I.N.D.I.A. TRUST UPDATES
EDUCATION FOR NATION BUILDING


CHARACTER EDUCATION:

Objectives

Participants will develop skills to:
Examine the need for character development
Explore historical perspectives on character development
Discover avenues to create a moral community in the society
Establish guidelines for understanding controversial issues
Develop a plan for moral disciplining of students
Identify ways to develop character through conflict and problem solving
Explore the process of building a nation-wide character education program
Engaging all the stakeholders in promoting the character of  youth
Explore community involvement in supporting moral development

TOPICS:


Orientation & Expectations
Developing Goals & Priorities
The Importance of Education
Showing Respect for Authority
Building a Positive Reputation
Developing Personal Values
Handling Peer Pressure
The Importance of Role Models
Managing Anger & Aggression
Positive Communication Skills
Expressing Gratitude to Parents
Cultural Competence
Citizenship in the Community
Becoming a Strong Leader
Being a Strong Role Model

Module 1: Setting the Stage - The Case for Character Education:

Objectives:
Defining character
Identifying the components of character
Exploring the importance of character education
Examining the society’s involvement in character education

Module 2: Encouraging Moral Reflection

Objectives:
Identifying historical perspectives on education
Exploring Lawrence Kohlberg’s Theory of Moral Development
Gaining understanding of the need for moral development
Identifying skills that can be integrated into the classroom

Module 3: Creating a Moral Community in the Classroom

Objectives:
Examining the teacher’s role in the classroom environment
Helping students connect with each other
Discovering ways to help students care for each other
Improving the quality of group interaction

Module 4: The Teacher's Role in Nurturing Character

Objectives:
Examining the six E's of character training
Exploring the virtues that promote commitment
Understanding how to respond when kids don't know the answer

Module 5: Cultivating Character through Curriculum

Objectives:
Examining the curriculum - What is most worth knowing?
Identifying where character education fits
Developing lessons that teach moral literacy

Module 6: Teaching Controversial Issues

Objectives:
Structuring moral discussions
Exploring the process of  opinion formation
Establishing guidelines for studying controversial issues

Module 7: A Morally Disciplined Individual

Objectives:
Understanding the role of every individual as a moral being in the plural society
Encourage an understanding of others, a sense of responsibility, empathy and readiness to cooperate
Dealing with the consequences of broken rules

Module 8: Developing Character through Conflict

Objectives:
Understanding self-control and social control
Recognizing the role of perceptions in evaluating values
Assessing discipline, control and problem solving

Module 9: Building a Community of Virtue

Objectives:
Introduce an international or global perspective in understanding issues
Identifying key elements in the process of perception
Creating a positive moral culture and harmony in the minds of all groups of people

Module 10: Engaging Stakeholders and the Community in Character Education

Objectives:
Positive and productive participation of parents and society through home-school partnership
Promoting moral conversations between parents and children
Encouraging parents in leadership roles
Identifying means of soliciting community involvement

LEADERSHIP EDUCATION:

Objectives:

The modules seek to develop students through eight core values:
Consciousness of Self (individual)
Congruence (individual)
Commitment (individual)
Collaboration (group)
Common Purpose (group)
Controversy with Civility (group)
Citizenship (community/society)

Tier 1 - Individual Leadership
Tier 2 - Group Leadership
Tier 3 - Community Leadership

Tier 1 - Individual Leadership

Tier One focuses on development of the individual.

Module 1 - What is Leadership?
Value: Overview of Social Change model and its key values

This module will help students understand the concept of leadership by comparing various definitions and theories. Students will explore the skills and capabilities of effective leaders while determining their own goals.

Module 2 - Owning Your Message
Value: Congruence

Is what you’re saying matching what you’re thinking? How you convey your message is MORE important than your message. During this module, participants explore the importance of body language, voice tone and modulation, and the words we use in the context of effective communication.

Module 3 - Stand Up (Confidently) and Be Heard - Part One
Value: Congruence

Leaders often find themselves standing up and speaking on a moment’s notice. It takes a lot of composure, some quick thinking, and a good dose of confidence to speak in an impromptu setting AND say something intelligent. In this module, you will learn and practice two frameworks for organizing what you say and how you say it. You will also practice and learn techniques for controlling your nervousness so you can give presentations with confidence.

Module 4 - Career Planning
Value: Consciousness of Self

This module introduces participants to the elements of career planning and career decision-making. This module is an interactive workshop that focuses on self- awareness and the information and resources needed (and available) to make purposeful career decisions.

Module 5 - Effective Self Management
Value: Consciousness of Self

Time management, being assertive, recognizing and managing stress, and staying motivated are all personal development skills explored in this module. Participants will learn about the sources of stress, the advantages of an internal locus of control, and methods to make sure their own needs are met while being a productive and supportive member of any team.

