Transcript to view a powerpoint about Empowering Children through EkoSkola

Empowering
Children
through
EkoSkola
Mrs. Claire Zammit M. Ed.
What is empowerment?
• The term ‘empowerment’ :
– trendy in contemporary literature;
– no one clear definition of this concept;
– risks misinterpretation and unreflective adoption of this
concept;
– meaning and realisation of this concept in terms of the
practices and experiences of individuals is still unclear and
usually cloaked in romanticism.
• Overarching features in most views of empowerment
are:
– Ability to choose;
– Taking control of one’s life
– Acting towards achieving desired goals
Empowerment
• Cross-disciplinary issue.
• Its definition should depend upon the specific
people and context involved (Bailey, 1992).
• Has a double reference, to the individual and
to society (Kreisberg, 1992).
• Subsumes the idea of ‘power’: not ‘power
over’, but ‘power with’(Kreisberg, 1992).
Why empowerment?
• My teaching experience;
• My motherhood experience;
• Current education emphasis on lifelong
learning, quality of life and employability;
• Problems of world poverty and environment
sustainability may reflect deeper problems in
education (Schreiner, Banev & Oxley, 2005).
Research Objectives
• To tease out, explore and analyse any emerging trends
and patterns in the dynamic process of empowerment
promoted through the experience of the EkoSkola
programme in two local primary schools.
– what constitutes the empowerment process?
– what factors may contribute towards or hinder
empowerment?
– are any attitudinal changes or specific skills necessary
towards the achievement of empowerment growth
of individuals?
– what is the relationship between empowerment and
‘diversity’, ‘participation’, ‘giving voice and choice’?
Why EkoSkola?
• Pupil empowerment is cited as one of the main
benefits in EkoSkola.
• EkoSkola offered a real context in which
participants were voluntarily committed
towards empowerment.
Research Methodology
• Case study methodology was adopted
• Studied two schools participants in and at different stages of the
EkoSkola programme.
• Collection of data involved:
– Observation – to probe deeply analyse actions and behaviour
participants may not talk about
– Individual interviews – to gather data on less tangible aspects such as
values , feelings, assumptions and problems
– Group interviews – to diffuse attention across participants and allow
interaction
• Participants were SMT, teachers and students, directly or indirectly
involved in EkoSkola.
• Analysis was done at the micro (personal) and macro (social) level.
Research main findings
• Empowerment process
Commitment
Knowledge and
Acquisition of
competencies
Celebration
Attitudinal
change
Evaluation
Aim / Direction
Action
Commitment
• EkoSkola is on voluntary basis - attracts those who
are really interested in it.
• Eco-code needs to be effectively communicated to
all the school to secure individual and collective
commitment.
• Eco-code must be lived, otherwise members may
feel their commitment is being wasted and
empowerment process is stagnated.
• Main key towards empowerment is one’s desire
to change to a better self.
Knowledge
• Students need to be properly informed on issues
relevant to their lives.
• Information needs to be multi-levelled and
adapted to students’ ways of learning using
different modes of presentation.
• Effective dissipation of information to the whole
school and community regarding EkoSkola
activities must occur.
• Information regarding individual skills and
qualities, and responsibilities of members needs
to be clear.
Acquisition of
competences
• Specific skills need to be acquired in order to act on
resolution of issues.
• Main competences :
– Decision making skills – ability to formulate meaningful options
and act on their choices even if they fail from time to time;
– Evaluative skills – leads to effective change;
– A critical consciousness – through the practice of healthy
discussions;
– Autonomy and self-confidence – a sincere willingness towards
sharing of power; students are allowed ample space to exercise
autonomous thinking, are given a chance to voice their concerns
and act on them to increase self-confidence.
• Certain character traits or inbuilt natural skills can speed up
the process.
Change in attitude
• Without a change in consciousness, one would
be more prone to make choices characterised
by quick fixes or narrow aspirations.
• Healthy discussions are an opportunity for
internalisation of values. A change in
consciousness can then occur.
Having a clear
aim/direction
• A clear aim needs to be transmitted through
various media and to a wider population.
• Relevant expectations need to be projected.
• Desired outcomes of vision need to be
modelled.
Action
• It is only when students take action that the
EkoSkola experience leaves an impact on their
way of thinking and behaving.
• Level of student participation needs to be high.
• Students feel important when their ideas are
considered and they are given an opportunity
to act on them.
Evaluation
• If evaluation is not given importance
ineffective results may lead to a loss of interest
and process is stalled.
Celebration
• Extrinsic awards, such as the Green Flag, helps to
keep individuals motivated and optimistic. It also
acts as a catalyst for inspiring participants’
strengths.
• When success is shared, the sense of achievement
and collective motivation is increased.
• Celebration increases self-confidence.
• Main focus should be on the processes towards
achieving their goal rather than on the extrinsic
awards.
Proper framework
• The empowerment process needs a framework
based on:
– Inclusion
– Holistic approach
– Democracy
– Healthy relationships
Strategies conducive to
empowerment
• Effective use of resources
• Sensitivity to diversity
• Student-centred approach (students need to perceive themselves as active
and perceive their teacher as a resource)
• Effective evaluation practices
• Good modelling of behaviour
• Relevant expectations
• Celebration of strengths and accomplishments through various forms
(increases self-confidence)
• Reaching out for support
• Good information flow
• Whole school approach (teamwork and sharing of power increases trust)
• Use of discussion, experiential and cooperative learning (gives voice and
increases critical consciousness and self-confidence)
Factors hindering
empowerment
• Lack of autonomy.
• Lack of SMT/colleagues’ understanding.
• Lack of resources or not knowing how to use it
effectively, with a special reference to human
resources.
• Overloaded curriculum.
• Students accustomed to passive roles in class
and whose decision are usually taken by adults.
Recommendations
• Children need to be trained to become responsible persons.
• Teachers who believe in the concept of empowerment need to be
empowered themselves. By empowering oneself one can
understand what can motivate others to become empowered.
• Schools need to be empowering workplaces by:
– Adopting democratic practices;
– Building healthy relationships among students and adult colleagues
through a sincere willingness of power sharing;
– Adopting a holistic approach;
– Adopting an inclusive approach and respond to diversity;
– SMT being aware and making proper use of human resource skills
amongst teachers.
• A number of ideas featuring in the NCF are important ingredients to
the empowerment process. Thus this process together with the
objectives and ideas of NCF can lead to quality education.