Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.
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  • Less than 5 students
  • up to 1 semester
  • Internet connection necessary
  • English, Shqip

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Nurturing active citizenship among youth in Kosovo: Can young people help Kosovo address social and economic issues?(Resource ID: 294)

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Active citizenship among youth is the best way to promote social and economic change in transitional societies. Three important ways in which young people can contribute to social and economic change: self-development, interaction and social actions. The first step to nurturing active citizenship among young people is to identify barriers to youth participation starting from home, school, community and institutions. Through field trips to local governmental institutions, students will be able comprehend first hand on how the relationship between citizens and government is built. Furthermore, they will engage in a mini-project to assess and provide ideas how active citizenship could be improved.

Kosovo has Europe’s youngest youth population, with 75% of its people between the ages of 25-
30. High levels of unemployment, disastrous economy, static politics,  a  corrupted government and 
poor education system has enticed tens of thousands of Kosovo Albanians into illegal migration in 
search of opportunity and work. 
While most of the young people felt hope in the aftermath of the disastrous war now they feel 
isolated and abandoned. Faced with rampant corruption, poverty, and unemployment, many believe 
that Kosovo’s only way toward social and economic change is through youth active engagement.
What is active citizenship? Why do we need young people to engage in social and political activities? 
What change can they make? Are young people the key to social and economic issues? These are some 
of the key questions that this learning course seeks to explore. 
The origin(s) of active citizenship continue to puzzle scholars. It is still widely discussed among scholars why and how young people can get engaged in solving political and economic issues.  The debate 
has focused on what kind of participation is needed? Voting? Donating money to political 
campaigns, protesting, boycotting or joining/creating NGOs to promote change.

Integration of Social Stakeholders
1. NGOs, agencies and businesses that work with young people in local level are involved in the seminar as active partners to present their experiences in relation to youth engagement in social and political issues.
2. Local government units’ representatives are part of the seminar as active partners – students will have the possibility to get in direct contact with officials and learn more about policy –making and civic engagement. The stakeholders from the local government units will benefit from the collaboration as they receive external perspectives from the workshops organized.
Strength
– Mutual learning for students, local government units’ representatives and local community representatives
– Students will understand the importance of active citizenship, create workshops and propose policy changes to local government units’ representatives
– Students think about their own opportunities and responsibility in the context of active citizenship
Weakness
– Local government units’ representative may not be willing to cooperate and take seriously students’ proposals to change policies
Learning Outcomes
1. Creating relevant standard indicators that would allow analysis and evaluation of the effectiveness of active citizenship.
2. Students have to organize workshops and design policy proposals that will be presented to local government units’ representatives
Relevance for Sustainability
1. To create collaboration among students, NGOs and local government representatives which will help students gain knowledge and understand the effect of active citizenship into policy making process.
Related Teaching Resources
No specific previous knowledge / related resources required
Preparation Efforts
Medium
Preparation Efforts Description
–Preparation time need for the lecturer is in total 10 hours. Lecturer needs to identify suitable local government units that are seeking to engage young people into policy making and NGOs that are seeking to work with young people and local governments to get young people participate in policy making –Local government units’ representatives should provide promising data and must be open for cooperation with students. – NGOs, agencies, and businesses should be open for cooperation and provide data and know how expertise.
Access
Free
Assessment
Assessment Tools

Case study
Group work
Presentation
Credit/Certification Description
ECTS 30 credits
Sources and Links

Lawy, R. and Biesta, G., 2006. Citizenship-as-practice: The educational implications of an inclusive and relational understanding of citizenship.British Journal of Educational Studies54(1), pp.34-50.

 

Krasniqi, G., 2010. Citizenship as a tool of state-building in Kosovo: status, rights, and identity in the new state.

Hoskins, B.L. and Mascherini, M., 2009. Measuring active citizenship through the development of a composite indicator. Social indicators research90(3), pp.459-488.

Jochum, V., Pratten, B. and Wilding, K., 2005. Civil renewal and active citizenship. A guide to the debate. London: National Council for Voluntary Organisations.

Finn, J.L. and Checkoway, B., 1998. Young people as competent community builders: A challenge to social work. Social work43(4), pp.335-345.

Kahne, J. and Westheimer, J., 2014. Teaching democracy. Social Studies Curriculum, The: Purposes, Problems, and Possibilities, p.353.

Young, I.M., 1989. Polity and group difference: a critique of the ideal of universal citizenship. Ethics99(2), pp.250-274.

Irvin, R.A. and Stansbury, J., 2004. Citizen participation in decision making: Is it worth the effort?. Public administration review64(1), pp.55-65.

Michels, A. and De Graaf, L., 2010. Examining citizen participation: Local participatory policy making and democracy. Local Government Studies,36(4), pp.477-491.

Brannan, T., John, P. and Stoker, G., 2006. Active citizenship and effective public services and programmes: how can we know what really works?.Urban Studies43(5-6), pp.993-1008.

Tilly, C., 1995. The emergency of citizenship in France and elsewhere.International Review of Social History40, pp.223-236.

Funded by
This teaching resource, realised within the project ConSus, has been funded with the support of the TEMPUS of the European Union. The contents reflect the views of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Contact

Fitore Pacolli
fitore.pacolli(at)universum-ks.org
This teaching resource is allocated to following University:
UC - Universum College
Institution:
Universum College
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Teaching Tools & Methods

  • Excursion
  • Mini-project
  • Written material