FUTURE LEARNING SPACES

THE KEYS TO THEIR FUTURES

My vision is for each of the twelve districts to have a Youth Futures Space and a Life Work Centre. Within these spaces, adolescents can come together and meet with adult mentors to communicate, collaborate, create and problem solve as they work together on projects in their particular areas of interest.

These centres will become the meeting points for team projects. Within the four walls are flexible seating arrangements for group members to collaborate, 'wonder walls' (either chalkboard paint or whiteboard) to brainstorm concepts and mind map planning, access to support staff from NGO's and other available resources. Adult mentors work with groups of boys on target setting and action planning.

YOUTH FUTURES SPACE

Suggested projects and events:

Sport activities - planning skills activities, round robin tournaments for the district, buddy systems with younger age groups.
Arts - planning and performing a dance or drama performance, or puppet show for children, incorporating script writing, set and costume design
Visual Art - murals, signage
Music - forming an ensemble for their own personal benefits or for providing entertainment for camp residents
Under 15's - create a "Caine's Arcade" to entertain themselves and some younger children within the district http://cainesarcade.com/
Writer's Workshop - Journaling for Healing, publish a district newsletter and/or collaborate with other districts to produce Za'atari news for the community or a specific age group, interview then publish "Humans of Za'atari" based on "Humans of New York" to share globally

LIFE WORK CENTRE

NB: Projects will require input and leadership from adults with expertise in their fields.

Suggested projects and events:

Agriculture - garden construction for caravan sites, to grow vegetables and herbs for self sufficiency or trade at local market
Construction and Infrastructure - (15 years or older) caravan relocations, annexe building, maintenance projects, engineering projects, water systems projects as these currently continue to develop
Food Services - work placement at the local bakery or one of the restaurants
Recycling and Sustainability
Community Service initiatives
Other vocational experiences as requested eg; hairdressing

AS FUTURE CONNECTIVITY ALLOWS:

Suggestions include:

Digital Technologies - training and experiences (as most refugees are familiar with mobile devices and will require skills to enable future opportunities)
Access to online learning and making global connections
Google Expeditions https://edu.google.com/expeditions/#get-started
Movie Making to document and share their stories

It is vital the male youth age group see themselves achieving effective things individually and jointly. A capability approach must be fostered so they are able to lead lives of value, having choice and opportunity to undertake actions they want to be engaged in. Empowerment begins from the bottom-up as they recognise their agency and potential and incorporate this in their identity. Some of the best life skills are learned and intrinsic rewards gained when students focus on others in these and other social justice scenarios, playing a significant role in their cognitive and psychosocial protection.

REFERENCES