In this section of the website you can find an overview of the events realised within the C4C project.
It is divided into seven workpackages and each of them represents an event
PARTICIPATING PARTNERS
PILOT RESEARCH
(with RANAS model approach)
workshop and training
The WP2 Pilot phase RANAS model has been based on the process-work methodology, and it was based on a progression of proactive steps, each composed of peculiar sub-actions:
The activity coordinated by Cifa and Labc took place between Italy, Poland, France and Hungary thanks to the collaboration between partners.
Having developed as a pilot phase of this action research, the continuation of the activity will continue within wp4 focusing more outside Italy Implementing all the steps in the other countries as well.
Description
Step 1 | Selection of schools and classes
After a general informative communication to a variety of local schools and educational institutions, in Italy the ITIS Pininfarina in Moncalieri have been selected.
Pininfarina is a secondary public school, specifically an industrial technical institute. The course of study is divided into 2 cycles: the two-year period, with a preparatory function, and the three-year specialist course. From the third year, students have the opportunity to move from theory to practice, refining their skills and knowledge in view of entering the world of work or moving on to university.
Step 2 | Selection of two champions per class between students
In this school, there is an “environmental referent” between the students in each class. Its function is to monitor for the student perspective the average results of the declared environmental policies declared by the institute board, and to foster the respect and their improvements among students.
These “environmental referents” have been chosen as C4C champions. Even if these champions are present in each class, we chose the referents between the students of the 3 rd class for two main reasons: on one side, they are grown enough to take the floor in front of a public audience; on the other side, as the C4C project lasted 24 months across 3 school-year-period, they have the chance to follow the whole process and to attend at most of the activities.
The total number of “C4C” selected champions was 14.
Step 3 and 4 | Meetings with the C4C selected champions
We have facilitated two meetings with C4C selected champions in Italy in the afternoon time, as it is considered “extra-curricular” activities linked to “civic education” .
These two meetings have been facilitated using both training techniques based on participative education and with focus groups.
For specific details of the following mentioned methodologies and tools, please refer to the training materials available on the project website.
Step 3 | 1st meeting with C4C champions
The 1st meeting which took place on 20 April at ITIS Pininfarina school was structured on three specific issues:
– presentation of C4C project
– introduction to the RANAS methodology
– introduction to the “Outcome stars” tool, used as strategy to foster behavioural changes
– direct participation and involvement of C4C champions to the implementation of the C4C Outcome star.
The champions participated in a focus group experience that defined collectively with the consensus process the specific environmental themes that were identified as the more sensible for the students perspective.
The closing of the Outcome star was proactive to the successive implementation of the questionnaire that was the key-point of the second meeting.
Step 4 | 2nd meeting with C4C champions
The 2nd meeting which took place on 28 April at ITIS Pininfarina school marked a step further in the process, as it was based on the outcome star results, and was dedicated to the development of the questionnaire. The questionnaire has been totally designed by the C4C champions, as a substantial part of the participative learning method. It has been a precious learn-by-doing experience.
The questionnaire was then uploaded on the project management web facility AdminProject, so that during the next process step, the intervention in classes, each student was able to complete the questionnaire directly online from their own personal devices.
Step 5 | Direct involvement of classes
This activity is crucial in terms of civic engagement of the students.
We facilitated the direct involvement of 16 classes involving a total number of 273 students (of which 254 completed the questionnaires correctly). Each intervention lasted two hours per class.
All interventions had the same structure, and were run with the complete participation of the student’s champions to the facilitation praxis.
Together we presented the project and its activities, including a presentation of the RANAS model and the Outcome star.
After this introduction, the champions facilitated the implementation of the questionnaires on students’ smart-phones. This activity lasts between 30 and 45 minutes.
After all students completed the online questionnaire, the last part of the intervention offers the class the chance to have an open debate which has two main functions: to collect feedback from the class on how they found the questionnaire, and to have the chance to debate on the environmental perspective in their school and local community.
Step 6 | Second phase of focus group by Cwep, Le Partenariat e Anthropolis
Focus Group (in situ): first Ranas piloting workshop
On 25thSeptember, a meeting was organised with students from the agro-technical school complex W. Witosa in Ropczyce..
Students were informed in advance about the topic of the meeting and they participated in the first RANAS piloting workshop. Most of them came from the biological sciences class. These were also people involved in local community activities, often environmental activists or volunteers with some experience in the issue of climate change. There were also several people who had not had such experiences before, which resulted in a very interesting exchange of ideas and discussion.
