A Community-Centred Educational Model for developing Social Resilience (ACES): Playfulness towards an inclusive, safe and resilient society

ACES将调查和建立一种变革性的教育模式，通过有趣和参与性的方法，弥合正式和非正式的教育背景，走向一个更具包容性、更安全和更具弹性的社会，使年轻人能够在不同的社会地区蓬勃发展。ACES将调查教育在动员年轻人实现可持续发展目标(SDGs)方面的作用，考虑到幸福(SDG3)、性别(SDG5)和贫困(SDG1)对教育(SDG4)的影响，反之亦然。ACES将专注于通过教育在农村地区或城市社区的贫困地区建立有弹性的年轻人社区。年轻人是指受过小学和中学教育的人。ACES将让教师和当地社区团体参与教育过程的共同创造和所有权，在涉及边缘化背景时培养一种赋权和代理的做法--以激励、奠定基础，最重要的是，使干预本地化。提高教师的技能被认为是实现所有可持续发展目标的最有效和最直接的手段之一。优质教育的效果与改善发展成果有关。在这三个国家，获得包容和公平的优质教育是一个迫在眉睫的问题；然而，每个国家的原因、范围和严重程度各不相同。在印度尼西亚，政治、企业和官僚精英的主导地位影响了优质教育的提供。在越南，教育系统很难提供教育机会和质量，尽管自2008年以来，越南政府拨出国家预算的20%用于改善全国的教育。在马来西亚，在该国偏远/农村地区，获得优质教育仍然是一个问题。尽管这些国家报告的识字率超过90%，但维持各自经济的可持续增长、达到发达水平的努力有赖于更新的教育系统，它比识字更具变革性。虽然这些国家的经济增长带来了积极的好处，并使人们摆脱了贫困，但社会必须具备应对随后与政治和社会制度有关的变化的能力。因此，经济复原力取决于社会复原力、机构以及应对、设计、实施和支持纠正性和适应性措施的能力。ACES将探索使用有趣和参与性的方法来发展一种包容、平等和具有变革意义的教育模式，使年轻人、教师和社区团体有机会通过创造性和创新的做法应对社区的挑战/变化。为了驾驭一个日益不确定和模棱两可的世界，年轻人将需要培养好奇心、想象力、创造力、韧性和自我监管能力，走向更有生产力、更具弹性和适应能力的创新经济体。ACES将强调合作、积极和好玩/创造性的21世纪教学方法，其中教与学过程的重点是积极对话、以探究为基础、媒体素养和以学生为中心的方法。合作探索为社会创新打开了机会，考虑到社会问题的复杂性，并培育了具有足够适应能力和成本效益的解决方案，使其能够适应和生存。该项目将探索社会创新，通过节俭的方法实现社会可持续发展，让社区在缺乏资源的情况下蓬勃发展。ACES将调查这些国家玩耍的教学方法对扫盲以外的创造性思维、解决问题和社会情感学习的影响，以便对各国转型教育和可持续发展目标之间的复杂关系进行比较分析。

ACES will investigate and establish a transformative educational model for bridging formal and informal educational contexts via playful and participatory methodology towards a more inclusive, safe and resilient society that will empower young people to flourish despite their social localities. ACES will investigate the role of education in mobilising young people towards achieving Sustainable Development Goals (SDGs), taking into account the impact of wellbeing (SDG3), gender (SDG5) and poverty (SDG1) on education (SDG4) and vice-versa in Malaysia, Indonesia and Vietnam. ACES will focus on building resilient communities of young people in rural areas or deprived sections of urban communities through education. Young people refers to those in primary and secondary education. ACES will engage teachers and local community groups in the co-creation and ownership of the educational process, fostering an empowering and agentic practice when it comes to marginalised contexts - to motivate, ground and, most importantly, localise the intervention. The upskilling of teachers is considered as one of the most effective and direct means of achieving all of the SDG4 targets.The effects of quality education are linked to improved development outcomes. In all three countries, access to inclusive and equitable quality education is an impending issue; however, the causes, scope and severity vary from one country to another. In Indonesia, the dominance of political, corporate and bureaucratic elites affects the provision of quality education. In Vietnam, its education system struggles to provide access and quality, although since 2008, its government allocates 20% of its national budget to improve education throughout the nation. In Malaysia, access to quality education is still an issue at remote/rural areas in the country. Even though these countries report the literacy rate of over 90%, the efforts to maintain sustainable growth in their respective economies, to reach developed status, hinge on an updated system of education that is more transformative beyond literacy. While economic growth in these countries brings positive benefits and lifts people out of poverty, societies must be equipped to respond to subsequent changes related to political and social systems. Economic resilience thus depends on social resilience, agency and capabilities to respond, design, implement and support corrective and adaptive measures. ACES will explore the use of playful and participatory methodology towards developing an inclusive, equitable and transformative educational model that will afford opportunities for young people, teachers and community groups to respond to challenges/changes in their community through creative and innovative practices. To navigate an increasingly uncertain and ambiguous world, young people will need to develop curiosity, imagination, creativity, resilience and self-regulation towards innovative economies that are more productive, resilient and adaptable. ACES will emphasise on collaborative, active and playful/creative 21st-century pedagogies, where the focus of the teaching-learning process is on active dialogue, enquiry based, media literacy and student-centred approaches. Collaborative exploration open up opportunities for social innovation, taking into account the complexity of social problems and foster solutions resilient and cost-effective enough to adapt and survive. The project will explore social innovation through the lenses of frugal approaches to social sustainability to allow the community to thrive despite the lack of resources. ACES will investigate the impact of creative thinking, problem-solving and social-emotional learning beyond literacy afforded by playful pedagogy in these countries to conduct a comparative analysis into the complex relationships between transformational education and SDGs across the countries.