

onito

ring

Syst

emat

icd

ocum

entin

g

Diss

emin

atio

nan

dco

mm

unic

atio

nof

resu

lts

Desig

nof

eva

luat

ion

plan

and

indi

cato

rs

Mon

itorin

g

Gath

erin

gan

dan

alys

isof

info

rmat

ion

Eval

uatio

nre

port


107

70






2.2 Monitoring









71











Stra

tegi

clin

e:R

esea

rch

Gene

ralo

bjec

tive

Tog

ener

ate,

test

and

pro

mot

ea

part

icip

ator

ym

odel

ofG

loba

lCiti

zens

hip

Educ

atio

nfo

rrur

alm

unic

ipal

ities

,with

incl

usiv

e,in

nova

tive

and

effe

ctiv

est

rate

gies

and

line

sofa

ctio

n.

Spec

ifico

bjec

tive

1/T

opr

omot

eth

eim

prov

emen

tofq

ualit

yan

def

fect

iven

esso

fedu

catio

nala

ctio

ns,e

ncom

pass

ing

them

ina

wor

king

stra

tegy

toin

crea

seth

eir

scop

ean

dim

pact

inru

ralE

urop

ean

mun

icip

aliti

es.

Ope

ratio

nalo

bjec

tives

1.

2/T

ofa

cilit

ate

the

desig

nan

dex

ecut

ion

ofD

Ein

terv

entio

nso

rigin

atin

gfr

oma

ndfo

rthe

rura

lenv

ironm

ent.

1.4/

To

anal

yse

the

impa

cto

fsuc

hGC

Ein

terv

entio

nsw

hich

will

gen

erat

ene

wp

ropo

sals.

Stra

tegi

clin

eof

act

ion

1.P

artic

ipat

ory

rese

arch

2.

Age

nda

eval

uatio

n

Stra

tegi

cact

ions

Part

icip

ator

yan

alys

is

Part

icip

ator

ym

onito

ring

Syst

emat

icd

ocum

entin

g

Diss

emin

atio

nan

dco

mm

unic

atio

nof

resu

lts

Desig

nof

eva

luat

ion

plan

and

indi

cato

rs

Mon

itorin

g

Gath

erin

gan

dan

alys

isof

info

rmat

ion

Eval

uatio

nre

port

1Re

sear

ch:P

artic

ipat

ory

rese

arch

Ac

tiviti

es

Resp

onsib

lea

gent

sTi

me

fram

eTh

emes

.Con

tent

.

Part

icip

ator

yan

alys

is

Faci

litat

ion

team

Lo

cala

ctor

s,(c

itize

ns,C

SOs,

educ

atio

nalc

entr

es,e

tc.)

From

the

begi

nnin

gof

the

impl

emen

tatio

nof

the

Agen

da

asa

nin

itial

step

inp

lann

ing

actio

ns

The

soci

alsi

tuat

ion

ine

ach

area

(pro

blem

s,co

ntex

taf

fect

ing

the

situa

tion,

reso

urce

s,tr

ends

,etc

.)

Part

icip

ator

ym

onito

ring

Faci

litat

ion

team

Lo

cala

ctor

s,(c

itize

ns,C

SOs,

educ

atio

nalc

entr

es,e

tc.)

Regu

larly

thro

ugho

utth

eim

plem

enta

tion

ofG

CEa

ctio

ns

Regu

lari

nfor

mat

ion

abou

tthe

und

erta

king

ofG

CE

actio

ns

Syst

emat

icd

ocum

entin

g

Faci

litat

ion

team

Lo

cala

ctor

s,(c

itize

ns,C

SOs,

educ

atio

nalc

entr

es,e

tc.)

Asa

ndw

hen

requ

ired

byth

epr

oces

sort

heg

roup

Refle

ctio

non

less

onsl

earn

edw

ithp

ract

ice

Diss

emin

atio

nan

dco

mm

unic

atio

nof

resu

lts

Faci

litat

ion

team

Lo

cala

ctor

s,(c

itize

ns,C

SOs,

educ

atio

nalc

entr

es,e

tc.)

