Initiative mondiale pour l'autonomisation, l'action et la solidarité des étudiantsy (GISEAS)

Au cours de ses 98 années d’existence, le Mouvement international des étudiants catholiques (MIEC) Pax Romana s’est livré à la redécouverte constante de son rôle et de sa pertinence dans les contextes social, politique, économique, culturel et spirituel qui sont en constante évolution dans le monde. Dans son effort de rester fidèle à son engagement d’établir un monde de paix et de justice, il a été confronté à une croissance à plusieurs variables de l’oppression systémique et structurelle des individus et des communautés. Il a également fait face à la disparité accrue de la répartition des richesses, notamment en ce qui concerne le transfert de la propriété publique des ressources naturelles à des entités privées, les politiques économiques qui desservent les intérêts des populations, la disparité des revenus et les pseudo initiatives d’ajustement structurel. Le mouvement s’est aussi opposé à la fragmentation et la polarisation accrues des communautés, ainsi que la normalisation de la violence au nom de la sécurité, de la nationalité, de la religion, de la race / ethnicité, de la culture, etc., qui se traduit par une forte militarisation, l’armement des civils, la légitimation du patriarcat et la haine communautaire. La réduction de la valeur de la vie humaine et de la productivité à un simple échange économique est un autre problème que combat le MIEC Pax Romana.

 Malgré tout cela, le MIEC a également été témoin des luttes incessantes d’individus, de communautés, de mouvements et d’institutions contre l’oppression à laquelle ils sont confrontés, pour créer des processus et des alternatives favorables au peuple. Certains de ces processus et alternatives ont bénéficié de la participation / du pilotage du MIEC, tant au niveau local que mondial, à travers ses Programmes d’autonomisation, ses actions et sa solidarité, avec en première ligne, les étudiants.

 Dans l’histoire, la mobilisation sociale catholique des étudiants a été initiée en réponse au chaos sociopolitique du début du XXe siècle. En raison des changements radicaux et rapides en général dans tous les domaines au cours des dernières décennies, le MIEC Pax Romana en est venu à comprendre qu’il est grand temps de revoir et de rajeunir l’action catholique des étudiants du monde entier en tenant compte du contexte actuel. Faire bouger les lignes dans le monde passe par le changement dans la façon dont le MIEC Pax Romana fait face à ces problèmes.

 Alors que le monde considérait le « changement » comme le mantra du nouveau monde, le MIEC a réitéré que la « transformation » était la voie à suivre, car il estimait que le « changement » n’abordait pas suffisamment les questions d’injustice et n’avait pas ouvert la voie à la paix juste. Cependant, nous nous sommes rendu compte que la tâche colossale de construire un monde de justice et de paix nécessitait une réponse stratégique intensive et multiforme. C’est pourquoi un projet a été lancé, visant à renforcer le leadership mondial du MIEC grâce à l’autonomisation stratégique et l’initiation d’une Action et d’une Solidarité appropriées et adéquates pour contribuer à la construction d’un monde de justice et de paix à travers le monde. Le projet “Global Initiative for Students’ Empowerment, Action, and Solidarity (GISEAS) “(Initiative mondiale pour l’autonomisation, l’action et la solidarité des étudiants) du MIEC Pax Romana a été conçu pour répondre à la préoccupation citée plus haut.

L’initiative d’apprentissage virtuel en cours, « IMCS Continued Learning and Action Program (CLAP) » (Programme de formation et d’action permanentes), nous a appris que toucher les étudiants leaders directement en plus grand nombre génère un plus grand impact. Deuxièmement, cela donne également l’occasion aux étudiants leaders des mouvements nationaux d’en apprendre sur les questions de justice sociale, d’analyser leur contexte actuel, d’examiner leurs approches actuelles en matière d’action sociale, de redéfinir leur spiritualité d’action et de rechercher la clarté pour une meilleure action, à travers des interactions virtuelles et l’assistance d’experts.

Le programme CLAP du MIEC est une série d’ateliers virtuels de renforcement de capacités de 5 jours qui ont lieu chaque semaine, et sont axés sur différentes thématiques chaque mois. Ce programme de renforcement de capacités de 10 mois couvre les mouvements nationaux du MIEC, les partenaires œcuméniques et les groupes de solidarité du monde entier.