The focus group lasted 4 hours in 2 two-hour blocks with a break and took place in the presence of the teacher and, for some time, also the school principal. Students were engaged in discussions in the following areas: -Climate change is an indisputable reality. – Human activities are responsible for climate change. – As individuals, we are powerless to mitigate climate change. – My role in the local community and its importance for the environment.
Students have discussed how their individual actions, as well as community initiatives, can contribute to mitigating climate change. This includes students’ lifestyle choices, sustainable practices, and community-based environmental projects.
Focus Group (in situ): first Ranas piloting workshop
On 29thSeptember, a meeting was organised with students from the school Europe 2000 in Budapest..
Two staff members of the Anthropolis association met the group of students representing the school in the presence of the teacher in charge of the project. The Anthropolis representative presented the project to the students and then we started working together. After a short ice-breaker, the framework for cooperation was set up. We collected the students’ expectations of the project. We then briefly discussed the following questions with the students:
Climate change is an undeniable reality.
Climate change is caused by human activity.
We can’t do anything against climate change as individuals
After the discussion we introduced the RANAS model to the students, and collected the issues they are concerned about. Finally the outcome star was applied and filled in..
Focus Group (in situ): first Ranas piloting workshop
On 13th October, one meeting was organised with voluntary students in St Vincent de Paul’s high school in Loos (France). 23 students from 8 different classes attended the first RANAS piloting workshop in France. After a presentation of the project, the group had the opportunity to exchange about climate change challenges. They agreed on some regulations for a good functioning of the project and shared tasks among the members for the next steps of the RANAS research.
Step 7 | 3rd meeting with C4C champions
The 3rd meeting which took place the 6 Novembre has the specific purpose of sharing the questionnaire’s outcome with students’ champions in Italy. Furthermore, this final meeting with C4C champions has the following specific goals:
- to open a debate on their experience as collaborators in the facilitating interventions into classes
- share their considerations on major findings of the questionnaires
- report on feedback of results of the evaluation of questionnaires as the basis for the action plan to be implemented by the students in the project next phases
- students design an Action Plan to be proposed to the School Directions
Date(s)
EVENT PARTICIPANTS
FEMALE
MALE
NON-BINARY
PEOPLE PER COUNTRY
From France
From Poland
From Ukraine
From Hungary
From Italy
Total number of participants
From total number of countries
Event Images
In this section of the website you can find an overview of the events realised within the C4C project.
It is divided into seven workpackages and each of them represents an event.
PARTICIPATING PARTNERS
COP SIMULATION AND WORKSHOP ON BIODIVERSITY LOSS (WANE)
workshop and training
Description
Twenty-four COP simulation replicas were organized in France, Italy, Poland and Hungary and a workshop on biodiversity loss in Italy.
COP simulation
The COP simulation is an educational exercise that replicates international climate negotiations on climate change. Participants take on the role of delegates from different countries, discussing and negotiating on key themes such as greenhouse gas emission reductions, adaptation to the impacts of climate change, climate financing and green technologies.
The aim is to gain a better understanding of the dynamics of international negotiations and the positions of the various stakeholders, as well as the challenges involved in drawing up global climate agreements.
The acronym COP stands for ‘Conference of the Parties’, where Parties refers to the 197 nations that are members of the UN Framework Convention on Climate Change (UNFCCC). In short, the COP is the international treaty (or convention) governing body dealing with climate change.
Organising a COP allows students to achieve the goals of Global Citizenship Education and the Sustainable Development Goals of the UN 2030 Agenda. Furthermore, this activity improves critical thinking, listening and peer discussion skills by engaging youth on issues that are very topical and important for their present and future.
The material from the kit of climate pedagogical activities (available online in French, English, Hungarian and Italian: https://www.icanproject.eu/fr/climate-conference-kit/) was used to carry out the COPs with some adaptations, in many cases using more up-to-date information and data. Mini guides were made for teachers and partnership staff to guide the activity.
COP simulations were set up from some initial considerations:
“The goal is not to train students on how to become bad politicians, but to become active citizens.
The goal is to show the complexity of international relations and to understand how the climate issue is addressed at the global level.
COP simulation’s frame:
Young people who decided to participate attended a 3 to 4 hour COP session that simulated the Conference of the Parties on Climate Change and adapted it to their target audience and context:
Step 1 | Introduction (1h)
The introduction included:
- Icebreaker
- xplain the rules and framework
- Describing what a COP is (with reference to achievements over time, critical aspects, and future appointments of these conferences)
Step 2 | COP role-play (1h30/2h30)
The youth involved were divided into national delegations, each representing different countries or stakeholder groups such as industrialized nations, developing countries, small island states, and nongovernmental organizations, with the recommendation to have a maximum of 7-8 countries (ideally 6) represented to facilitate negotiations.