Coor

dina

tion

team

O

nce

resu

ltso

fsys

tem

atic

do

cum

enta

tion

are

avai

labl

e

Resu

ltsfr

oma

ctio

n


108

70






2.2 Monitoring









71











1.1

Rese

arch

:Par

ticip

ator

yre

sear

ch

Antic

ipat

edC

hang

es

Know

ledg

eAb

ilitie

sAt

titud

es

Loca

lact

orsk

now

and

und

erst

and

the

soci

alsi

tuat

ion

in

thei

rare

a(p

robl

ems,

cont

exta

ffect

ing

the

situa

tion,

re

sour

ces,

tren

ds,e

tc.)

Loca

lent

ities

and

act

orsd

evel

opa

bilit

iest

oan

alys

eth

esit

uatio

n

Org

anisa

tions

and

act

orsi

nvol

ved

inth

eun

dert

akin

gof

GCE

ac

tions

are

fam

iliar

with

circ

umst

ance

sand

resu

ltso

fact

ions

(p

ossib

led

evia

tions

,cha

nges

,etc

.)

Loca

lact

orsa

ndth

eco

mm

unity

bec

ome

invo

lved

inth

eun

dert

akin

gof

act

ions

and

the

scop

eof

resu

lts.

Part

iesi

nvol

ved

inu

nder

taki

ngG

CEa

ctio

nsa

refa

mili

arw

ith

the

chan

gesg

ener

ated

by

unde

rtak

ing

such

act

ions

.Cr

itica

lana

lysis

and

inte

rpre

tatio

nab

ilitie

sare

de

velo

ped

asa

resu

ltof

the

activ

ities

und

erta

ken.

Targ

etg

roup

sand

org

anisa

tions

ford

issem

inat

ion

lear

nfr

omth

eex

perie

nce

ofim

plem

enta

tion.


109

70






2.2 Monitoring









71











1.

1.1

Rese

arch

:Par

ticip

ator

yre

sear

ch

Eval

uatio

ncr

iteria

Ev

alua

tion

tool

sPr

ogre

ssin

dica

tors

/Pro

duct

s

Part

icip

atio

nan

dsc

ope

(who

par

ticip

ated

,qua

lity

ofp

artic

ipat

ion,

gro

ups

repr

esen

ted,

etc

.)Fo

cuso

nge

nder

and

div

ersit

y

Inte

rnal

/ext

erna

lcom

mun

icat

ion

ofo

rgan

isatio

ns,r

ural

pop

ulat

ion,

loca

lact

ors…

Co

llabo

ratio

nbe

twee

ndi

ffere

ntlo

cala

ctor

sand

org

anisa

tions

Seco

ndar

ydo

cum

enta

tion

(mat

eria

lsan

ddo

cum

enta

tion

gene

rate

din

trai

ning

s,et

c.)

Satis

fact

ion

ques

tionn

aire

sfor

peo

ple

invo

lved

De

taile

din

terv

iew

swith

ase

lect

ion

ofp

artic

ipan

ts

Focu

sgro

up(s

)

Repo

rtsf

rom

ana

lysis

wor

ksho

ps

Asse

ssm

entd

ocum

ents

(rep

ort,

map

,etc

.)

Part

icip

atio

nan

dsc

ope

(who

par

ticip

ated

,qua

lity

ofp

artic

ipat

ion,

gro

ups

repr

esen

ted,

etc

.)Fo

cuso

nge

nder

and

div

ersit

y

Inte

rnal

com

mun

icat

ion

ofm

onito

ring

resu

lts

Colla

bora

tion

betw

een

diffe

rent

loca

lact

orsa

ndo

rgan

isatio

ns

Effe

ctiv

enes

sand

app

ropr

iate

ness

(inf

orm

atio

nfa

cilit

ates

the

adap

tion

of

activ

ities

)

