Participation and Empowerment. 3. XXX has formulated a communications strategy to guide the planning and implementation of communication activities under P 135-2 by CEM and by implementing entities at the province, district and commune levels.
Participation and Empowerment. Thematic area 2 included three subsections.
Participation and Empowerment. The main target of ExchangeAbility has been raising awareness about all aspects. It is a project made by students for students and by disabled persons for disabled persons. It was considered when sending and welcoming students with disabilities to universities. Only systematic cooperation of professors, university staff, students with and without disabilities and other stakeholders may result in comprehensive social support and an active engagement of students with disabilities in exchange programmes. Understanding the needs of these students will help remove physical and human barriers within our society. Therefore it will lead to the progressive inclusion of every student in the global mobility flows. ACCESSIBILITY There has been a holistic (accessibility) needs assessment during design & implementation. The practice foresees and promotes proper access to information and support measures regarding language accessibility and cultural aspects. The partnership has also created an accessible web, a blog connected to social media and a Facebook group to collect information, stories, experiences, or interesting observations of the ‘ExchangeAbility Ambassadors’ after their stay abroad. The postcard campaign aimed to raise awareness mainly among young people. The material highlights the project website, blog and Facebook group as main sources of information. The students who had already experienced mobility highlighted the importance of sharing mobility stories with other students to increase the number of students with disabilities participating in Erasmus. It was put into practice through the launch of a story competition. The winners of the story competition received an iPod. They saw some of their quotes published on the postcards prepared in the framework of the project, which also contained the information in Braille. Furthermore, notepads, leaflets, pens and t-shirts were produced as promotional material.
Participation and Empowerment. It is an event that the three of us voluntarily organise with great care to strengthen a sense of belonging in all our students. Representatives of underrepresented groups are often among our invited speakers. Only verbal feedback and occasional emails were expressing gratefulness for the experience. TEACHING, LEARNING AND WORK ENVIRONMENT Some of the topics that organisers have covered incorporated intersectionality, but they usually focus on the oppressions and privileges experienced of the particular underrepresented and underprivileged group.
Participation and Empowerment. Pieces of training: Catch-up courses have been/are being started at the courses most affected by drop-outs. With the help of professional mentors, they compile a faculty learning support map. It can already be seen from the received questionnaires that some courses have regular courses aimed at catching up on free credits. In other institutions, the result of the professional mentor’s operation is that it starts like this. Intercultural training took place in the autumn, and there were two pieces of training organized by Xxx Xxxx. More are expected in the spring semester. Xxx Xxxx (in collaboration with Xxxx Xxxxx, office manager) is also surveying international students to map students’ perceptions of the faculty-university environment. They held two learning methodology pieces of training (November 27 and December 4). The interest was extremely high, and the sign-up / enrollment for the programme tripled within a week. Funding came from the HELP framework. The trainers were psychologists from the Life Management Counsellor. Xxxxxxx Xxxxxx, a doctoral student, held a three-way note-taking session organized by the Applied Linguistics Student Workshop (So Take Notes!). The instructor compiled a free-credit “HELP” course from the program (entitled Note-taking Technology in Higher Education). The Hungarian Institute of Linguistics and Finno-Ugric Studies announced the lesson and will continue to do so in the autumn semester of 2020. The “class circles” (student study groups) are organized and funded by the HÖK. Still, the goal is for the professional mentors to contribute as effectively as possible to the students initiating the start of a class circle where it is needed and being a suitable class leader. Professional mentors also organize individual and group tutoring—personal HELP consultation with online login. The tool for quality assurance of HELP consultations is the anonymous online questionnaire. In the autumn of 2019, 61% of the consultations were received. On a five-point Likert scale, 62.5% rated this service as five and 37.5% as four. An explanatory proposal has also been received, advising the transformation of learning methodology training into a full course. (The proposal meets HELP's ideas and plans.) The consultation acted as psychological counselling online in an emergency caused by the epidemic, conducted by psychologist Xxxxx Xxxxx. Mentoring consultation and catching up: During the two-and-a-half-month periods, the professional mentors sp...
Participation and Empowerment. The PTL programme is built to target these specific groups through: • Outreach programme for secondary students • Undergraduate programme for current students • Bursaries, academic and social supports • Mentor/budding programme with corporate partners • R&D is completed every year to evaluate the effectiveness of supports and any requirements of students Outreach: Secondary school students are brought on-campus and participate in activies with teachers and undergraduate students. R&D: TA carries out research and evaluation on well-being and student development (e.g. recent studies include research on the impact of Covid-19 on learning and development and student experience). Undergraduate: Pre-uni programme for students (prior to university orientation) to promote well- being and belonging in the Trinity community. Weekly meet-and-greets with students in TAP. Assignment of a personal TAP Advisor to each student. Corporate budding and mentoring to promote network and connections post-graduation. Promotion of financial and academic supports. Communication to all students on support services.
Participation and Empowerment. This practice is using ‘bottom-up’ approach and user led. This is an important element of the work involved, user led, and all direction of activity is being co-produced with disabled people. Intersectional issues are helping disabled students to raise other diversity issues such as LGBT and race. It is recognised that this is an ongoing process that will be improved incrementally, and continual work is needed. Early days but lots of engagement.
Participation and Empowerment. This practice specifically focuses on gender and necessitates full participation of the underrepresented gender (typically women) in all aspects and stages of the process, combining a ‘top-down’ and ‘bottom-up’ approach. The gender action plans include specific actions to improve the sense of belonging and well-being. It is an important element of the work involved, though its realisation may be harder to document. Still, it is recognised that this is an ongoing process that will be improved incrementally, and continual work is needed. ACCESSIBILITY While the people and areas involved in action planning are encouraged to consider accessibility, it has not been a core part of the process to date.
Participation and Empowerment. The programme does not explicitly focus on underrepresented groups. The activity focusses on inclusion and a warm welcome a warm stay. The students well value the programme and its intentions. ACCESSIBILITY The programme does, and language training is one of the explicit options.
Participation and Empowerment. All university staff is invited to participate. Everyone will find situations familiar because a diverse group of university staff describes the situations on the cards. The activity is designed to stimulate an open discussion between all participants on various aspects of diversity and inclusion in the workplace. The game creates a ‘safe environment ‘for open and inclusive discussion. After each session, the game will be informally evaluated by the participants by the moderator. Up till now, the experiences are only positive. They value the fact the game invites to discuss a wide variety of situations, creates an open and safe atmosphere, raises awareness and offers personal options to deal with diversity and inclusion.
