All topic course
Sangeeta Pethiya (India)
GCED Handbook for Teachers at Upper Primary Level in India
The Global Citizenship Education: A Handbook for Teachers at Upper Primary Level in India stresses the importance of integrating GCED in different subjects. The handbook developed by Ms Sangeeta Pethiya is designed to provide teachers with samples of practical teaching-learning activities along with the corresponding GCED components and possible competencies. It explores how the different GCED themes can be realized within the framework of the existing curriculum. It can be used in different ways depending on the needs and contexts of the learners. This initiative is a result of various researches, consultations and workshops.
Melandro Santos (Philippines)
In Sciencia Nos Solidaritas: Integrating GCED in Science Classroom
In Sciencia Nos Solidaritas (In Science, We are United) is a division-wide capacity building programme created to integrate Global Citizenship Education (GCED) for sustainable development in science classroom. The programme aims to prepare the science teachers of Manila to integrate GCED on existing secondary school science subject through teaching demonstrations, writing lesson exemplars and developing a contextualized and age appropriate GCED Learning Resource Material (LRM) suited to Filipino learners. Given the limited content knowledge and pedagogy of the Filipino teachers on GCED, the programme was designed and conceptualized tailored to the national and local context to develop key competencies needed for promoting GCED.
Khalaf Al’Abri (Oman)
Educating Pre-Schooling Children to be Global Citizens in the Omani Context
This project ‘Educating Pre-School Children to be Global Citizens in Oman’ deals with a critical group of learners who are at their early childhood (pre-schooling children). Specifically, the project aimed at producing global citizens from those children when they had moved from their small families to the more complex environment of the Child Care Center. Mr. Khalaf Al’Abri considered this phase of early childhood as the foundation age and the best timing for teaching global citizenship and creating caring human beings. In general, the project is based on the idea that children’s understanding of the wider world is best created and nurtured at this phase of learning.
Marcelo Trivelli (Chile)
WAYNA: A Pedagogical Tool for GCED and Better Living Together
Fundación Semilla, a nonprofit organization, composed of a multidisciplinary team oriented to Global Citizen Education along with the generation of democratic and participatory school cultures, works with young people in schools aiming to:
(1) encourage them to be part of society and their educational communities through their participation in the decision-making process;
(2) strengthen their self-esteem and confidence in their abilities;
and (3) behave harmoniously with their surroundings, valuing diversity and respecting differences.
WAYNA was developed in order to promote GCED with emphasis in living together or with coexistence and citizenship. This tool was developed under the guidelines for Global Citizen Education incorporating the three pillars: emotional literacy, empathy and valuing diversity. This includes a set of six dynamics and striking table games that capture motivation and detonate the interests of those who play it.
Tina Trdin (Slovenia)
Learning from Street : Street Education on Global Issues (Global Education Agora)
Global education Agora (GEAgora) is a project connecting three spheres of learning into one: Global Citizenship Education, non-formal learning and street education/animation. In practice, it creates the space for global citizenship education actions in the streets, with random passersby, attracting and triggering them with various interactive and experiential activities developed.
The project focuses on exchanging and gaining opinions on important topics from citizens along the street. This information can then be used for advocacy, comparing opinions from different localities, further awareness raising and encouraging action. Based on the conversations on the streets, a newsletter with recommendations was created and disseminated to diverse stakeholders. With the GEAgora approach educators also learn how to bring responsible action out of the classrooms and youth centres and encourage youths to organize awareness raising street actions on their own.