Module 6 - Diversity
Values: Consciousness of Self and Congruence

This module provides a forum to explore how diversity issues can affect any working environment. Participants will discuss visible versus invisible differences, assumptions and biases, and language.

Module 7 - Campus Leadership and Engagement
Value: Commitment

It’s time to put what you have learned thus far to practice. How can you create change in your campus or neighbourhood? Where do you want to commit your time and effort? This module will help you become aware of the timing and application processes, as well as the responsibilities, of many student leadership positions. See what practical leadership is all about!

Tier 2 - Group Leadership

Tier Two focuses on development from a group perspective.

Module 8 - Team Building and Motivation <
Value: Collaboration

This module will introduce the “Five Stages of Group Development” and give examples as to what each stage may look like. Coming up with name games, activities, teambuilders, etc., is sometimes difficult and knowing when to use which one is also a challenge. This interactive module will provide practical experience in team development and continuous motivation.

Module 9 - Facilitation
Values: Collaboration and Common Purpose

Facilitation is a complex communication skill. The information and activities presented in this module will provide participants with the skills needed to conduct effective meetings, to moderate discussions, and to appropriately mingle and network in a variety of situations.

Module 10 - Stand Up and Be Heard - Part Two
Value: Common Purpose

Good leaders are able to bring together a group of people through generation of a shared vision and goal. In order to create such influence, leaders need to possess solid public speaking skills. This module will examine how voice, gestures and audio-visuals can enhance your public speaking skills. Be prepared to present a brief speech. You will be given time to prepare during the session.

Module 11 - Conflict Management
Value: Controversy with Civility

Learning how to anticipate and identify potential conflicts is one of the most important leadership skills - by knowing our own conflict management style and being prepared, we can effectively deal with these situations. Conflict has both potentially negative and positive outcomes, and by being aware of them, we can learn from every interaction. Participants will learn about their own conflict management style, and learn about and practice the five ways to handle conflict situations.

Module 12 - Advanced Conflict Management

Value: Controversy with Civility

This module will take conflict management to the next level. After practicing with some real-life situations, participants will learn about the “negotiation model” and the different techniques to deal with some high-end conflict situations. This model introduces the “win-win” tool, which ensures that the interests of all parties are taken into consideration. This advanced four-stage negotiation process will be practiced through scenarios and role-plays.

Module 13 - Effective Arguments and Critical Thinking
Value: Controversy with Civility

This module seeks to blend public speaking skills with the skills used in debating. This module and introduces participants to the Point - Argument - Evidence model and to Argumentative speech structures.

Module 14 - Capstone Module

How has participation in the above modules affected you? What have you learned? What changes did you make in your life? Students must come prepared to share a five minute presentation with the other participants. The module will explore what was learned, but also look towards the future and help participants determine goals for further leadership development.

Tier 3 - Community Leadership:

Students wishing to complete Tier Three will need to submit an action plan that details the volunteer hours, role (where applicable), and what specific leadership skills will be used. The action plan should include start dates and end dates of volunteering and a deadline for essay submission. Tier Three requires students to:
Complete 20 hours of volunteering in a Service Learning environment
Keep and submit a journal of the above experience
Write a two page essay reflecting on what was learned in Tiers One and Two and how this information was incorporated to the Service Learning experience

SELF AND COMMUNITY RESPONSIBILITY:


Self and Community Responsibility explores the relationships between individuals and communities by investigating the following three questions: Who am I? Who are we as a community? Who can I and we become in relationship to one another and through responsibility to self and community?

The course is organized in three parts according to these questions, yet a fundamental presupposition of the course is that the processes of exploring each of the three questions are intertwined. We discover our individual identities in communities, and communities take their particular shapes because of the unique individuals who comprise them.

The Social Change Model of Leadership Development provides a framework for students to explore experientially and reflectively the three major questions of the course. Community service-learning offers a way to experience and analyze the satisfactions and challenges of building community as a class, college and wider society.