Each group conducted in-depth research on the country’s or assigned stakeholder’s position on key climate issues, including greenhouse gas emissions, climate adaptation, financing, and implementation of green technologies, through “profile” sheets and materials provided by staff. At the same time, each group divided its roles internally. In each delegation, choose 1 spokesperson (the delagate) and several other roles depending on the situation/number of people involved in the individual COP (e.g., moderator, time keeper, ‘devil’s advocate,’ secretary, etc.)
Next, each delegation after deepening their knowledge of the country, delving into a complex of information ranging from its climatic conditions to its economy, which they were representing, began an internal discussion to prepare a keynote address.
(In some cases, the young people involved had already done the in-depth study of the country as homework.)
The simulation began with an opening statement from each group outlining their position and priorities on climate change (trying to include in their responses the commitments and potential trade-offs that each country would like to put in place and which countries they would like to work with on it).
This was followed by multiple rounds of negotiations focused on different aspects, for example on GHG emission reductions, presenting their own targets and discussing potential trade-offs, but also on adaptation strategies, climate finance or green technologies and best practices.
Following these discussions, the groups worked together to draft a preliminary climate agreement, trying to find common ground and agree on key points while taking into account the local context. The simulation (where possible) ended with a final round of negotiations to review and make necessary adjustments to the draft agreement, ensuring that all remaining issues were addressed. The exercise concluded with the presentation of the final agreement, at the end of which students reflected on the negotiation process, discussing the challenges faced and the insights gained.
Step 3 | Debriefing (30 min)
The debriefing part of the activity included:
- Feedback (also reflecting on the differences between a competitive and a collaborative approach, what was difficult, what worked and what did not, how many already knew about the cop system?)
- Opening on possible climate actions and next steps for the project (this phase sought to take the thinking from the global to the local by reflecting on possible climate actions at the municipal level)
COP simulations in partners countries
In France
In France, 7 COP simulations were carried out between 06/11/2023 and 14/02/2024 involving 101 people. These climate conference simulations were organized in two high schools, involving 3 classes and 2 groups of eco-embassadors, mixing different grades. Some sessions were held either in one full session, either divided into 2 sessions of 2 hours. It enabled students to develop their negotiation skills and understanding of diplomatic issues and international decision-making. The students thoroughly enjoyed the exercise.
In Poland
In Poland 5 COP simulations were carried out between 23 April and 7 May 2024 for students aged 15-16. The COP simulations were held at the Polish partner schoola in Zespół Szkół Agro-Technicznych im. W.Witosa in Ropczyce and Szkoła Podstawowa nr 1 im. Adama Mickiewicza Rzeszów. This activity provided the students with a deepened understanding of global climate policies, enhanced their diplomatic skills, and highlighted the importance of international collaboration in addressing climate change.
In Hungary
In Hungary 6 COP simulations were carried out between 23 April and 7 May 2024 at the Hungarian partner school in Europa2000 for students aged 15-16.
As an icebreaker in Hungary, the game “Sustainable Fishing” was used, which made students realize that in some situations cooperation is a more effective strategy than competition. After the icebreaker, the COP structure that had been decided as a partnership was followed. The students really enjoyed the exercise.
In Italy
6 COP simulations were carried out in Italy between 06/11/2023 and 14/12/2023 at the ITIS Pininfarina technical high school in Moncalieri. The first COP lasting three hours was led by LABC, which had more experience in this type of activity, while the subsequent ones were carried out by CIFA, using a four-hour format. A unique experience to learn more about the institutions involved in the fight against climate change and their actions. A very participatory experience that really engaged the young people involved, who really showed a lot of enthusiasm and participation.
Workshop on biodiversity loss
The workshop on biodiversity loss was held mainly at I.I.S Avogadro in Turin.
The goal of the workshop was to demonstrate how the disappearance of a tile in the complex mosaic that is the Planet, even if it is on the other side of the world, is a problem for everyone.
The workshop was conducted by Valeria Barbi political and natural scientist., biodiversity and Climate Change expert. Author of “Che cos’è la biodiversità, oggi”, Edizioni Ambiente. Environmental project manager, consultant and speaker. She collaborates, among others, with Ispi, Sole24Ore Business School, Save the
Planet, Bocconi University and Milan Polytechnic. She writes on blogs and magazines, and regularly lectures in international conferences and events. She has edited a column on Radio Città del Capo and has a structured and influential community on Instagram. She was appointed EU Climate Pact Ambassador by the European Commission and Honorary Hummingbird by Save The Planet onlus. In 2022 she was nominated as “best woman in Science”.