 

Objectifs

  • Comprendre la situation actuelle et ses effets sociaux, politiques, économiques et culturels sur les groupes marginalisés
  • Identifier les problèmes clés avec une analyse appropriée
  • Évaluer les actions actuelles des mouvements et des organisations de la société civile
  • Trouver des moyens de résoudre les problèmes
  • Renforcer les capacités des étudiants leaders

Processus et résultat

  • Le programme CLAP du MIEC est un atelier de 5 jours
  • Chaque mois, le thème du programme CLAP sera différent
  • Chaque atelier aura un maximum de 30 participants, couvrant ainsi 90 participants par mois
  • Le programme CLAP vise à renforcer les capacités des principaux dirigeants des mouvements nationaux et à influencer les politiques, les programmes et les actions des étudiants.
  • Le programme CLAP vise à identifier d’éventuels leaders de second plan au sein des mouvements.

Themes

S.N

Thèmes

Focus

1

Marginalisation

  1. Marginalisation – Concept, dimensions et formes
  2. Processus de marginalisation
  3. Des structures qui perpétuent la marginalisation
  4. Personnes marginalisées et Droits de l’Homme
  5. Le MIEC et les personnes marginalisées du monde (hier, aujourd’hui et demain)

2

Intégration du genre

  1. Définition, concept, nécessité d’intégrer le genre
  2. Principes et dimensions
  3. Analyse contextuelle par pays (politique, mécanisme, impact et lacunes)
  4. Intégration du genre dans les mouvements nationaux du MIEC
  5. Méthodes et outils pour l’intégration du genre

3

Les peuples autochtones et le monde

  1. Démythifier le concept et l’imagerie des communautés autochtones
  2. Terre et culture autochtones
  3. Droits et luttes des communautés autochtones
  4. Le MIEC et les peuples autochtones

4

Castes et intouchabilité

  1. Concept de castes et d’intouchabilité
  2. Dimensions de castes et d’intouchabilité
  3. Formes et manifestations de castes et d’intouchabilité dans le monde moderne
  4. Violation des droits – castes et intouchabilité
  5. Rôle du MIEC dans la lutte contre les castes et l’intouchabilité

5

Religion

  1. Concept, dimension et évolution de la religion
  2. Religions du monde – une vue d’ensemble
  3. Rôle de la religion dans l’humanité (religion et spiritualité)
  4. Religion, morale et justice sociale
  5. Organisation religieuse et action sociale

6

Éducation

  1. Définition, niveaux et importance de l’éducation
  2. Éducation vs alphabétisation
  3. Analyse contextuelle du système éducatif
  4. L’éducation comme outil de justice sociale
  5. Éducation et MIEC

7

Écologie et changement climatique

  1. Définition, branches et niveaux d’écologie
  2. Dimensions et institution de l’écologie (problématisation)
  3. Objectifs de développement durable – Introduction et rôle
  4. Eco-spiritualité – Concept et pertinence
  5. Le MIEC lutte contre le changement climatique

8

Justice

  1. Concept de justice
  2. Droit vs justice
  3. Justice sociale et politique
  4. Justice économique et culturelle
  5. Le MIEC comme promoteur de la justice

9

Théologiser l’action sociale

  1. Concept et évolution de la théologie
  2. Définition de l’action sociale
  3. Religion et théologie
  4. Théologiser l’action sociale
  5. MIEC, action sociale et théologie

10

Pensées et mouvements sociaux

  1. Penseurs sociaux et idéologies
  2. Caractéristiques, types et concepts des mouvements sociaux
  3. Impacts des mouvements sociaux sur la vie quotidienne
  4. Le MIEC en tant que mouvement social

11

Leadership critique

  1. Définition, types et qualités de leadership
  2. Rôle de leadership dans la transformation sociale
  3. Leadership transformateur
  4. Le MIEC en tant que mouvement de leaders

12

Activisme étudiant

  1. Concept et histoire de l’activisme étudiant
  2. Caractéristiques et facteurs influençant l’activisme étudiant
  3. L’activisme étudiant comme plateforme de changement social et politique
  4. Transformer l’activisme étudiant en mouvements étudiants
  5. Le MIEC comme plateforme pour l’activisme étudiant

 

  • National Transformative Leadership (NTL) Programme Physical Program

*5% to 10% of the participants slots are available for the like-minded Catholic youth organizations and ecumenical partners.

