1. USING A YOUTH DEVELOPMENT
APPROACH TO FOSTER GLOBAL
LEARNING THROUGH MEDIA
AND TECHNOLOGY
Presented by:
Ellen O’Connell, Partnership for After School Education
Charmagne Campbell‐Patton, World Savvy
Dan Sadowsky, U.S. Fund for UNICEF
Asia Society’s Partnership for Global Learning Conference
June 29, 2012 (3:30‐4:45)
Agenda
I. Workshop Overview and Introductions
II. Overview of Youth Development and Afterschool Youth
Outcomes
III. Global Learning through Media and Technology: Program
examples, resources, and challenges
IV. Why Global Competence Matters
V. Q & A and Wrap Up
PASE Mission and Reach
The Partnership for After School Education (PASE) is a child-
focused organization that promotes and supports quality afterschool
programs, particularly those serving young people from underserved
communities.
PASE is a thriving network of over 1,600 afterschool
agencies in New York City who collectively serve over
500,000 youth each year.
For more information visit us at www.pasesetter.org
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2. PASE’s Four Roles
PASE accomplishes its mission by building the capacity of individual afterschool staff,
youth-serving organizations, and the field as a whole, all with the goal of increasing the
availability of quality services to youth during nonschool hours.
• of afterschool programs through expert
Builds Capacity training and management support
• diverse groups of stakeholders to
Convenes develop consensus on priorities and
best practices
• for providers, helping their voices reach
Advocates national groups, policy makers, and the
public
• efforts to advance the field as a thought
Leads leader and innovator
Recent PASE Accomplishments
Capacity Building Convening Advocating and Leading
•114 training sessions for •4 strategic discussions, 2 •14th Annual PASEsetter
2,469 afterschool forums, and 2 resource fairs Awards Ceremony with over
professionals from 688 for over 550 individuals. 450 guests (2012)
afterschool agencies.
•Annual Citywide conference •New York State Afterschool
•2 webinars for 142 for
f over 340 attendees.
d Network (NYSAN) Steering
afterschool professionals. Committee and Co-Chair the
•48 guests at the Third Capacity Building Committee.
•Over 900 hours of technical Annual Janet Kelley Lecture
assistance to 46 agencies. •26 participants in Emerging
•60 attendees at the Leaders in Nonprofit
•12 presentations at 5 PASE/Baruch College Management Course
national conferences with Emerging Leaders in
attendance of over 300 Nonprofit Management •Publication of Afterschool
individuals. Course Culminating Event Youth Outcomes Inventory
(2010) and PASE Network
News
Principles of Youth Development
 Supportive Organizational Structure
 Safe Physical Environment
 Holistic Approach to Young People
 Opportunities for Contribution
 Caring and Trusting Relationships
 High Expectations
 Engaging Activities
 Continuity for Youth
Source: A Guided Tour of Youth Development, Youth Development Institute
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3. Afterschool Youth Outcomes
SOCIAL AND EMOTIONAL OUTCOMES INVENTORY
OUTCOMES INDICATORS SUB-INDICATORS
B. Improved Life Expanded global and •Level of interest in investigating
Skills cultural awareness other countries and cultures
•Ability to recognize and respect
different perspectives
•Ability to communicate complex
ideas
D. Improved Increased ability to •Ability to accept and consider
Relationships work with diverse others’ perspectives and ideas
individuals •Ability to be equally respectful to
all people
Who We Are:
Mission: To educate and engage youth in
community and world affairs
History: Founded– San Francisco (2002)
Regional Expansion – New York
(2007); T i Citi
(2007) Twin Cities (2008)
Programs: Youth Engagement – Arts & Project-Based,
Teacher Training, Resource Development,
Customized Consulting
Impact: 250,000 youth, 1900 educators reached
since 2002
Approach
Sustained integration of global competency into teaching
and learning through:
 Comprehensive Professional Development
 Enhance educators’ content knowledge
 Build capacity to engage youth in making local-global connections,
sharing perspectives, seeking solutions & taking informed action
 Youth Engagement Programs
 Deepen content knowledge & build skills – communication,
collaboration, critical thinking
 Value of global citizenship and informed action locally and globally
 Community recognition & youth voice
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4. Think Beyond Borders:
Technology Integration
 Professional Development
 Online community, Webinars
 Youth Engagement
 Media literacy, connecting, sharing ideas
 Educational Resources
 World Savvy Monitor, Resource Library
Example: World Savvy Challenge
 History
 Program Goals
 Program Model – PBL, Flexible, Youth-centered
 Technology Integration & National Expansion
Goal of TeachUNICEF
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5. D1
A Global Citizen
A global citizen understands
interconnectedness, respects
and values diversity, has the
ability to challenge injustice, and
y g j ,
takes action in personally
meaningful ways.
