| Overall Rating | Bronze |
|---|---|
| Overall Score | 41.18 |
| Liaison | Mira Dzhakshylykova |
| Submission Date | July 19, 2024 |
American University of Central Asia
EN-1: Student Educators Program
| Status | Score | Responsible Party |
|---|---|---|
|
1.61 / 4.00 |
Mira
Dzhakshylykova Sustainability Coordinator Center for Civic Engagement |
Part 1. Percentage of students served by a peer-to-peer, sustainability educators program
Total number of students served by a peer-to-peer sustainability outreach and education program:
Percentage of students served by a peer-to-peer sustainability outreach and education program:
1st program
A brief description of the student educators program (1st program):
The project goal is to develop a Kyrgyz national network of climate educators at universities, high schools and NGOs. These teachers, students and staff will support ongoing climate education led by AUCA, and throughout the year, work to #MakeClimateAClass in all subjects. This network will then support students to work towards solving climate change. In accordance with the outlined objectives, the project aimed to expand the scope and scale of climate education in Kyrgyzstan while providing leadership training opportunities for students. This report outlines the activities conducted and their outcomes during the implementation phase. 1. Expansion of Kyrgyz Climate Education: In November 2022, an in-person teach-in was organized, accommodating 130 participants. Representatives from five universities, high schools, and ten NGOs convened to establish the Kyrgyzstan Climate Educators Network (KCEN). This network aimed to foster collaboration and knowledge sharing among educational institutions and NGOs. Mini grants were distributed to the ten NGOs to organize climate solutions workshops tailored for youth and businesses, focusing on promoting the green economy. Additionally, mini grants were allocated to five schools and university faculty to conduct interactive climate solutions activities within their institutions. These initiatives aimed to engage diverse stakeholders in climate action and education. A National Teach-In was organized in March 2023, involving all project participants, including students, faculty, and NGO representatives. This event provided a platform for sharing insights, fostering dialogue, and consolidating efforts towards climate education and advocacy. 2. Leadership Training for Kyrgyz Students: Fifty Kyrgyz students completed the C2C Fellows Sustainability Leadership Training, a two-day, in-person workshop held in Bishkek. This training, facilitated by Bard Graduate Programs, offered through the American University of Central Asia (AUCA), equipped students with essential skills and knowledge to become effective sustainability leaders in their communities. Short-term Outcomes: - Increased awareness and engagement of 130 participants in climate education initiatives. - Establishment of the Kyrgyzstan Climate Educators Network (KCEN) for ongoing collaboration. - Successful implementation of climate solutions workshops and interactive activities across diverse institutions. Long-term Outcomes: - Sustained momentum in climate education and advocacy beyond the project duration. - Enhanced capacity of Kyrgyz students to lead sustainability initiatives in their communities. - Integration of climate education into institutional curricula and extracurricular activities. Participants/Audience: - Twenty-five Kyrgyz students completed a ten-week virtual Social Media For Climate Engagement Internship offered by Bard. - Fifty Kyrgyz students engaged in a virtual mini-conference on climate education organizing, collaborating with US and global students.
A brief description of the student educators program’s target audience (1st program):
NGO, University and High School Educators from seven regions of Kyrgyzstan.
Number of trained student educators (1st program):
Number of weeks the student educators program is active annually (1st program):
Average or expected number of hours worked weekly per trained student educator (1st program):
Total number of hours worked annually by trained student educators (1st program):
Website URL where information about the student educators program is available (1st program):
If reporting students served by additional peer-to-peer programs, provide:
2nd program
A brief description of the student educators program (2nd program):
A brief description of the student educators program’s target audience (2nd program):
Number of trained student educators (2nd program):
Number of weeks the student educators program is active annually (2nd program):
Average or expected number of hours worked weekly per trained student educator (2nd program):
Total number of hours worked annually by trained student educators (2nd program):
Website URL where information about the student educators program is available (2nd program):
If reporting students served by three or more peer-to-peer programs, provide:
3rd program
A brief description of the student educators program (3rd program):
A brief description of the student educators program’s target audience (3rd program):
Number of trained student educators (3rd program):
Number of weeks the student educators program is active annually (3rd program):
Average or expected number of hours worked weekly per trained student educator (3rd program):
Total number of hours worked annually by trained student educators (3rd program):
Website URL where information about the student educators program is available (3rd program):
Additional programs
Number of trained student educators (all other programs):
Number of weeks, on average, the student educators programs are active annually (all other programs):
Average or expected number of hours worked weekly per student educator (all other programs) :
Total number of hours worked annually by trained student educators (all other programs):
Part 2. Educator hours per student served by a peer-to-peer educator program
Hours worked annually by trained student sustainability educators per student served by a peer-to-peer program:
Optional Fields
Additional documentation to support the submission:
Data source(s) and notes about the submission:
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.