As a part of the IMCS Pax Romana GISEAS project, IMCS Asia Pacific region has designed the GLOCALIZING Students’ Catholic Action – National Transformative Leadership (NTL) Programme”. The programme has been designed after much deliberation about the regional social, political, economic and cultural contexts and also the current realities of the tertiary students’ community. This programme is expected to be a Training for the trainers where participating Student leaders will be given the capacity to respond the specific concerned areas recognized in the problematization of the programme in the hopes that they would be the trainers for their own student communities and the marginalized communities.

 

As the IMCS global survey revealed major gaps in skill-based student leadership at all levels of the movement, National Transformative Leadership Programme will be conducted, focusing on creatively and tangibly engage national student leaders in a process of learning, experimentation, action and solidarity. This leadership program will help the Catholic Tertiary student leaders to become prophetic and relevant voices in their campuses, local Churches and student communities across the Globe.

 

The National Transformative Leadership Programme shall resort to the following learning process:

 

  1. Critical Analysis 
  1. Socio Cultural Political Economical Analyses
  • Understanding Context (Problematising)
  • Exploring the different tools for analysis
  • Identification of the different issues

 

  1. Thematic Analysis (gender, environment, food security, citizenship, migration, indigenous community, racism etc.)
  • Mapping and analysing the different issues

 

  1. Operationalising “Spirituality of Action”
  • Introduce & deepen the understanding of the Spirituality of Action
  • Finding ways to integrate the Spirituality of Action in day to day living
  • Formulating practices and initiating them as a form of collective community action

 

  1. Transformative Leadership Skills
  • Understand the concept of Transformative leadership for initiating change
  • Define Leadership for transformation
  • Acquiring Skill for transformation (community mobilisation, human rights, popular education- communication, and advocacy)

 

Thematic Focus

The Global initiative is responding mainly to the aspirations and expectations of Catholic students worldwide. The thematic component of this National Transformative Leadership (NTL) program is therefore built up around the challenging realities expressed by the students at the national, sub regional and regional levels. 

 

Therefore, there will be topics that will be globally prepared for the different thematic workshops, but there are other relevant topics that are specific to some regions.

  • Transformative leadership

This is a topic which many students have raised, especially relevant for Africa, Latin America and Asia. There are many leadership programs developed and proposed to the youth nowadays but, from what came out from the Global consultation is that many of these programs do not articulate with their contexts or capacitate them to offer adequate solutions to the challenges of their student communities such as gender inequality, social exclusion, climate change, water scarcity … etc.


  • Environmental issues

The African and Asian students raised environmental challenges and the necessity for them to build up their capacities to tackle efficiently these issues of environmental justice and ecological conversion. These training, as expressed by the students, need to broaden/deepen the student leaders’ understanding of the ecological crises, such as climate change adaptation, coastal cities at risk, global warming, disaster risk reduction for resilience, based on the UN documents, Paris Agreement and the Catholic Social Teaching and Papal Encyclicals. The trainings shall aim at addressing issues of environment and livelihood (Eco-entrepreneurship), Environment and Spirituality, Ecological Citizenship, Ecological Responsibility, Sustainable Lifestyles etc.


  • Social and political citizenship (and analysis)

The students from countries in development expressed mainly the desire to be trained on these matters as many of them still confronted with the question of democratisation. The capacity for the students to develop social and political analyses for understanding the complexities and subtleties of political manipulation and socio-political violence/conflicts involving youth. This thematic is of special importance to the Catholic Students in Africa to exercise a transformative leadership.


  • Grassroots Advocacy

IMCS Pax Romana has been active in advocacy at the UN level, bringing the students’ voices in the international arena. However, the recent consultation showed the important of building the capacity of the national student leaders in terms of the skills of advocacy, enabling them to be able to advocate of their own local communities. The advocacy skills will enable the student leaders to strategically raise their voices vis-à-vis the political and public authorities.


  • Spirituality of action (being a changemaker Catholic)

The question of social and political involvement of the Christians, especially youth, is an old topic but of relevant in the current context. The student leaders need to have a good grasp of the biblical and theological foundations of the Spirituality of Action to confront the indifference and apathy in the Catholic youth so that IMCS Pax Romana live up to its name as ‘A movement’.