Step 1 | What is biodiversity
The first meeting focused on “what is biodiversity” to begin to engage students and give them their first specific skills on the topic to give them a way to understand what is happening and what we are in danger of losing. During the meeting, which took place in presence, there was in online connection from Costa Rica, Valeria Barbi from the Wane Expedition who gave a lecture on the topic and explained about the reportage she is doing travelling along the Pan-American Highway with the aim of documenting the ecological crisis and the loss of biodiversity in 14 countries: from Alaska to Argentina.
Afterwards, the young people involved divided into groups and chose them a species that Valeria Barbi has taken care of in her expedition. On these Valeria made a specific in-depth study and provided images directly taken during her expedition. The practical objective assigned to the young people involved was then to create from their research multimedia/social content material so that they could share what they had realised.
On November 13, 2023, we completed the first phase of the workshop on biodiversity loss. In the afternoon, the young people involved shared and presented the research they had done on some of the species Valeria had encountered on her Pan American expedition and on which she had done some in-depth research in previous meetings. Thanks to the research on the grizzly bear, the monarch butterfly, the common hammerhead shark, and the arboreal frog Tlalocohyla Celeste the young people were able to reflect on how climate change is impacting ecosystems and those who are part of them.
It was indeed a very enriching and constructive moment for all, which opened the second phase of the workshop.
Step 2 | Species and territories
The second phase of the workshop aimed to try to drop the reasoning made about distant species and territories also on the territories where the young people involved live, to show how biodiversity loss is a problem at all latitudes. Therefore, again divided into groups, the young people involved chose a species present in their territories to delve into its characteristics, the threats it faces and its causes.
Specifically, the young people involved dealt with the ibex, grey wolf, black grouse and marble trout, again elaborating multimedia material.
In this case unlike the first phase, many of the young people involved were able to conduct interviews with the staff involved in their conservation.
Date(s)
EVENT PARTICIPANTS
FEMALE
MALE
NON-BINARY
PEOPLE PER COUNTRY
From France
From Poland
From Hungary
From Italy
Total number of participants
From total number of countries
Event Images
In this section of the website you can find an overview of the events realised within the C4C project.
It is divided into seven workpackages and each of them represents an event.
PARTICIPATING PARTNERS
RANAS RESEARCH ACTION
(SEMINARS/DEBATES)
workshop and training
The overall results of the research will be shared and discussed in more detail during the international meeting to be held in Budapest from 9 to 12 April 2024, which will be attended by young people from all the countries involved, as well as published on the project website.
Description
Step 1 | Meeting with C4C champions in Italy
On 6 November we had a meeting with eleven young Italians selected as “italian’s C4C champions” with the specific purpose of sharing the questionnaire’s outcome. Furthermore, this meeting with C4C champions has the following specific goals:
-to open a debate on their experience as collaborators in the facilitating interventions into classes
-share their considerations on major findings of the questionnaires
-report on feedback of results of the evaluation of questionnaires as the basis for the action plan to be implemented by the students in the project next phases
-preparing the research camp for champions from France, Poland and Hungary
Step 2 | Meeting in FR-PL-HU
On the basis of what emerged in the meeting with the Italian champions, the continuation of the work in the other countries was planned. The strategies that worked best and what might be the critical points were shared, in order to refine the joint action strategy, and meetings were organized in Poland, France and Hungary.
Step 2 | Meetings in Hungary
At the first meeting (27/10/2023) two staff members of the Anthropolis association met the group of students (climate heroes and heroines) representing the school in the presence of the teacher in charge of the project. These students joined the program on a voluntary basis.
One of the Anthropolis representatives presented the project to the students and then we started working together.
After a short ice-breaker, the framework for cooperation was set up.
First we collected the students’ expectations of the project.
Then we briefly discussed the following questions with the students:
– Climate change is an undeniable reality.
– Climate change is caused by human activity.
– We can’t do anything against climate change as individuals.
After the discussion we introduced the RANAS model to the students, and collected the issues they are concerned about in small groups. Based on their interest, the following topics were identified: not enough trees, climate anomalies, air pollution, trash on the streets, ignorance of young people, plastic packaging, separate waste collection.
Finally the outcome star was applied and filled in.
Before leaving we explained the next steps of the program.
The second meeting (01/12/2023) also started with a short icebreaker.
Then we started to work on the questionnaire with the students. For that we gave a short recap of what happened on the 1st meeting.
