Being civically engaged​

  1. Connecting [youth] policies and educational programmes

1.1. Knowledge of relevant policies and programmes

1.1.1. Gathers information about policies and programmes relevant for the training course

1.1.2. Demonstrates an understanding of the different policies relevant for the training course

1.2. Knowledge of different independent sources of information

1.2.1. Identifies diverse and independent sources of information and contrasts them in the context of the training course

1.2.2. Critically assesses the sources of information

1.3. Skill to relate policies to own values and beliefs

1.3.1. Identifies similarities and / or differences between the policies and own political beliefs

1.4. Skill to consider different political perspectives

1.4.1. Takes distance from own where necessary

1.4.2. Comprehens other political perspectives

1.5. Acceptance of the trainer’s work as a civic engagement doing

1.5.1. Acknowledges and asserts the fact that working as a trainer is an engaged civic act

1.5.2. Demonstrates the civic/political dimension(s) of the work

1.5.3. Demonstrates the ability to reflect on the context from European to the local level and vice versa (understands Europe in a global context and takes into account the global perspective)

 

2. Integrating values and beliefs

2.1. Knowledge of the contextual and political dimensions

2.1.1. Gathers sufficient information about the political context and its different dimensions tackled by the training course

2.1.2. Considers the impact of the different realities for and within the group of learners

2.2. Skill to reflect on their personal civic engagement, values and beliefs in the course and to act in a responsible and constructive manner

2.2.1. Interprets own values and beliefs in relation to the content of the training course

2.2.2. Reflects own values and beliefs without endangering (without overtaking) the training course and the groups of learners

2.3. Skill to contrast their [political] opinions with different perspectives

2.3.1. Contrasts and questions own opinions related to the group of learners’ and other team members’ and/or with regard to the context of the training course

2.4. Readiness to stand up for values and beliefs

2.4.1. Stands up for own values and beliefs, with respect and responsibly

2.4.2. Explains, if relevant and/or needed, the rationale behind the own position, without overtaking /overshadowing those of the group of learners

2.5. Openness to values and beliefs held by each individual members of the team and of the group

2.5.1. Shows interest in and is sensitive to the values and beliefs held by individual members of the team and the group of learners

2.5.2. Sees the added value of such openness for his/her own personal and professional growth

2.6. Integrity

2.7. Safety (persecution based on views)

2.7.1. Stands up for own values and principles (is honest with him/herself) and works along with them

 

3. Supporting learners in developing critical thinking

3.1. Integrity

3.1.1. Is empathetic and truthful in providing space for learners to explore their values and beliefs related thoughts

3.2. Awareness of the importance of being non-judgmental about learners’ values and beliefs

3.2.1. Listens wholeheartedly to learners’ expression of their values and beliefs

3.3. Sensitivity to and interest in the values and beliefs of the learners

3.3.1. Demonstrates a true interest in what realities and influences have formed learner’s values and beliefs

3.4. Skill to support learners in developing their sense of civic engagement by the environment, and the process and action

3.4.1. Supports learners in becoming active – change-makers, understanding the consequences of their choices’

3.4.2. Consciously uses the group, the training course environment, and the process as a way for learners to develop their sense of civic engagement

3.5. Skill to raise learners’ awareness about the existence of the dimension of civic engagement in their work and daily life

3.5.1. By using different elements and situations in the training course, explicitly addresses and highlights the dimension of civic engagement of learners’ in work and daily life

3.5.2. Generates space for reflection and exchange, encouraging self-exploration and connections to learners’ work and daily life

3.6. Skill to use the diversity of opinions and beliefs as a source of learning’

3.6.1. Enables learners’ to use their values and beliefs to feed the exchange in the group (inclusion groups: helps them to explore first)

3.6.2. Consciously provides space for dialogue and interaction taking into account learners’ values and beliefs and offers space to reflect on them in the educational context

3.7. Skill to think critically and to question policies

3.7.1. Reviews examine and questions the identified policies in a critical manner, keeping in mind the context and objectives of the training course

3.8. Knowledge of the learners’ socio-political contexts

3.8.1. Ability to integrate different narratives

3.8.2. Willingness and encouragement to explore and develop an understanding of the learner’s socio-political context

3.8.3. Demonstrates an understanding of the learners’ socio-political context

 

4. Applying democracy and human rights principles

4.1. Supporting learners to take action, and to participate in democratic processes

4.1.1. Allows participants to experience and democratic learning community in the context of the course

4.1.2. Highlights moments and situations to explicitly illustrate  those principles and their importance

4.2. Ability to use the group, the training course environment and the process to experience and understand human rights and democratic principles

4.2.1. Pays attention that the overall process within the training course is consistent with human rights principles (in the group and in the team)

4.3. Skill to apply democracy and human rights principles in the context of the training course

4.3.1. Proactively looks for spaces to explicitly or implicitly tackle democracy and human rights principles (especially with regard to the educational approach, when designing the programme and in the attitude of the team towards the group)

4.3.2. Supporting learners to take action, and to participate in democratic processes

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