  • Peace building (and Intercultural dialogue)

As Africa and Middle East are being confronted with a wide range of multifaced conflicts involving young people, the question of peace building, and dialogue become crucial. In Africa, the Muslims and Christians represent more than 95% of the population and many conflicts are related to these religions. That shows the transformational potential that religions represent for Africa. The interest of the Catholic students for peacebuilding and dialogue is a good step to deepen by the capacities of the youth leaders.

  • Solidarity

In a world marred by inequalities, the need for solidarity is an aspect that came mostly from the European and North American students. There is a necessity to build bridges, organize and reflect on pathways for solidarity is integral to the IMCS Pax Romana’s Spirituality of Action. For each of these topics, a position paper will be prepared and provided to trainees and their grassroot communities. These position papers will be grounded in the few of the UN documents and the Catholic Magisterium, and will use Human right approach. In addition to that, some guides with theoretical frameworks will be provided for leadership exercises.

 

Follow-up Actions

A Follow-up community Actions shall be an integral part of the NTL Programmes of IMCS Global Initiative. The national student leaders shall engage in planning for a thematic intervention as the follow up of the Global Initiatives in their respective countries. 

In addition to providing virtual support for the incubation of the follow-up community actions, Global Initiative shall also make financial seed provisions available in each of the National Trainings.

  • Global Advocacy Training (GAT) Program Virtual Program

*5% to 10% of the participants slots are available for the like-minded Catholic youth organizations and ecumenical partners.

As a part of the wider GISEAS project, IMCS Pax Romana has designed the “Global Advocacy training Programme”. The programme has been designed after much deliberation about the social, political, economic and cultural contexts and also the current realities of the tertiary students’ community. 

This programme is expected to be an online Training for the youth where participating Student leaders will be given the capacity to respond the socio political economic cultural and religious concerns through advocacy with the hope that they would be the advocates and trainers for their own student communities and the marginalized communities.

Pax Romana in Advocacy

Following the global vision of the movement, since the foundation in 1921, Pax Romana has been active in advocacy in National and International levels in religious as well as secular platforms. 

In the recent decades IMCS Pax Romana United Nation’s advocacy team has been the responsible arm of the organization for the Global advocacy efforts. IMCS Pax Romana has been an active partner and contributor to the UN processes through the United Nations Major Group for Children and Youth (UN MGCY) which is the UN General Assembly mandated official, formal and self-organized space for Children and Youth to contribute to and engage in certain intergovernmental and allied policy processes at United Nations which was established in 1992.

Objectives of the Advocacy Training Programme

Pax Romana has been an inspiration and a training ground for many civil society and political leaders for decades. 

The unique formation opportunities through capacity building programmes and direct participation in policy making as well as solidarity actions have been the methodology of the movement for forming the young leaders all around the world. Through the Advocacy Training Program, IMCS Pax Romana expects to achieve the following objectives.

  • Enhancing the knowledge in advocacy.
  • Reaching out to youth and student leaders representing diverse backgrounds from all the parts of the world.
  • Creating a common training programme and materials which can be reused in the national and regional levels for the advocacy trainings.
  • Creating a Pax Romana global advocacy manual.
  • Building national and regional advocacy teams which will be connected to the IMCS Pax Romana advocacy team.
  • Providing international advocacy engagement opportunities to the youth leaders who successfully finish the training programme.





Topics covered in the Advocacy Training Programme

The IMCS Pax Romana “Global Advocacy Training (GAT) Programme” which will be conducted online, is expected to cover the basic topics related to Pax Romana advocacy engagements.