TeachUNICEF and UNICEF Offerings
 Resources
 Educator Workshops
 Connecting
Classrooms
 Voicesof Youth
What is Connecting Classrooms?
A free educational program
• Designed to link classrooms around the world
• Enables students in developing and industrialized
countries to collaborate around topics of shared concern
An online community of classrooms
• Connected via an innovative platform designed to be
accessible from areas with both low and high bandwidth
A youth network for global citizenship
• Emphasis on local action with a connection to the global
• Empowers youth to be heard on their own terms
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6. Objectives
To promote team work
To provide students with the tools necessary
to strengthen their IT and web literacy skills
To increase knowledge about and awareness
of global issues affecting young people, and
to encourage discussion and active dialogue
about these issues within schools and
between different countries
To strengthen cross-cultural communication
skills and expand awareness of other
cultures and national perspectives
To provide greater understanding of how to
advocate for social change
Students work in teams to contribute to the Connecting Classrooms
platform in the fields of Health, Earth and Environment, and Food
and Agriculture
Pilot Year 1
Franklin Lakes, In the United States, we
NJ have four classrooms
already using the platform
(total of 95 students)
Bronx, US There are additional
Harry S. Truman classrooms coming on
Franklin Lakes, US
Ramapo High School,
School High School, USA board in Luxembourg
Anthropology 2, USA
Ramapo High School,
Anthropology 5, USA
In Sub-Saharan Africa, we have
classrooms from Kenya,
Madagascar, Rwanda, Senegal,
Uganda, Liberia and Ghana
participating
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7. Increased knowledge and Empowerment and a greater
awareness of principal issues understanding of how to
affecting young people around advocate for social change
the world
Improved cross-cultural A greater understanding of
communication, web,
communication web and IT mobile and web-based
literacy skills technologies and how to use
them to affect change
Sustainable expansion,
bringing more classrooms onto
the platform from all over the
United States and the world
Goals
Global Competence
Why does it matter?
Q
Questions?
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8. Resources
 A Guided Tour of Youth Development: The Youth Development Institute.
http://www.ydinstitute.org/resources/index.html
 Afterschool Youth Outcomes Inventory: Partnership for After School
Education. http://www.pasesetter.org/outcomes/outcomes_inventory.html
 Edutopia (Project-based Learning): http://www.edutopia.org/project-
based-learning
 UNICEF Voices of Youth: http://www.voicesofyouth.org/en
 World Savvy Monitor & Resource Library: www.worldsavvy.org
Contact Information
Ellen O’Connell, Managing Director - Programs
Partnership for After School Education
120 Broadway, Suite 230, New York, NY 10271
P: 212-571-2664 E: eoconnell@pasesetter.org
www.pasesetter.org
Charmagne Campbell-Patton, Challenge Program Manager
World Savvy
619 10th Street South, Minneapolis, MN 55404
P: 612-767-4438 E: charmagne@worldsavvy.org
www.worldsavvy.org
Daniel Sadowsky, Assistant Director, Education
U.S. Fund for UNICEF
125 Maiden Lane, New York, NY 10038
P: (212) 922-2512 E: dsadowsky@unicefusa.org
www.unicefusa.org
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