Seco

ndar

ydo

cum

enta

tion

Sa

tisfa

ctio

nqu

estio

nnai

resf

orp

eopl

ein

volv

ed

Brie

fint

ervi

ewsw

itha

sele

ctio

nof

par

ticip

ants

Mon

itorin

gre

port

s

Part

icip

atio

nan

dsc

ope

(who

par

ticip

ated

,qua

lity

ofp

artic

ipat

ion,

gro

ups

repr

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110

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71











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111

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71











2Re

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71











Stra

tegi

c Li

ne R

ESEA

RCH

Tim

elin

e:

YEA

R 1

YEA

R 2

Stra

tegi

c ac

tions

A

ctiv

itie

s M

1 M

2 M

3 M

4 M

5 M

6 M

7 M

8 M

9 M

10

M11

M

12

M13

M

14

M15

M

16

M17

M

18

M19

M

20

M21

M

22

M23

M

24

Participatory Research

Par

ticip

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y an

alys

is

Par

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AcronymsDEAR:DevelopmentEducationandAwarenessRaisingGCE:GlobalCitizenshipEducationECGDE:DevelopmentEducationEYD(2015):EuropeanYearforDevelopment(2015)PAR:ParticipatoryActionResearchLEADER:LiaisonEntreActionsdeDéveloppementdel'ÉconomieRurale.(Linksbetweenactionsforthedevelopmentoftheruraleconomy)OCUVa:ObservatoriodelaCooperaciónInternacionalparaelDesarrollodelaUniversidaddeValladolid.(DepartmentofInternationalDevelopmentCooperationoftheUniversityofValladolid)NGO:Non-governmentalOrganisationCSO:CivilSocietyOrganisationCAP:CommonAgriculturalPolicyEU:EuropeanUnionUNESCO:UnitedNationsEducationalScientificandCulturalOrganisationUVA:UniversityofValladolid


113

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71











Stra

tegi

c Li

ne R

ESEA

RCH

Tim

elin

e:

YEA

R 1

YEA

R 2

Stra

tegi

c ac

tions

A

ctiv

itie

s M

1 M

2 M

3 M

4 M

5 M

6 M

7 M

8 M

9 M

10

M11

M

12

M13

M

14

M15

M

16

M17

M

18

M19

M

20

M21

M

22

M23

M

24

Participatory Research

Par

ticip

ator

y an

alys

is

Par

ticip

ator

y m

onito

ring

Sys

tem

atic

doc

umen

ting

Diss

emin

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unic

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Des

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of e

valu

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and

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rs

Mon

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g

Gat

herin

g an

d an

alys

is of

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rmat

ion

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luat

ion

repo

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AcronymsDEAR:DevelopmentEducationandAwarenessRaisingGCE:GlobalCitizenshipEducationECGDE:DevelopmentEducationEYD(2015):EuropeanYearforDevelopment(2015)PAR:ParticipatoryActionResearchLEADER:LiaisonEntreActionsdeDéveloppementdel'ÉconomieRurale.(Linksbetweenactionsforthedevelopmentoftheruraleconomy)OCUVa:ObservatoriodelaCooperaciónInternacionalparaelDesarrollodelaUniversidaddeValladolid.(DepartmentofInternationalDevelopmentCooperationoftheUniversityofValladolid)NGO:Non-governmentalOrganisationCSO:CivilSocietyOrganisationCAP:CommonAgriculturalPolicyEU:EuropeanUnionUNESCO:UnitedNationsEducationalScientificandCulturalOrganisationUVA:UniversityofValladolid