S. N

Topics

Phase 1 – Conceptual Phase (5 Days)




1

Contextual analysis

  • Historical
  • Social
  • Political
  • Economic
  • Cultural


2

Conceptual analysis

  • Social Stratification (Race, Caste etc.,)
  • Gender
  • Class


3

Spirituality of action & Human Rights

  • Catholic Social Teaching
  • Human Rights
  • IMCS Spirituality of Action

Phase 2 – Skills (6 Days)

4

Advocacy: Definition, Types & Tools



5

Stakeholder Analysis

  • Introduction
  • Process
  • Tools


6

Policy Analysis (National, Regional & Global)

  • Introduction
  • Process
  • Tools


7

Platforms for Advocacy

  • National platforms & Mechanisms
  • Regional Bodies, Institutions & Networks
  • Global Systems & Mechanisms

Phase 3 – Designing & Plan of Action (4 Days)





8

Road Map for Advocacy

  • Vision Building
  • Objectives & Goals setting
  • Forms of Advocacy
  • Targets (Theme, Community, Platforms & Mechanisms)
  • Benchmark
  • Monitoring & Evaluation

9

Alliance & Movement Building

  • Formation of Advocacy Teams
  • Effective Partnerships Building
  • Way forward

Continually Jesus withdrew from people, daily life activities, and the demands of his ministry to be alone with the Father and pray. Jesus’ solitude and silence is a significant theme in the Gospels. His ongoing, intimate relationship with his Abba was the source of his compassion, wisdom, and power that we see on every page of the Gospels.

The priority of Jesus’ solitude and silence is everywhere in the Gospels. It’s how he began his ministry. It’s how he made important decisions. It’s how he dealt with troubling emotions like grief. It’s how he dealt with the constant demands of his ministry and cared for his soul. It’s how he taught his disciples. It’s how he prepared for important ministry events. It’s how he prepared for his death on the cross.

We live at a time of a new social order, various new/modified components of society. There is a change in the traditional social systems, social structures, and social institutions. The world has learned to live with the changes that the world has seen.  In the new world order, there are good and bad things. There are lots of positives that we can enjoy in the current scenario. We are connected with far of people and communities, better health care, better educational opportunities, changed the life of women, quality of food clothing and shelter and better future for our kids. The development has taken centre stage in the new socio-economic paradigm.

However, we live in a fast-moving world. Human beings do not have time to look around and enjoy the serenity of nature and live like a passing cloud that gives occasional joy. The world has such a fantastic thing that can be instrumental in understanding the behaviour of various aspects of living and non-living beings in the world. 

There is no doubt that the world order is changing but its positively changing for a few and leaving out many. The gap between rich and poor has widened.  The new policies of the government are favouring the rich in accumulating economic and social capital. There is an increase in discrimination based on gender, caste, race, culture, language, and region. The battle to survive has led to violence. The violence against has gone up across the world. 

In these contradicting segments, there is a ray of hope at the end of the tunnel. The world has seen individuals, groups fighting at all level to make sure that the resources are available for the present and future generations. There is an emergence of new alternative world order that focusses on the sustainability of resources. One such group is the student community.

The 15day Global Social Immersion pilgrimage looks at the following aspects.

  1. Working/experiencing with the People
  2. Taking time out of our work as Jesus did.

The first part of the day will focus on being with the people and do what they do in day to day life. These collective experiences will strengthen the community life of the groups and identify the community life, social structure, social capital, rural economy and power dynamics operating in the communities. 

The second part of the day will focus on the footsteps of Jesus Christ. The participants will spend time in silence and solitude to experience that Christ had. The consolidation of social experience will culminate in prayer as Jesus did. 

Part 1

Part 2

Day 1: Knowing self and others

Reflection and Sharing

Day 2: Knowing the surrounding

Reflection and Sharing

Day 3: Experiencing Their Culture

Reflection and Sharing

Day 4: Understanding Social Life

Reflection and Sharing

Day 5: Understanding the Rural Economy

Reflection and Sharing

Day 6: Communities and Environment

Reflection and Sharing

Day 7: Communities and status of Women

Reflection and Sharing

Day 8: Communities and Children

Reflection and Sharing

Day 9: Communities and Power dynamics

Reflection and Sharing

Day 10: Communities and Alternatives

Reflection and Sharing

Day 11: Communities and Social Mapping

Reflection and Sharing

Day 12: Food and communion

Reflection and Sharing

Day 13: Consolidation of experiences

Reflection and Sharing

Day 14: Consolidation of Experiences

Reflection and Sharing

Day 15: Presentation and Departure

Reflection and Sharing

 

These 15days of Global Social Immersion Pilgrimage will enhance the students perspective on communities by being rooted in the teaching of Jesus Christ.