Objectives:
Demonstrate consciousness of personal values, emotions, attitudes, beliefs, and personal understanding of others that motivate one to action.
Examine values, emotions, attitudes, and beliefs through reflection, reading, and dialogue.
Complete MBTI assessment to develop a better understanding of self and others.
Examine congruency of one’s thoughts, feelings, and behaviors.
Apply journaling techniques to the service-learning experience in order to reflect on one’s thoughts, feelings, and behaviors.
Identify the learning opportunities related to feelings of incongruity.
Clarify the requirements and parameters of commitment.
Examine the components of commitment including duration, level of investment, identification of boundaries, and implications for others.
Practice strategies for clearly communicating and negotiating the parameters of commitment.
Identify multiple experiences, talents, and perspectives of the student and community partners in order to collaborate with them.
Explore reciprocity as an element of service and learning.
Examine the components of collaboration including identification of personal talents and the talents of the partners in service.
Identify the desires, obstacles, motivations, and purposes of the student and the community partner.
Apply tools of analysis to research a community partner.
Apply tools of assessment to arrive at realistic expectations related to community responsibilities.         
Evaluate strategies for respectful communication with individuals with varying viewpoints and values.
Recognize that differences in viewpoint are inevitable and valuable.
Develop abilities to use effective communication skills to include:
Demonstrating civility when engaging in dialogue related to differences
Taking risks to share opinions and ideas that may be contrary to others’ opinions and ideas.
Investigate personal responsibility to a larger community.
Demonstrate an understanding of the interdependence of self, others, and community.
Articulate the network of institutions and associations through which one can demonstrate community responsibility.
Identify ways in which social structures influence personal decisions and actions.
Examine how social structures advantage or disadvantage individuals and groups in their efforts toward success in society.
Practice communication strategies that support the success of individuals and groups within one’s network of influence.
Demonstrate personal integration of course experience through the holistic development plan and the portfolio.
Complete Critical Thinking Inventory and Learning and Study Skills Inventory in order to identify strengths and areas for further development.
Demonstrate personal integration of the course experience through the development of a holistic development plan and portfolio reflections.

AWARENESS ABOUT GLOBAL SOCIAL ISSUES:


List of environmental issues that are due to human activity:
Climate change — Global warming • Fossil fuels • Sea level rise • Effects of the automobile on societies
Conservation — Genetic erosion • Holocene extinction event • Invasive species • Species extinction • Habitat destruction • Habitat fragmentation • Pollinator decline • Coral bleaching • Whaling • Beached whale
Dams - Environmental impacts of dams
Energy - Energy conservation • Renewable energy • Efficient energy use • Renewable energy commercialization
Genetic engineering — Genetic pollution
Intensive farming — Overgrazing • Irrigation • Monoculture • Environmental effects of meat production
Land degradation — Land pollution • Desertification
Soil — Soil conservation • Soil erosion • Soil contamination • Soil salination
Nanotechnology — Nanotoxicology • Nanopollution
Nuclear issues — Nuclear fallout • Nuclear meltdown • Nuclear power
Overpopulation — Burial
Ozone depletion
Pollution — Air pollution • Light pollution • Noise pollution • Thermal pollution
Water pollution — Acid rain • Eutrophication • Ocean dumping • Oil spills • Water crisis
Resource depletion — Exploitation of natural resources
Toxins — Chlorofluorocarbons • DDT • Dioxin • Heavy metals • Herbicides • Pesticides • Toxics use reduction • Toxic waste
Urban sprawl
Waste — Waste disposal incidents

List of economic issues:
List of political issues:
Israeli-Palestinian Conflict
Language Policy
Medical Marijuana
NATO Expansion
Nuclear Testing
Political Corruption
Race Relations
Science and Technology Policy
Space Policy
Tax Reform
Terrorism
Trade
Weapons Disarmament and Nonproliferation

List of religious and cultural issues:
Communal disharmony
Spiritual warfare
Reservation policy
Religion and caste in Indian politics

GLOBAL ISSUES – general topics:
A
AIDS - HIV/AIDS
B
Basic Education - Education
C
Children's Rights and Protection
Clean Water and Sanitation - Environmental Sustainability
Climate Change
Conflict Prevention - Governance
Crises, Conflicts and Natural Disasters
D
Democratization - Governance
Desertification - Land Degradation
E
Education
Environmental Assessment (Business Tools)
Equality Between Women and Men
Equality Between Women and Men
F
Food Aid
Food Security - Health
Francophonie
Freshwater and Sanitation - Environmental Sustainability
G
Gender Equality - Equality Between Women and Men
Governance
H
Health
Health Systems - Health
HIV/AIDS
Human Rights - Governance
Humanitarian Assistance
I
Infectious Diseases - Health
Information and Communication Technologies (ICTs) for Development
L
Land Degradation
Landmines
M
Malaria - Health
Microcredit - Private Sector Development
Microfinance - Private Sector Development
Micronutrients - Health
Mines - Landmines
P
Private Sector Development
Public Sector Capacity Building - Governance
R
Rule of Law - Governance
S
Small and Medium Enterprises - Private Sector Development
T
Tuberculosis - Health
U
Urbanization - Environmental Sustainability
W
Water - Environmental Sustainability