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BibliographyARGIBAY,M.etal.(2007):EducaciónparalaCiudadaníaGlobal.Debatesydesafíos.Hegoa.Vitoria,2007.http://www.hegoa.ehu.es/file/441/investigacion_def.pdfBERDEGUÉ,J.A.,OCAMPO,A.&ESCOBAR,G.Aprendiendoadarelsiguientepaso.Sistematizacióndeexperienciaslocalesparalareduccióndelapobrezarural.Guíametodológica.FIDA,Lima,2000.BONI,A.(Coord.)(2016):EstrategiadeEducaciónparaelDesarrolloenelámbitoformaldelaComunitatValenciana(2017-2021)http://www.ingenio.upv.es/sites/default/files/adjunto-pagina-basica/estrategia_de_educacion_para_el_desarrollo_en_el_ambito_formal_de_la_comunitat_valenciana.pdfBOURN,D.(2014):WhatismeantbyDevelopmentEducation?Synergies,Educationdialoguesforsocialtransformation.December2014–no.1http://www.sinergiased.org/index.php/revista/item/51-douglas-bourn-what-is-meant-by-development-educationCIFUENTES,R.M.(1999):LasistematizacióndelaprácticadelTrabajoSocial.BuenosAires:LumenHumanitas.47-69DAVIS-CASE,D.(1993):TheCommunity’sToolbox:TheIdea,MethodsandToolsforParticipatoryAssessment,MonitoringandEvaluationinCommunityForestry.1993,FAO.DELORS,Jacques(1994)."TheFourPillarsofEducation",inLearning:TheTreasureWithin.ReporttoUNESCOoftheInternationalCommissiononEducationfortheTwenty-firstCentury.Mexico:UNESCO.https://www.uv.mx/dgdaie/files/2012/11/CPP-DC-Delors-Los-cuatro-pilares.pdfDÍEZ,E.J.(2013):Eldecrecimientoenlaformacióndelprofesorado.RevistaInteruniversitariadeFormacióndelProfesorado,78(27,3)(2013),207-219https://dialnet.unirioja.es/descarga/articulo/4688549.pdfEUROPEANCOMMISSION(1988):Thefutureofruralsociety.CommissioncommunicationtransmittedtotheCouncilandtotheEuropeanParliamenton29July1988.EuropeanCommunitiesBulletinSupplement4/88.P7https://ec.europa.eu/agriculture/sites/agriculture/files/cap-history/crisis-years-1980s/com88-501_en.pdfEUROPEANCOMMISSION(2007):TheEuropeanConsensusonDevelopment:ThecontributionofDevelopmentEducation&AwarenessRaisinghttp://ec.europa.eu/europeaid/sites/devco/files/publication-development-education-for-the-european-consensus-200806_es.pdfFANTOVA,F.(2008):Laintervencióncomunitariaenbarriosdesfavorecidosantelosnuevosriesgossociales.http://fantova.net/?wpfb_dl=31FederaciónAndaluzadeMunicipiosyProvincias(FAMP):Agenda21Local.http://www.famp.es/recsa/Documentos/2_Agenda_21/A_Agenda21_Local.pdf

GUERRA,C.(1995):Investigación-acciónparticipativaenlaperiferiaurbanadeSalamanca,enCuadernosdelaRed,nº3(RedCIMS),Madrid.

JARA,O.(1997):ParaSistematizarExperiencias.InstitutoMexicanoparaelDesarrolloComunitario(IMDEC),Guadalajara,Jalisco,México,1997.KRAUSE,J.(2010):EuropeanDevelopmentEducationMonitoringReport“DEWatch”,Brussels,DEEEP.http://concordeurope.org/wp-content/uploads/2012/09/DEEEP-REPORT-2015-001.pdf?de2abaLAPALMA,A.(2001):Elescenariodelaintervencióncomunitaria.RevistadePsicologíaUniversidaddeChile,10(2),61-70.MARTÍN,A.S.etal.(2015):Programadeaprendizaje-ServicioyresponsabilidadSocialenEducaciónSecundariaObligatoria:MadurezvocacionalyPercepcióndelApoyoSocialComunitarioparaelDesarrolloRural(PASRES).MinisteriodeAgricultura,AlimentaciónyMedioambiente,Madrid,2015.MARTÍNEZ,I.&MARTÍNEZ,P.J.(2012):Coherenciadepolíticas.http://omal.info/spip.php?article4811

