Empowering Children through Eko Skola Mrs Claire Zammit

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Empowering Children through Eko. Skola Mrs. Claire Zammit M. Ed.

Empowering Children through Eko. Skola Mrs. Claire Zammit M. Ed.

What is empowerment? • The term ‘empowerment’ : – trendy in contemporary literature; –

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

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

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

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 Eko. Skola 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 Eko. Skola? • Pupil empowerment is cited as one of the main benefits

Why Eko. Skola? • Pupil empowerment is cited as one of the main benefits in Eko. Skola. • Eko. Skola offered a real context in which participants were voluntarily committed towards empowerment.

Research Methodology • Case study methodology was adopted • Studied two schools participants in

Research Methodology • Case study methodology was adopted • Studied two schools participants in and at different stages of the Eko. Skola 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 Eko. Skola. • Analysis was done at the micro (personal) and macro (social) level.

Research main findings • Empowerment process Commitment Knowledge and Acquisition of competencies Celebration Attitudinal

Research main findings • Empowerment process Commitment Knowledge and Acquisition of competencies Celebration Attitudinal change Evaluation Aim / Direction Action

Commitment • Eko. Skola is on voluntary basis - attracts those who are really

Commitment • Eko. Skola 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.

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 Eko. Skola 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

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

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

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 Eko. Skola experience

Action • It is only when students take action that the Eko. Skola 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

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

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 –

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 •

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

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

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.