  • Global Advanced Advocacy Training (GAAT) Program Physical Program

As a continuation of “Global Advocacy training Programme (GAT)” IMCS Pax Romana has built a programme, “Global Advanced Advocacy Training Programme” to elevate the level of advocacy to international level. “GAT” was a foundation for advocacy, whereas “GAAT” aims to equip the participants with advanced tools for advocacy and build their capacity to advocate in international platforms. The programme will be organised in a physical location, for 15 days (180 Hours) which helps the participants to experience the tools and intensity of advocacy in a well-structured training process.  

  1. Objectives of the “Global Advanced Advocacy Training Programme”

Through the Global Advanced Advocacy Training Program, IMCS Pax Romana expects to achieve the following objectives.

  • Building catalyst of advocacy
  • Developing skills required for advocacy
  • Reaching out to youth and student leaders representing diverse backgrounds from all the parts of the world.
  • Creating a common training programme and materials which can be reused in the national and regional levels for the advocacy trainings.
  • Creating a Pax Romana global advocacy manual.
  • Building national and regional advocacy teams which will be connected to the IMCS Pax Romana advocacy team.
  • Providing international advocacy engagement opportunities to the youth leaders who successfully finish the training programme.
  1. Workshop Content & Methodology

The workshop has been divided into three sections:

  1. Tools
    1. Equipping participants with various tools 
    2. Enhancing advocacy skills
  2. Design
    1. Planning an advocacy campaign
    2. Components of Advocacy
  3. Implementation
    1. Advocacy mechanism
    2. Advocacy platforms
  1. Draft Program Design

Section 1: Tools

Day

Topics

1

Players in advocacy

  • Players Identification
  • Players Profile
  • Power 
  • Player Mapping

2

3

Policy Analysis

  • Identifying Policies
  • Dimension of Policy
  • Gap analysis

4

Policy Intervention

  • Assessing a policy
  • Comparative analysis
  • Levels of intervention

5

Policy Making

  • Definition and levels
  • Process
  • Option assessment
  • Policy Design
  • Policy formulation

Section 2: Designing Advocacy

6

Designing advocacy

  • Vision, goals and objectives
  • Strategy for advocacy
  • Budgeting and Timelining

7

8

Monitoring and Evaluation

  • Research for advocacy (tools and process)
  • Creating Indicators
    • Indicator Matrix
  • Log frame
  • Participatory Appraisal
  • Risk Assessment

9

10

Section 3: Implementing Advocacy

11

Partnership building

  • Definition and types
  • How to identify partners
  • Alliance building

12

Advocacy Campaign

  • Definition, types and levels
  • Tools (Theatre, Video making, Social Media engagement, Documentation, Rapport building)

13

14

Global Advocacy Mechanism

  • Levels
  • Working within the framework of the mechanism

15

Universal Periodic Review

  • Introduction
  • Mechanisms
  • Tools for UPR
  • IMCS International Coordinators Training (ICT) Physical Program*Few slots are available for the International Coordinators of like-minded Catholic youth organizations and ecumenical partners.

The International coordinators of IMCS are the key implementers, facilitators and coordinators of the Global Initiative. In order to enhance their capacity to better organise the different aspects of the Global Initiative, the following training will be conducted.

 

Under the program, IMCS International Coordinators, Regional Coordinators and Sub Regional Coordinators are expected to be trained. The Dynamics of the programme shall focus on the following key elements/Skills of learning for effective implementation:

 

  1. Global Analysis  
  • Analysis of global socio-political economic, cultural and religious context
  • Contextual analyses of the global IMCS and student catholic action
  • Identifying key issues, problems and challenges (global consultation)

 

  1. Conceptualisation and Planning
  • Conceptualisation of the Engagement
  • Development of the content
  • Program Planning
  • How to do Benchmarking
  • Impact Projection

 

  1. Resource Mobilisation
  • Budgeting
  • Sourcing resources
  • Financial policy & accountability mechanism
  • Self-sustainability

 

  1. Action and Coordination
  • Mobilisation 
  • Partnership building
  • Capacity building
  • Implementation and Management
  • Networking & Advocacy

 

  1. Documentation (Knowledge Management)
  • Data Collection 
  • Collection and analysis
  • Report Writing
  • Disbursement
  • Archiving (Digitalization of documents) 

