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

ACES将调查并建立一种变革性的教育模式，通过有趣和参与式的方法，将正式和非正式的教育环境连接起来，建立一个更包容、更安全、更有弹性的社会，使年轻人能够在不同的社会环境中茁壮成长。ACES将在马来西亚、印度尼西亚和越南调查教育在动员年轻人实现可持续发展目标（sdg）方面的作用，同时考虑到福祉（SDG3）、性别（SDG5）和贫困（SDG1）对教育（SDG4）的影响，反之亦然。ACES将侧重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。青年是指接受小学和中学教育的人。ACES将让教师和当地社区团体参与共同创造和拥有教育过程，在边缘化环境中培养一种授权和代理实践——激励、支持，最重要的是，使干预本地化。提高教师技能被认为是实现可持续发展目标4所有具体目标的最有效和最直接的手段之一。优质教育的效果与发展成果的改善息息相关。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，原因、范围和严重程度因国家而异。在印尼，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，尽管自2008年以来，其政府拨出20%的国家预算用于改善全国的教育，但其教育体系仍在努力提供机会和质量。在马来西亚，获得优质教育仍然是该国偏远/农村地区的一个问题。尽管这些国家报告的识字率超过90%，但保持各自经济可持续增长、达到发达国家水平的努力，取决于更新的教育体系，这一体系在识字率之外更具变革性。虽然这些国家的经济增长带来了积极的好处并使人民摆脱贫困，但社会必须准备好应对随后与政治和社会制度有关的变化。因此，经济复原力取决于社会复原力、响应、设计、实施和支持纠正和适应性措施的机构和能力。ACES将探索使用有趣和参与式的方法来发展一个包容、公平和变革的教育模式，为年轻人、教师和社区团体提供机会，通过创造性和创新的实践来应对社区的挑战/变化。为了应对一个日益不确定和模糊的世界，年轻人需要培养好奇心、想象力、创造力、适应力和自我调节能力，以实现更具生产力、适应力和适应性的创新型经济。ACES将强调合作，积极和有趣/创造性的21世纪教学法，其中教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。协作探索为社会创新提供了机会，考虑到社会问题的复杂性，并培育具有弹性和成本效益的解决方案，以适应和生存。该项目将通过社会可持续发展的节俭方法探索社会创新，使社区在缺乏资源的情况下蓬勃发展。ACES将调查这些国家的创造性思维、解决问题和社交情感学习对游戏教学法的影响，并对各国转型教育与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.