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PROJECT HANDBOOK

PROJECT HANDBOOK. Sabine Mahlknecht Paola Ramello. Education for Global Citizenship. Project‘s handbook. AIMS. to give documentation of the whole project to give visibility to the school activities and experiences to give inspiration to others

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PROJECT HANDBOOK

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  1. PROJECT HANDBOOK Sabine Mahlknecht Paola Ramello Education for Global Citizenship

  2. Project‘s handbook AIMS to give documentation of the whole project to give visibility to the school activities and experiences to give inspiration to others to consolidate the issue of Global Citizenship in formal education and school curricula highlights of the development of the project and its steps over the three years link between the practical implementation and the learning process

  3. Project‘s handbook STRUCTURE AND CONTENTS PART 1: general information and theoretical background PART 2: the “process” PART 3: evaluation PART 4: useful resources

  4. Project‘s handbook GENERAL INFORMATION + THEORETICAL BACKGROUND Idea & Background of the project Key concepts who is who In the project Project goals

  5. Project‘s handbook THE PROCESS • Transferring experiences and concepts step by step • - STEP 1:approach to the meaning of global citizenship • STEP 2: getting in contact / together • STEP 3: working together and learning from each other • STEP 4: acting as a global citizen Activities and tools: good practice examples and individual case studies that can be taken as suggestions and reproduced

  6. Project‘s handbook WHAT HAPPENED HINTS TOOLS STEP 1: Approach to the meaning of global citizenship – SOME EXAMPLES Exercises - Who is a global citizen? - Dominoes - How global are you? - What do I take home? .... National seminars School based activities - Global evening - Geographic information about the five countries .... How to approach global citizenship - aims at the beginning of the process - keys for the planning - elements of participatory pedagogy - facilitate activities - get into action

  7. Project‘s handbook STEP 3: Working together and learning from each other International theme groups‘ work

  8. Project‘s handbook EVALUATION ONGOING ASSESSMENT INTERNATIONAL TGs‘ WORK Levels of evaluation • self-evaluation • project itselfs • meetings at national and international level • educational materials and tools produced • steering team work EXTERNAL EVALUATION • conferences • project CHALLENGES OF INTERNATIONAL PROJECTS Key elements to be evaluated difference of language competencies cultural differences different school systems/educational approaches different school calendars different access to facilities / technologies different levels of commitment by the participating classes • outcome • impact • process

  9. THANKS To The steering team and national coordinators The headmasters of the participating schools The teachers and students involved in the project

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