We created a PPT presentation, and followed the steps of it.
We first reviewed the types of questions and answers to consider when designing the questionnaire. We then started to design the questions by topic. We looked at the following types of questions:
Lots of litter on the street
air pollution
Lack of separate waste collection
Lack of wood
plastic packaging
indifference of young people
We have created questions for each topic. Finally, we outlined the next steps and made it clear that the climate heroes and heroines had to introduce the project and its goals to their peers in their classes. Anthropolis staff offered its help to students in this process, but the students decided to work on promoting the project involving their peers and share the questionnaire on their own.
Step 2 | Meetings in Poland
After a general informative communication to a variety of local schools and educational institutions, the Zespół Szkół Agro-Technicznych im. W.Witosa – Ropczyce have been selected. This educational institution likely plays a crucial role in fostering environmental awareness and education among its students, especially given its focus on agrotechnics and technical fields. With its diverse curriculum and commitment to providing students with practical skills and knowledge, Zespół Szkół Agrotechnicznych i Technicznych is well-positioned to contribute to environmental research activities and initiatives aimed at addressing climate change and promoting sustainability in the local community and beyond.
The first activity involved conducting seminars (held on 14/12/2023 and 20/12/2023) to educate students on decision-making systems at both local and EU levels, the RANAS model, and the utilization of action research results for policy recommendations and awareness campaigns. The seminars were conducted across 4 classes.
Students actively engaged in discussions, learning about the intricacies of policy-making and the importance of evidence-based recommendations in tackling environmental challenges.
Students investigated the cognitive basis of unsustainable behavior change in their communities. They collected data through questionnaires administered to the local community, with support from the project educator. The research involved analysis and elaboration of collected data into scientific documents and articles. Local environmental associations played a crucial role in supporting students and facilitating the presentation of research results.
The environmental research activities conducted in Poland as part of this project have been instrumental in empowering students to become agents of change in their communities. Through seminars, research, and workshops, students gained valuable knowledge and skills necessary for addressing climate emergencies and promoting sustainable behavior change. Moving forward, continued collaboration between educational institutions, environmental associations, and experts will be vital in driving further progress in this area.
Step 2 | Meetings in France
At Lycée Fénelon, two focus groups took place on November 20 and 27, and at Lycée St Vincent de Paul in Loos, the focus group took place on February 21 with around ten students. During these focus groups, students worked together to establish the themes that were most important to them, in order to create the questionnaire.
Step 3 | Debate and distributing questionnaires to peers
Hungary debate and questionnaire distribution 2024. January-February
After the second meeting, we prepared the questionnaire based on the discussion with the focus group members (climate heroes and heroines) and sent it to the teachers to share the google form with the students we worked with closely in the focus group. We also shared a PPT presentation with all necessary information on the project and its goals to serve as a base for introducing the project to peers.
The students presented the basic information on the project and shared the questionnaire in their classes with their classmates during the first two months of the year. As a result we have 70 students answering the questionnaire.
Poland questionnaire distribution 2024 January-February-March
In Poland after all students have completed the online questionnaire, the final part of the intervention offers the class the opportunity to engage in an open debate. To this end, three days of presentation and discussion of the questionnaires were organized in Ropczyce (on 19.01.2024, 22.02.2024 and 06.03.2024)
This debate serves two primary purposes: firstly, to gather feedback from the class on their experience with the questionnaire, and secondly, to provide a platform for discussing environmental perspectives within their school and local community. Some Conclusions:
• Students demonstrated a keen interest in understanding the complexities of environmental issues and policy-making processes.
• Data collected through questionnaires provided valuable insights into the cognitive factors influencing unsustainable behavior change.
• Collaboration with local environmental associations enhanced the impact of research activities and facilitated community engagement.
• Workshops provided students with practical skills for designing communication campaigns and advocating for policy change.
A discussion on the overall results of the questionnaire was also organized at the end (on 08.03.2024)
France debate and questionnaire distribution December-March (2023-2024)
On December 19, 2023 Le Partenariat met students from Fénelon in Lille. And on March 21, a meeting was organized with students from Lycée St Vincent de Paul in Loos (France).
169 students from 6 different classes responded to the RANAS survey (due to a problem registering the questionnaires online, only 134 were recorded). After a presentation of the survey methodology and questionnaire by the students who had carried it out, the classes were given the opportunity to debate the issues surrounding climate change. They were able to share and assert their point of view on certain environmental issues.
Date(s)
EVENT PARTICIPANTS
FEMALE
MALE
NON-BINARY
PEOPLE PER COUNTRY
From France
From Poland
From Hungary
From Italy
Total number of participants
From total number of countries
Event Images
In this section of the website you can find an overview of the events realised within the C4C project.
