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PROJECT HANDBOOK
Sabine Mahlknecht
Paola Ramello
Education for Global Citizenship
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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
Project‘s handbook
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PART 1: general information and theoretical background
PART 3: evaluation
PART 2: the “process”
PART 4: useful resources
Project‘s handbook
STRUCTURE AND CONTENTS
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Project‘s handbook
GENERAL INFORMATION + THEORETICAL BACKGROUND
Idea & Backgroundof the project
who is whoIn the project
Project goals
Key concepts
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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
Project‘s handbook
THE PROCESS
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TOOLS
HINTS
WHAT HAPPEN
EDNational seminars
School based activities
- Global evening
- Geographic information about the five countries
....
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?
....
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
Project‘s handbook
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Project‘s handbook
STEP 3: Working together and learning from each other
International theme groups‘ work
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Project‘s handbook
CHALLENGES OF INTERNATIONAL PROJECTS
EVALUATION
Key elements to be evaluated
• outcome
• impact
• process
Levels of evaluation
• project itselfs
• meetings at national and international level
• educational materials and tools produced
• steering team work
ONGOING ASSESSMENTINTERNATIONAL TGs‘ WORK
• self-evaluation
EXTERNAL EVALUATION
• conferences• project
difference of language competenciescultural differencesdifferent school systems/educational approaches different school calendarsdifferent access to facilities / technologiesdifferent levels of commitment by the participating classes
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THANKS
To
The steering team and national coordinators
The headmasters of the participating schools
The teachers and students involved in the project