MESA,M.(2000):LaeducaciónparaeldesarrolloenlaComunidaddeMadrid:tendenciasyestrategiasparaelsigloXXI.Mimeohttp://fongdcam.org/manuales/educaciondesarrollo/datos/docs/A_docs/b_6_4_Ed.Desarrollo%20CM.pdfMESA,M.(2011):ReflexionessobreelmodelodelasCincoGeneracionesdeEducaciónparaelDesarrollo.RevistaInternacionalsobreInvestigaciónenEducaciónGlobalyparaelDesarrollo.NúmeroCero(Octubre2011).http://educacionglobalresearch.net/wp-content/uploads/09-Comentario-Manuela-Mesa.pdfMINISTERFORFOREIGNAFFAIRSANDINTERNATIONALDEVELOPMENT(2005):SpanishCooperationMasterPlan2005-2008.http://www.aecid.es/CentroDocumentacion/Documentos/Planificaci%C3%B3n/Plan_Director0508_Esp.pdfMINISTERFORENVIRONMENT,RURALANDMARINELIFE(2011):Diagnósticodelaigualdaddegéneroenelmediorural.Madrid,2011.http://www.mapama.gob.es/es/desarrollo-rural/temas/igualdad_genero_y_des_sostenible/DIAGN%C3%93STICO_COMPLETO_BAJA_tcm7-171812.pdfDEPARTMENTOFINTERNATIONALDEVELOPMENTCOOPERATIONOFTHEUNIVERSITYOFVALLADOLID(2017):AnalysisofDevelopmentEducationinEuropeanRuralAreas.Valladolid,2017.https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1ORTEGA,M.L.(2007):EstrategiadeEducaciónparaelDesarrollodelaCooperaciónEspañola.MAEC,2007.http://intercoonecta.aecid.es/Documentos%20de%20la%20comunidad/Estrategia_Educaci%C3%B3n%20para%20Desarrollo.pdf


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BibliographyARGIBAY,M.etal.(2007):EducaciónparalaCiudadaníaGlobal.Debatesydesafíos.Hegoa.Vitoria,2007.http://www.hegoa.ehu.es/file/441/investigacion_def.pdfBERDEGUÉ,J.A.,OCAMPO,A.&ESCOBAR,G.Aprendiendoadarelsiguientepaso.Sistematizacióndeexperienciaslocalesparalareduccióndelapobrezarural.Guíametodológica.FIDA,Lima,2000.BONI,A.(Coord.)(2016):EstrategiadeEducaciónparaelDesarrolloenelámbitoformaldelaComunitatValenciana(2017-2021)http://www.ingenio.upv.es/sites/default/files/adjunto-pagina-basica/estrategia_de_educacion_para_el_desarrollo_en_el_ambito_formal_de_la_comunitat_valenciana.pdfBOURN,D.(2014):WhatismeantbyDevelopmentEducation?Synergies,Educationdialoguesforsocialtransformation.December2014–no.1http://www.sinergiased.org/index.php/revista/item/51-douglas-bourn-what-is-meant-by-development-educationCIFUENTES,R.M.(1999):LasistematizacióndelaprácticadelTrabajoSocial.BuenosAires:LumenHumanitas.47-69DAVIS-CASE,D.(1993):TheCommunity’sToolbox:TheIdea,MethodsandToolsforParticipatoryAssessment,MonitoringandEvaluationinCommunityForestry.1993,FAO.DELORS,Jacques(1994)."TheFourPillarsofEducation",inLearning:TheTreasureWithin.ReporttoUNESCOoftheInternationalCommissiononEducationfortheTwenty-firstCentury.Mexico:UNESCO.https://www.uv.mx/dgdaie/files/2012/11/CPP-DC-Delors-Los-cuatro-pilares.pdfDÍEZ,E.J.(2013):Eldecrecimientoenlaformacióndelprofesorado.RevistaInteruniversitariadeFormacióndelProfesorado,78(27,3)(2013),207-219https://dialnet.unirioja.es/descarga/articulo/4688549.pdfEUROPEANCOMMISSION(1988):Thefutureofruralsociety.CommissioncommunicationtransmittedtotheCouncilandtotheEuropeanParliamenton29July1988.EuropeanCommunitiesBulletinSupplement4/88.P7https://ec.europa.eu/agriculture/sites/agriculture/files/cap-history/crisis-years-1980s/com88-501_en.pdfEUROPEANCOMMISSION(2007):TheEuropeanConsensusonDevelopment:ThecontributionofDevelopmentEducation&AwarenessRaisinghttp://ec.europa.eu/europeaid/sites/devco/files/publication-development-education-for-the-european-consensus-200806_es.pdfFANTOVA,F.(2008):Laintervencióncomunitariaenbarriosdesfavorecidosantelosnuevosriesgossociales.http://fantova.net/?wpfb_dl=31FederaciónAndaluzadeMunicipiosyProvincias(FAMP):Agenda21Local.http://www.famp.es/recsa/Documentos/2_Agenda_21/A_Agenda21_Local.pdf