It is divided into seven workpackages and each of them represents an event.
PARTICIPATING PARTNERS
Civic Engagement action:
Public Debates
workshop and training
On the occasion of the Global Environment Day, four public events on environmental issues were realised as planned. In Italy, specifically in Moncalieri, and in France, specifically in Lille, the two events were organised on 5 June 2024. While taking into account the needs of the area and stakeholders involved in Hungary the public event was organised and held on 14 June 2024 in Budapest and in Poland it was held in Ropczyce on 17 June 2024.
This event directly involved 342 people across the 4 countries (IT-FR-PL-HU)
These events were aimed on the one hand at strengthening networks between schools, students, local environmental associations and local authorities, trying to involve already existing networks (if any) and on the other hand at sensitising communities on local environmental issues with active participation of students.
In each country at least one school, one local environment association, representative of local authorities and other relevant stakeholders was involved.
They elaborated proposals and recommendations on different climate change issues, while the institutional presence allowed for a deeper insight into policies dealing with these issues at territorial level
Description
Preparatory phase: Civic engagement strategies
To realise this event, a Tot was organised by CIFA for the project partners to have the time to properly organise the process of organising local events in each country and coordinate this WP with the others in a unique strategy. To facilitate this process, Giacomo Petitti di Roreto was involved, an expert facilitator in participatory processes with more than fifteen years of experience, member of the International Association of Facilitators in 2018 and qualified as a Certified Professional Facilitator (CPF).
Specifically the activity of facilitation has been carried out from June to October, in order to reduce the risk of a low involvement of youth and other local stakeholders in WP5, as pointed out in the project (critical risk n.5). A first online meeting was held on June 9. During this first appointment the civic engagement process was presented and scheduled with all the partners involved (Le Partenariat, Anthropolis and CWEP).
The activity consisted in:
– 1 online meeting for every country in the second half of July, with the Staff in charge of WP5 + the country project coordinators. In this phase a stakeholder map was developed with the partners using Jamboard (google suite). The purpose of this exercise was to have a starting framework of the local actors considered to involve. Specifically, this 1:1 meetings were held on 19/07/2023 for Le Partenariat, 20/07/2023 for CWEP, and 21/07/2023 for Anthropolis.
– 1 face to face meeting lasting two days in every country in September/October, open to all the staff involved both in WP3 and WP5, including educators and school teachers. The meeting agenda was composed by 2 main sessions. The first one about how to plan the civic engagement step by step, the second one about facilitation skills. Every session lasted from 2 to 4 hours, depending on the time.
In addition to Giacomo Petitti, Cifa staff were also present in the meetings to maintain exchange and coordination on the initiative from a European perspective.
Face to face meetings
The same agenda has been developed in every country, according to participant’s needs and to the timetable agreed with the partners.
1st session: The civic engagement process
– Check in: choose a Dixit card to say how do you feel this morning and to give a short presentation of yourself
– What the project says: brief recap
– Top down or bottom up?: two different approaches available in each country.
– 7 steps to keep students actively involved in the local communities:
1. Design the process with the purpose to practice framework
2. Focus on the issue: how to select the topic with students
3. Map community actors: how to implement the power-interest map
4. Engage key community actors (and verify the issue): the turning point to
foster the student’s ownership to the project
5. Call for participants: consider the convening power and preparing a good
invitation
6. Organize a public event: 5W+1H to plan a successful event
7. Facilitate the event and communicate the results: how to accompany students
in being protagonists and celebrate after the event
– On top of the ladder: using Roger Hart’s ladder of participation with youth
– Check out: the glass is empty or full?
2nd session: facilitation skills
– Check in: counting together
– What exactly is facilitation? A short definition
– What a facilitator actually do? The three facilitation roles (architect, pilot, guide)
– what are the facilitator’s competences? The IAF (International Association of
Facilitators) core Competences
– 10 tips to guide a group achieving satisfactory outcomes
1. Care for the group’s ownership
2. Ensuring transparency of information and processes
3. Give voice to the disagreement
4. Map relationships
5. Formalize the rules of engagement
6. Decide on priorities by consensus
7. Foster active participation
8. Distribute and rotate jobs
9. Communicate the results
10. Maintain the well-being of the group
– 10 things a good facilitator takes care of
1. Take care of the space and time of meetings
2. Is neutral (does not side with anyone)ù
3. Not judging, but arguing
4. Use empathy
5. Recognizes roles and values them
6. Is the guardian of the rules
7. Summarize by points and check the consensus (we’ve come this far, all
agree? )
8. Find a place for all contributions (don’t throw anything away!!)
9. Practice the principles of active listening
10. Has a plan/project but he knows he will have to change it
– Check out: the thermometer
This preparatory phase made it possible to think about these public events from the local peculiarities and needs, but also to better coordinate this WP by realizing a common strategy.