 

  1. Evaluation and Way forward
  • Self-evaluation
  • Internal Evaluation
  • Peer Evaluation
  • External evaluation
  • Follow-up



  • Global Chaplains and Animators Formation and Exchange (G CAFE) Physical Program

The role of the Chaplains and the Animators as accompaniers of the Students’ prophetic Catholic Action is crucial to the sustainability of the IMCS Global-regional-national Movements. Over the years we have realized the need for enhancing the capacities of the Chaplains and Animators to enable them to respond intellectually, socially and spiritually to the growing demands of the tertiary student communities. Therefore, Global/G-CAFE shall follow the following process below to enhance the chaplains and animators’ formation and exchange:

 

  1. Mapping our World: Recognising the global realities
  1. Taking stock of the current realities in the different contexts

 

  1. Critical understanding the global social, historical, economic, legal, political and spiritual contexts.

 

  1. Immersion: Feeling the Pulse of Students

Accompanying the Student communities necessitates a clearer understanding of the student communities. 

  1. Exposure: bring the Chaplains and Animators to a face to face encounter and dialogue with the students in order to better understand the students’ current realities, their identity, struggles, expectations, toles, the existing and emerging spiritualities.

 

  1. Dialogue: Listening to the voices of the students and youth on their aspirations, expectations, needs and responses. 

 

  1. Synthesis: process of critically analysing the experiences of exposure

 

  1. Equip: Defining Mission of Accompaniment
  1. Theological Reflection: A process of theologising on their exposure-experiences, their struggles, and challenges in order to come out with actions related to the accompaniment of the students. 
  2. Skills Development:
  1. Youth Training & Management Skills (Popular Education & Communication skills)

 

  1. Legal Skills (Youth Policy, National, Sub-regional, Regional and Global Mechanisms)

 

  1. Empowerment: Spirituality of Action
  1. Draw up National, Sub-regional and Regional Plan of Action and their relation to the Spirituality of Action. 

 

  1. Planning for a ‘Moving School’ of Accompaniment – Formation & Exchange (G-CAFE) and programme for continued empowerment of the Chaplains & Animators

 

  1. Defining Mission of Accompaniment



  • GISEAS Trainers Program (GTP) – Physical Program

GISEAS, an initiative of IMCS, aims to cover 88 countries over a period of five years, the vital component for this initiative are the trainers. IMCS Pax Romana plans to train the trainers through “GISEAS Trainers Program”, which is a 10-day (120 Hours) programme. 

  • Objectives of the “GISEAS Trainers Program (GTP)”

Through the GISEAS Trainers Program (GTP), IMCS Pax Romana expects to achieve the following objectives.

    • Review the process of knowledge delivery, identify weaknesses, highlight current trends and practices within the context of their work; 
    • To equip themselves with necessary conceptual and practical skills in order to creatively engage in the process of facilitation
    • Understanding ‘Popular Education Methodology’ and its relevance to IMCS’s Mission
  • Transformation of knowledge delivery to facilitation


  • Workshop Content & Methodology

The workshop has been divided into three sections:

  1. Context Setting
    1. Understanding the concept of training
    2. Context of participants and their way of training
  2. Popular Education Methodology 
    1. Understanding the concept
    2. History and relevance
  3. Tools for Popular Education Methodology
    1. Using the tools for transformation


  • Draft Program Design

Section 1: Context Setting

Day

Topics

1

Concepts in Training

  • Forms and Philosophies
  • Educating vs Teaching vs Training vs Facilitation
  • Current context

Section 2: Popular Education Methodology

2

Introduction to Popular Education

    • Concept
    • Emergence, Relevance & Impact
  • Praxis & Tools

3

Facilitation

  • Principles of Learning
  • Definitions & Principles of Facilitation

Section 3: Tools

4

Popular Education Tools

  1. Learner analysis
  2. Capacity Need Analysis
  3. Effective Communication
  4. Listening skills
  5. Consensus building
  6. Story telling & Poetry
  7. Understanding and using theatre tools for community internalisation 
  8. Exploring creative expression of community issues
  9. Video tools
  10. Packaging and organising skills for better learning
  11. Training assessment
  12. Designing modules
  13. Simulation of the modules

5

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