GUERRA,C.(1995):Investigación-acciónparticipativaenlaperiferiaurbanadeSalamanca,enCuadernosdelaRed,nº3(RedCIMS),Madrid.

JARA,O.(1997):ParaSistematizarExperiencias.InstitutoMexicanoparaelDesarrolloComunitario(IMDEC),Guadalajara,Jalisco,México,1997.KRAUSE,J.(2010):EuropeanDevelopmentEducationMonitoringReport“DEWatch”,Brussels,DEEEP.http://concordeurope.org/wp-content/uploads/2012/09/DEEEP-REPORT-2015-001.pdf?de2abaLAPALMA,A.(2001):Elescenariodelaintervencióncomunitaria.RevistadePsicologíaUniversidaddeChile,10(2),61-70.MARTÍN,A.S.etal.(2015):Programadeaprendizaje-ServicioyresponsabilidadSocialenEducaciónSecundariaObligatoria:MadurezvocacionalyPercepcióndelApoyoSocialComunitarioparaelDesarrolloRural(PASRES).MinisteriodeAgricultura,AlimentaciónyMedioambiente,Madrid,2015.MARTÍNEZ,I.&MARTÍNEZ,P.J.(2012):Coherenciadepolíticas.http://omal.info/spip.php?article4811

MESA,M.(2000):LaeducaciónparaeldesarrolloenlaComunidaddeMadrid:tendenciasyestrategiasparaelsigloXXI.Mimeohttp://fongdcam.org/manuales/educaciondesarrollo/datos/docs/A_docs/b_6_4_Ed.Desarrollo%20CM.pdfMESA,M.(2011):ReflexionessobreelmodelodelasCincoGeneracionesdeEducaciónparaelDesarrollo.RevistaInternacionalsobreInvestigaciónenEducaciónGlobalyparaelDesarrollo.NúmeroCero(Octubre2011).http://educacionglobalresearch.net/wp-content/uploads/09-Comentario-Manuela-Mesa.pdfMINISTERFORFOREIGNAFFAIRSANDINTERNATIONALDEVELOPMENT(2005):SpanishCooperationMasterPlan2005-2008.http://www.aecid.es/CentroDocumentacion/Documentos/Planificaci%C3%B3n/Plan_Director0508_Esp.pdfMINISTERFORENVIRONMENT,RURALANDMARINELIFE(2011):Diagnósticodelaigualdaddegéneroenelmediorural.Madrid,2011.http://www.mapama.gob.es/es/desarrollo-rural/temas/igualdad_genero_y_des_sostenible/DIAGN%C3%93STICO_COMPLETO_BAJA_tcm7-171812.pdfDEPARTMENTOFINTERNATIONALDEVELOPMENTCOOPERATIONOFTHEUNIVERSITYOFVALLADOLID(2017):AnalysisofDevelopmentEducationinEuropeanRuralAreas.Valladolid,2017.https://www.ruraldearagenda.eu/documents/10593/203336/Diagn%C3%B3stico+RDA/eb1789d3-8558-47ed-aa0f-455e0f8efcd1ORTEGA,M.L.(2007):EstrategiadeEducaciónparaelDesarrollodelaCooperaciónEspañola.MAEC,2007.http://intercoonecta.aecid.es/Documentos%20de%20la%20comunidad/Estrategia_Educaci%C3%B3n%20para%20Desarrollo.pdf


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UVacooperacion.uva.es/files/2020/05/Rural_Dear_EN.pdf · 2020. 5. 14. · 3 This agenda is a product of the collective effort of the teamwork of the Rural DEAR Agenda EYD2015 Project-,