PROJECT HANDBOOK

Sabine Mahlknecht

Paola Ramello

Education for Global Citizenship

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

PART 1: general information and theoretical background

PART 3: evaluation

PART 2: the “process”

PART 4: useful resources

Project‘s handbook

STRUCTURE AND CONTENTS

Project‘s handbook

GENERAL INFORMATION + THEORETICAL BACKGROUND

Idea & Backgroundof the project

who is whoIn the project

Project goals

Key concepts

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

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

Project‘s handbook

STEP 3: Working together and learning from each other

International theme groups‘ work

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

THANKS

To

The steering team and national coordinators

The headmasters of the participating schools

The teachers and students involved in the project