The event in Italy
In Italy the public debate was held on June 5 2024, from 9.00 to 13.00 in Moncalieri at the ITIS Pininfarina.
The preparation of the event in Italy was very long and thorough. Five Itis Pininfarina students were involved in a Focus Group course designed by two experts in community organizing processes, Lorenza Georgetti and Sara Fenoglio, and CIFA staff to use the community organizing methodology in the preparation and implementation of the public event. Community organizing is a set of practices with concrete results and high impact for the formation of local leaders and the creation of civic coalitions for urban regeneration, territorial development and social inclusion.
Specifically, five focus group meetings were organized:
-In the first one held on 11/03/2023 at the l’ITIS Pininfarina after an initial part on welcoming and getting to know each other, the methodology of Community Organizing as a culture of democratic participation was introduced. Then there was an in-depth study of some case studies of the application of this methodology for environmental protection and activation of territories and finally we began to focus on Moncalieri through a workshop on the analysis of power and environmental policies of the territory. This meeting also introduced the methodology of photovoice, a tool that aims to delve into a community’s problems by giving voice to people who are often excluded from decision-making processes, using photography and communication through images, which was used later.
-In the second meeting held on 03/26/2023 at the l’ITIS Pininfarina after a first summary part on the aspects related to “power and relationships” that emerged in the first meeting we went more specifically on the analysis of power in Moncalieri identifying the different levels of interest and power of the stakeholders of the June 5 debate interested and interesting present in the area. Then the two experts involved did an in-depth study on the issue of “leadership and public storytelling”, and afterwards the young people involved participated in a small workshop on the “Story of Self” in which to bring out a significant personal episode of being called to leadership and to act differently than usual and another related to the “Story of Us ” focused on what values, experiences or aspirations of your community are a reference when inviting other people to join us and what stories you share that can express these values.
At this meeting, the youth involved also chose specific focuses and challenges for public debate by identifying waste, air quality and transportation, and public spaces as the three main issues to be addressed on June 5.
-In the third meeting held on 06/05/2024 at the ITIS Pininfarina, Photovoice was resumed by having the young people involved share photos they had taken in the area that focused on the three issues that emerged in the previous meeting and their personal reflections on them. Afterwards we focused on preparing for the June 5 debate with a special focus also on contacting directly (and then how to do so) the stakeholders identified in the last meeting. Afterwards Alessandra Borello, Councillor of Environmental Policies and Environmental Rights of the City of Moncalieri also arrived, with whom the work done so far and the structure of the meeting were shared so that there would be a good involvement of local institutions even in the preparatory phase of June 5. Thanks to the presence of the councillor, the young people were able to deepen some aspects related to environmental policies by soliciting her with some questions.
-At the last meeting held on 5/29/2024 at the ITIS Pininfarina, in a very operational way all the tools and materials to be used on June 5 were refined and shared (the in-depth topic sheets, the presentations that would be used, the initial questionnaire made through mentimeter, etc.), the agenda for the meeting was reviewed by still making some minor changes, the last updates on the stakeholders who would actually be present were shared, and the last roles were divided among the students involved.
The planned public debate was held on June 5. The event was attended by 97 students, several professors, some members of the circle of Legambiente of Moncalieri (the most widespread environmental association in Italy), the councillor for environmental policies and animal rights of the Municipality of Moncalieri Alessandra Borello, the president of the ARCI Dravelli circle (a cultural centre present in the neighbourhood near the school) also part of the Dravelli Foundation, and some members of the circle of the “Circolo del Buon Abitare” (“Good Living Committee” a committee of citizens involved in various activities in the area). Discussions were facilitated by CIFA staff (with support from two community organizing experts) and LABC.
After meeting at 8 a.m. for the organizing group to set up the spaces and recap the day’s organization at 9 a.m., the other participants arrived. The public debate began with a plenary check-in conducted through Mentimeter to which participants could respond via their smartphones about their prior awareness of both the c4c project and environmental issues. Through the same presentation, participants were divided into the discussion groups divided by themes.
After checking in, we also did a short recap on the Citizens For Climate project to update participants on what has been done so far (focusing more on the Ranas research, the account of the international meeting in Budapest, and the project’s communication campaign) and what the next steps will be.
