What is the MTC?

The core activity of GLEN is the so-called Multipliers’ Training Cycle. It consists of training seminars, an internship and a “practice phase”, in which participants use their new experiences and skills gained to carry out global education activities. The uniqueness of GLEN’s training offer lies in the combination of…

During the Multipliers’ Training Cycle, around 65 participants engage together in Multipliers’ Training Seminars. They come from various European countries (Czech Republic, Estonia, France, Germany, Hungary, Latvia, Lithuania, Poland, Slovakia and Slovenia) as well as – for the first time in 2018, from Benin.

Participants gain practical experiences during their interships in host countries in Anglo-phone and Franco-phone Africa, Asia and the Caucasus. Additionally, in 2018 there will be an internship for Beninese and French participants in the Czech Republic. Thematically, the internships are located in various fields such as education, health, economy, fair trade, environment, etc.

If you are selected as a GLEN participant, you will take part in Multipliers’ Training Seminars, during which you will engage with ideas, concepts and practices of Global Education and reflect on the production of global inequality and your own role in global power structures. The seminars aim at creating awareness and room for discussion and foster reflection as a basis for the later engagement of GLEN Multipliers in their own communities and in GLEN. During the seminars, the working language is English.

Who can apply to participate in GLEN?

 

The Multipliers’ Training Cycle (MTC)

The MTC consists of three seminars and two practice phases that lead to becoming a GLEN Multiplier:

 

Multipliers’ Training Seminars (MTS)

After their selection, the GLEN cycle begins for the participants with two Multipliers’ Training Seminars. The two events create spaces for learning, sharing and engaging with ideas, concepts, and background knowledge. Using a broad variety of methods and tools from global education and other non-formal educational fields, the seminar teams introduce participants to GLEN, Global Education & Global Learning in theory and practice, and encourage reflections on an individual and a group level. GLEN Participants have the chance to develop their knowledge on various issues relevant to GLEN’s vision. Apart from dealing with global interconnections and interdependencies, a strong focus of the seminars is on power structures, with a particular emphasis on racism as well as other dimensions of inequality.

The seminars are facilitated by teams of tutors and lead facilitators. Yet, they are equally formed by the participants themselves: they contribute not only to the energy of the events but also with their own knowledge, skills, and experiences. Participatory methodologies build on mutual learning, while facilitation as practiced in GLEN is very different from formal “teaching” spaces. On GLEN seminars, everyone is invited to contribute to a common learning experience. Furthermore, external guest speakers are invited on a regular basis to offer specific insights and issues and share their experiences, skills, and expertise on particular issues.

What are the contents of MTS1 and MTS2? 

Do you want to know how this looks in practice?
Have a look a the following video from GLEN GéCo 2011!

 

Internship

In order to see the offers of GLEN internships worldwide, see the section Internships.

The internship of the GLEN participants generally takes place between July and October, where they spend time at their host partner’s organisations in African, Asian, Latin American, Southeast European or Caucasian countries. The internship lasts for three months.

The participants should get in contact with their host organisation themselves and to organise their stay and work (accomodation, flight, visa, etc…) individually. GLEN’s long-lasting experience has shown that the participants’ co-operation, flexibility and commitment in relation to their host partner is crucial for a successful experience for all sides. For the host partners, GLEN participants contribute with their unique experience, their skills and their committed work. Yet, they are also short-time volunteers who usually enter a space that new for them, without knowledge about the concrete circumstances of the work and the local conditions. To allow for fruitful work, a trustful and committed relationship from both sides is fundamental. Often, participants join the host organisation’s ongoing activities and contribute to existing projects or develop new aspects of work. In other cases, GLEN participants conduct a small, rather independent project under the guidance of the local organisation. Some internships focus on a field study, e. g. contributing to the construction of solar plants, evaluating a programme or collecting materials for a photo exhibition. GLEN also regularly features so-called “evaluation internships”, with participants visiting all host organisations in a specific host country and the respective GLENnies during the internships.

Apart from specific skills or experiences required for the respective internships, GLEN participants should be willing to learn and exchange on a professional, human, and cultural level. They should be highly motivated to contribute to the work of the host organisation. This requires the ability to flexibly adapt to unfamiliar environments and unexpected changes as much as it needs a respectful attitude towards the local partners.

After their return from the internships, the participants hand in a report about their work, experiences and activities. They are now ready to enter the “practice phase” of the GLEN cycle.

Practice phase

In this phase of the cycle, participants should develop a so called “Global Education Activity” (GEA), either individually or in groups. This is the time to further develop their newly gained skills and experiences and share them with a wider audience. Here, creativity has no limits, and over the years, GLENnies have proven a remarkable creative energy.

The GEAs are a unique feature of GLEN, since they are the very tool that GLENnies can use to shape the world around them. During this phase,  GLEN participants become GLEN multipliers, since they multiply whatever they learned within their own GLEN experience. Therefore, Global Education Activities should go beyond sharing the experiences of the internships but rather stimulate critical thinking of the audience. Whether it is the general public, school pupuls, or other specific target groups: the GEAs should increase the awareness of the audience and facilitate an understanding of global interdependencies. Furthermore, GEAs should stimulate the urge to become active and contribute to meaningful change. Often, GLENnies develop new projects and initiatives on the basis of their learning processes and, thereby, actively contribute to the role of GLEN as a strong actor in the field of Global Education.

What are examples of Global Education Activities? 

Please note that the individual Member organisations have different requirements for participants and their activities due to the individual circumstances of their work!

If you want to see some of the Global Education Activities from the last years, take a look at the videos here.

RENew Seminar

RENew stands for – “Seminar for Review, Engagement and Networking”. All returned GLEN participants of the cycle meet again for 4 days in order to evaluate their internships as well as their global education activity. They prepare their future engagement in global education, develop common ideas and exchange with former GLEN participants, people and institutions working in this field.

After the RENew, participants become GLEN “global education multipliers”. Participants are encouraged to initiate individually or together with others, their own projects as responsible global citizens.

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