Empowering Children through EkoSkola

1. EmpoweringChildrenthroughEkoSkola Mrs. Claire ZammitM. Ed.

2. 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

3. 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).

4. 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).

5. 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’?

6. 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.

7. 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.

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

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. Evaluation • If evaluation is not given importance ineffective results may lead to a loss of interest and process is stalled.

16. 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.

17. Proper framework • The empowerment process needs a framework based on: • Inclusion • Holistic approach • Democracy • Healthy relationships

18. 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)

19. 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.

20. 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.