Then there were two thematic discussion sessions using Open space technology adapted to the specific context. Participants were divided into five simultaneous discussion tables (again on the topics of air quality and transportation, waste, and public spaces). Each discussion table was managed directly by one of the youth involved in the preparation through focus groups with the support of at least one member of the partnership staff. Each focus group then summarized the discussions that emerged focusing on the proactive elements and proposals.
At 12 noon, everyone returned to the plenary and the contact persons from each table shared what emerged from the discussion tables, while a summary report of what was reported was made.
To conclude the event we again used Mentimeter for a Check-out to gather feelings and feedback on the day.
A really very rich and intense day that really brought out a lot of interesting proposals and reflections and saw the five students involved in the focus groups succeed in bringing forward a really very active role of leaders as well as the local community, the administration, and the associations of the area very involved.
The event in France
In France the public debate was held on June 5, 2024, from 10am to 12pm in Lille with two high schools (Lycée Saint-Vincent de Paul in Loos and Lycée Fénelon in Lille).
81 people attended, including a journalist, a member of the Lille municipal council (Marion Gautier) and a representative of the Les Récoupettes association.
Students from Lycée Fénelon were in charge of contacting the Lille city councillor, while students from Saint-Vincent de Paul were responsible for finding and contacting the local environmental association: Les Récoupettes. Before the event, the students prepare the debate and all the questions.
During the event, the students were able to understand the role of an elected official, the organization of an environmental association, and the three different audiences were able to exchange views on ecology and the global and local ecological transition. The Partnership presented the overall project, its context and objectives. Participants in the Budapest mobility project presented their international mobility. Other students presented their RANAS research and the results, enabling discussions to begin with the elected representative and the association present.
The event was an opportunity to encourage exchange and debate between audiences who rarely meet. The city councillor was delighted to meet young people from the metropolis, and to understand the challenges of ecological transition as experienced and perceived by young people. And the young people were able to put their questions and opinions to personalities who could act in favor of the ecological transition.
The event in Hungary
In Hungary the public debate was held at a secondary school in Budapest on the 14th of June 2024. The event featured diverse participants including students from the partner school, a representative of a local NGO called “10 Millió fa” (10 Million trees), and a representative from the local government.
The event commenced with an introduction to the C4C project by the students, outlining its objectives and significance in the local context. A panel discussion followed, where perspectives were shared on various strategies and initiatives aimed at addressing climate challenges.
Towards the conclusion, the audience actively engaged with the panellists, posing questions that ranged from practical solutions to broader policy implications. This interactive session allowed for a deeper exploration of ideas and fostered a meaningful dialogue on the urgent issue of climate protection.
Overall, the event not only raised awareness but also encouraged active participation and collaboration among students, NGOs, and local authorities, highlighting the importance of community-driven initiatives in tackling global environmental issues.
The event in Poland
The public debate was held at a secondary school in Ropczyce on the 17th of June 2024. The event featured diverse participants including students and teachers from the partner school, a representative of a local NGO called “Inneo” and a representative from the local government and Rzeszowska Agencja Rozwoju Regionalnego.
The event began with students introducing the C4C project, detailing its objectives and its importance within the local community. Following this introduction, the debate proceeded with teams discussing key themes related to climate awareness. Participants engaged in thoughtful exchanges on the impact of climate change on local ecosystems, the role of community initiatives in promoting sustainability, and strategies for reducing carbon footprints at both individual and community levels. Throughout the debate, students demonstrated and honed their negotiation and debate skills, effectively presenting their arguments, responding to counterpoints, and collaborating with various stakeholders to explore actionable solutions for enhancing climate resilience in their region.
Overall, the event went beyond simply raising awareness; it actively engaged students, NGOs, and local authorities in meaningful participation and collaboration. This inclusive approach underscored the critical role that community-driven initiatives play in addressing global environmental challenges. By bringing together diverse stakeholders, the debate fostered a sense of shared responsibility and collective action. Students, in particular, were encouraged to voice their opinions, contribute ideas, and work alongside experienced professionals and officials, enhancing their understanding of the interconnectedness of local and global environmental issues. The event highlighted that effective solutions to climate change require not only awareness but also the active involvement and cooperation of the entire community, reinforcing the idea that every individual and organization has a vital role to play in creating a sustainable future.
Date(s)
EVENT PARTICIPANTS
FEMALE
MALE
NON-BINARY
PEOPLE PER COUNTRY
From France
From Poland
From Hungary
From Italy
Total number of participants
From total number of countries
Event Images
