Global Youth Initiative: a learning journey on policy and project implementation to transform education

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This course offers an in-depth exploration of the essential skills that young people around the world have identified as critical to transforming education. These skills were highlighted in global mapping carried out as part of the Young People on Transforming Education project, which seeks to effectively engage youth in creating a more inclusive and equitable educational future.

Aimed at young people aged 18 to 35 and other key actors in the educational field, this course aims to empower participants with the knowledge and tools necessary to understand and apply the findings of global mapping. Through an interactive and participatory approach, youth perspectives on education will be addressed and how these can be integrated into transformative policies and practices.

Throughout the course, participants will have the opportunity to explore the key results of global mapping, delving into the skills and competencies that young people consider vital to face the current challenges of the education system. This analysis will allow attendees to better understand the needs and aspirations of youth in relation to education, as well as the ways in which these can be incorporated into educational transformation initiatives.

Upon completion of the course, participants will be equipped with the fundamental knowledge to actively participate in the transformation of education, either as youth leaders or as facilitators seeking to engage youth meaningfully in their educational projects. This course will not only strengthen their skills in the educational field, but will also prepare them to be agents of change in the construction of a more inclusive educational system adapted to the realities of the 21st century.

  • Compartir

  • Destinatarios

    Destinatarios

    Young educationstakeholdersaged 18-35, including pre-service and in-service education stakeholders who are currently studying at higher education institutions with education-focused programmes, interdisciplinary university students or practitioners who have a crossover interest or projects on education, education practitioners at national, provincial, and local levels, and youth leaders from major youth organizations based at higher education.​

  • Requisitos

    RequisitosNo specific prior knowledge is necessary to take this course. For its best use, it is suggested to have basic knowledge in the use of digital tools and an internet connection.

  • Acreditación

    • AcreditaciónAt the end of the program you will obtain the Participation Diploma issued by UNESCO IESALC and a digital credential per module that certifies that you have completed the training process.insignia

  • Contacto

    Para mas información soporte@campusiesalc.org

Competencias

Competencias

  1. Normative competence: the skills to understand and reflect on the norms and values that underlie our actions; and to negotiate the values, principles, objectives and goals of sustainability in a context of conflicts of interest and mutual concessions, uncertain knowledge and contradictions.
  2. Collaborative competence: the skills to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, identify with and be sensitive to others (empathic leadership); to address group conflicts; and to facilitate collaborative and participatory problem solving.
  3. Integrated problem-solving competency: the general ability to apply different problem-solving frameworks to complex sustainability problems and devise equitable solution options that promote sustainable development, integrating the aforementioned competencies.
  4. Self-awareness competence: the ability to reflect on the role that each one has in the local community and in (global) society; to constantly evaluate and promote the actions that one takes; and dealing with personal feelings and desires.

Learning outcomes

  • LO1: Acquired knowledge on the multilateral framework for youth engagement in transforming education.
  • LO2: Foundational competencies to navigate the policy ecossystem .
  • LO3: Introduction to building partnerships and promoting stakeholder engagement.
  • LO4: Insights into the transition from the policy framework to  project implementation.
  • LO5: Lifelong learning skills for education changemakers. 

Temas

Module 1: Applied policy skills

Module 2: Project Management.

Module 3: Innovation skills

Docentes y colaboradores

Erica Lewick

Erica Lewick is a teacher certified in French and Geography and graduate student in the Faculty of Education at Queen’s University, Canada. Her research interests include innovation, international education, language learning, and teacher education. Erica has worked across primary and secondary divisions in England and Canada. 

Emily Luo

Emily is a Master's student in the Faculty of Education at Queen's University. Her research involves mitigating gender gaps in STEM through innovation, and she is an OCT-certified high school biology and math teacher. She has been a part of research projects involving the comfort and confidence of pre-service teachers and GenAI use in educational settings, supported with analyzing data on a COIL project with learners and educators across Canada and Serbia, and was an evaluation intern for a youth innovation and entrepreneurship program at the Dunin-Deshpande Queen's Innovation Centre. Furthermore, Emily is passionate about student-centered learning and committed to exploring creative teaching methods that motivate and support both educators and students in developing growth mindsets. Being the team lead on the content creation of Module 3 Pathway C, she hopes that the module inspires educators to bring innovative teaching and learning practices to life while also reflecting upon their own practices to further improve educational environments that enhance student-centered learning.

Alexandra Minuk

Alexandra Minuk is a PhD candidate at Queen's University in the Faculty of Education. Alexandra's research and teaching focuses on a variety of topics related to inclusive and special education, including teacher training to support diverse needs. Alexandra also has a secondary research focus on topics related to online teacher professional learning. 

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