"Enhancing Student Public and Social Engagement through the Improvement of Social Welfare Environments" project
"Umid" Support to Social Development Public Union successfully implemented the project titled ""Enhancing Student Public and Social Engagement through the Improvement of Social Welfare Environments" project", with financial support from the Agency for State Support to Non-Governmental Organizations of the Republic of Azerbaijan. The project was carried out between August 1 and November 30, 2023.
Within the project framework, two extracurricular groups/clubs were established at Secondary School No. 280 named after M. Mehdiyev in the Surakhani district of Baku, titled "Music and Drama" and "Art and Culture", each consisting of 15 students. Similarly, two more groups/clubs were formed at Secondary School No. 262 in the Turkan settlement of the Khazar district, named "Logic" and "Foreign Language", also with 15 members each.
To enhance the skills of group leaders, the following training sessions were organized:
- Group Formation and Development
- Event Planning and Organization
- Communication and Its Importance in Human Life
A total of 85 participants (29 men and 56 women) took part in these interactive sessions. As a result, participants gained new knowledge and skills on topics such as the concept and types of groups, stages of group development, methods for organizing successful events, risk and time management in event planning, types and ethics of communication, and constructive communication strategies.
Additionally, three roundtable discussions were held with 111 participants (21 men and 90 women), during which participants explored how the newly established clubs could foster creativity, critical thinking, and language skills among students. The need for additional resources was also identified.
The two clubs established at School No. 280 were equipped with 6 easels, 2 microphone stands, 1 projection screen, and 5 sets of national dance costumes for boys. At School No. 262, the clubs were provided with 10 sound amplifiers, 12 chess sets, and 9 logic test books.
In total, 150 individuals benefited from the project.
The sustainability of this initiative is expected to be supported by the training provided to students and school staff, their improved competencies, and the motivation of educators. The ongoing interest of schools in adopting and continuing this model is also seen as a key factor. Toward the end of the project, it was proposed that group leaders would be engaged in training and consultations on how to sustain the activities through partially paid participation (50%) and partially through school budgets (50%).
The successful piloting of this model builds confidence in its potential for broader impact (multiplicative effect) and possible replication in other educational institutions with the support of the Ministry of Science and Education, the Agency for State Support to NGOs, and international donors.
Additionally, three roundtable discussions were held with 111 participants (21 men and 90 women), during which participants explored how the newly established clubs could foster creativity, critical thinking, and language skills among students. The need for additional resources was also identified.
The two clubs established at School No. 280 were equipped with 6 easels, 2 microphone stands, 1 projection screen, and 5 sets of national dance costumes for boys. At School No. 262, the clubs were provided with 10 sound amplifiers, 12 chess sets, and 9 logic test books.
In total, 150 individuals benefited from the project.
The sustainability of this initiative is expected to be supported by the training provided to students and school staff, their improved competencies, and the motivation of educators. The ongoing interest of schools in adopting and continuing this model is also seen as a key factor. Toward the end of the project, it was proposed that group leaders would be engaged in training and consultations on how to sustain the activities through partially paid participation (50%) and partially through school budgets (50%).
The successful piloting of this model builds confidence in its potential for broader impact (multiplicative effect) and possible replication in other educational institutions with the support of the Ministry of Science and Education, the Agency for State Support to NGOs, and international donors.
